Indigenous Education and Empowerment: International Perspectives. Contemporary Native American Communities #17

Sonst. Personen	Abu-Saad, Ismael (Hrsg.); Champagne, Duane (Hrsg.)
Titel	Indigenous Education and Empowerment: International Perspectives. Contemporary Native American Communities #17
Quelle	(2006), (208 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-7591-0894-3
Schlagwörter	Empowerment; Social Integration; Social Development; American Indian Education; Culturally Relevant Education; Indigenous Populations; Cultural Maintenance; Arabs; Foreign Countries; Minority Groups; American Indians; Israel; Tonga + Suchen Sie Ihr Suchwort? Soziale Integration; Soziale Entwicklung; Sinti und Roma; Arab; Araber; Ausland; Ethnische Minderheit; American Indian; Indianer
Abstract	Indigenous people have often been confronted with education systems that ignore their cultural and historical perspectives. Largely unsuccessful projects of assimilation have been the predominant outcome of indigenous communities' encounters with state schools, as many indigenous students fail to conform to mainstream cultural norms. This insightful volume is an important contribution to the understanding of indigenous empowerment through education. The contributors to this volume work in the fields of education, social development and community empowerment among indigenous communities around the world. Their essays create a new foundation for implementing specialized indigenous/minority education worldwide, and engage the simultaneous projects of cultural preservation and social integration. This work will be vital for scholars in Native American studies, ethnic studies, and education. The book opens with an introduction entitled "Seeking Common Ground through Education: An Introduction." The book is then organized into the following nine chapters: (1) Athabaskan Education: The Case of Denendeh Past, Present and Future (Dene National Chief Noeline Villebrun); (2) Four Directions for Indian Education (James V. Fenelon and Dorothy LeBeau); (3) Deconstructing Captivities: Indigenous Women Reshaping Education and Justice (Sylvia Marcos); (4) Decolonizing Athabaskan Education: Aboriginal and Treaty Rights in Denendeh (C. D. James Paci); (5) Hear the Silenced Voices and Make that Relationship: Issues of Relational Ethics in Aboriginal Contexts (Nathalie Piquemal); (6) Identity Formation among Indigenous Youth in Majority-Controlled Schools: Palestinian Arabs in Israel (Ismael Abu-Saad); (7) Education, Culture and Nation Building: Development of the Tribal Learning Community and Educational Exchange (Duane Champagne); (8) TalanoaMalie: Social and Educational Empowerment for Tongans by Tongans in the "Pasifika" Education Proposal (Linita Manu'atu and Mere Kepa); and (9) Articulating Indigenous People's Culture in Education (Leah Enkiwe Abayao). An index and information about the authors conclude the book. (ERIC).
Anmerkungen	Altamira Press. A division of Rowman & Littlefield Publishers, Inc. 4501 Forbes Blvd, Suite 200, Lanham, MD 20706. Tel: 301-459-3366; Fax: 301-429-5748; e-mail: explore@altamirapress.com; Web site: http://www.altamirapress.com/.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10