Abstract
There is a need for research on indigenous education in order to identify commonalities in the perspectives of indigenous communities, especially in regards to the quality of mass, monolingual education for children, as well as to examine community responses to perceptions of low quality which stem from inadequate incorporation within schooling of the mother-tongue and of indigenous community culture and spiritual perspectives. The two cases examined in this chapter are the Maori schools of Aotearoa/New Zealand and the case of Tibet. The aim of the chapter is: 1) to define the role of spirituality in both Maori and Tibetan village schools (Bosacki, 1998); 2) to determine in what ways and to what degree the two cases resemble each other or differ; 3) to draw useful lessons for indigenous Tibetan communities from the relative success of Maori community schools in Aotearoa/New Zealand; 4) to make policy recommendations for village school curriculum and organization in indigenous areas that can both meet policy makers requirements and satisfy indigenous communities spiritual needs.
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Luo, J. (2011). The Role of Spirituality in Maori and Tibetan Village Schools. In: Wane, N.N., Manyimo, E.L., Ritskes, E.J. (eds) Spirituality, Education & Society. SensePublishers. https://doi.org/10.1007/978-94-6091-603-8_6
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DOI: https://doi.org/10.1007/978-94-6091-603-8_6
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