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Towards Self-Determination in Indigenous Education Research: An Introduction

  • Elizabeth McKinleyEmail author
  • Linda Tuhiwai SmithEmail author
Living reference work entry

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Abstract

Indigenous education was not always marginalized. Indigenous communities have always maintained and developed complex education systems. However, colonial invasion and exploitation have shattered Indigenous knowledges and ways of knowing, and as a result, the pieces have become scattered – destroyed, hidden, and other parts just waiting to be reconstructed. More recently, Indigenous education has become a collaborative international project with ideas and methods, theories, and examples being drawn upon from diverse Indigenous situations. This chapter lays out the basis of how the editors view Indigenous education – derived from the work that predates the United Nations Declaration of the Rights of Indigenous Peoples (UNDRIP) but is consistent with it. We explore what it means to become and be an Indigenous education researcher by providing an overview of the book. The six sections of the book contain chapters that examine subject matters in relation to a broader understanding of how these ideas resonate internationally. We explore each of the six sections and finally ask questions about the future of Indigenous education research.

Keywords

United Nations Declaration of the Rights of Indigenous Peoples (UNDRIP) Being and becoming Future of Indigenous education 

References

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Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.University of MelbourneMelbourneAustralia
  2. 2.The University of WaikatoHamiltonNew Zealand

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