Handbook of Indigenous Education

1391 Pages·2019·20.924 MB·English

by  Elizabeth Ann McKinley, Linda Tuhiwai Smith

Elizabeth Ann McKinley
Linda Tuhiwai Smith
Editors
Handbook of
Indigenous
Education
Handbook of Indigenous Education
Elizabeth Ann McKinley
Linda Tuhiwai Smith
Editors
Handbook of Indigenous
Education
With77Figuresand24Tables
Editors
ElizabethAnnMcKinley LindaTuhiwaiSmith
MelbourneGraduateSchoolofEducation FacultyofMāoriandIndigenousStudies
UniversityofMelbourne TheUniversityofWaikato
Melbourne,VIC,Australia Hamilton,Waikato,NewZealand
ISBN978-981-10-3898-3 ISBN978-981-10-3899-0(eBook)
ISBN978-981-10-3900-3(printandelectronicbundle)
https://doi.org/10.1007/978-981-10-3899-0
LibraryofCongressControlNumber:2019933556
©SpringerNatureSingaporePteLtd.2019
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We would like to dedicate this Handbook to
the many people who have brought us to this
point and made it all possible: first, to those
educators, knowledge holders, and leaders of
the past who have kept Indigenous knowledge
alive, have nurtured and spoken Indigenous
languages, struggled for Indigenous rights,
and sought to encourage and sustain
Indigenous educational aspirations through
thedarkestoftimes.Secondly,wededicatethe
Handbook to those who work as Indigenous
educators in our communities and schools,
who hunger for literature that supports and
gives evidence to their work. Finally, we
dedicate this Handbook to ourearly research
leaders who have broken through numerous
barriers to clear the way for the work that is
presented here.
Preface
Indigenous communities across the world traditionally had very sophisticated sys-
tems of education that were never static but developed as a result of reflection,
collective deliberation, and experimentation. These education systems had no end-
ing: each generation expanded the community’s knowledge base. Traditionally,
learningoccurredasoneparticipated inactivitiesofeverydaylivingandjoiningin
life’s ceremonies. While this form of education continues in current times, it is in
additiontomorestructuredandformalsettings.
The academic field of Indigenous education is a continuation of this journey.
Indigenousscholarshavebeenworkingharddevelopingspaceintheacademiesand
writingtextswithanaimtoexpandIndigenousknowledgebasesthroughresearch.
The text draws attention to the fact that every chapter has been led, and largely
entirely produced, by Indigenous academics – a feat that would not have been
possibleevenadecadeago.
Over the last four or more decades, the education of Indigenous peoples has
become an increasingly central preoccupation in many colonized countries across
the globe and for international associations. With Indigenous education systems
disrupted and often destroyed by colonial invasion and exploitation, the United
Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) has brought
totheworld’sattentionourrighttoteachourhistories,languages,philosophies,and
literature, to establish and control our own education systems and institutions, to
teach in a manner appropriate to cultural methods of teaching and learning, to
provide education in our own languages, and for all Indigenous children to have
access to an education in their own culture and language. This book addresses all
theseissuesforIndigenouspeoplesacrosstheglobeandindifferentcontexts.
Indigenous education today is a complex, interdisciplinary field of research
requiring its Indigenous researchers to straddle disciplines of the academy – a
super subject – incorporating subjects such as linguistics, psychology, history,
mathematics, astronomy, law, and philosophy, to name but a few, and subjects in
the future we have yet tohear about. The Handbook brings together diverse views
and strategies from across the world to provide a comprehensive overview of the
complexitiesandnuancesofIndigenouspeoples’experiences.Indigenouspeoples’
positioningoneducationislargelydrivenbytheircolonialhistories.
vii
viii Preface
The purpose of the Handbook of Indigenous Education is to provide a state-of-
the-art reference and a comprehensive map of the field to date. It is divided into
six major sections based ondebatesand topics of interest toIndigenous communi-
ties,andeachsectionhas10–12chapters.Eachofthesixsectionsisintroducedby
twosectioneditorswhoareinternationallyrecognizedinthefield.Allchaptersare
either led or entirely written by Indigenous academics. We attempted to recruit a
widespreadofpeoplefromdifferentcountriesandcontinentsacrosstheglobeand
achieved this to a large extent; however, we are cognizant there are “gaps.” These
gapspresentachallengetoallofusaswemoveforward.
The Handbook is available as a print edition and as a fully searchable online
version.
Melbourne,Australia ElizabethAnnMcKinley
Hamilton,NewZealand LindaTuhiwaiSmith
March2019
Acknowledgments
Therewereanumberofchallengesinputtingtogetherthislargeeditedvolume.We
neededtoaccessournetworks,decideonthesectioneditors,andaskthemtochoose
authors.Theentireprocessrequirednegotiationskills.Communicationbetweenthe
section editors and the editors in chief involved suggestions of authors and topics.
Some people approached were not available to write or did not respond to invita-
tions.Thisistobeexpected–Indigenousacademicsareoftenovercommitted,trying
to satisfy both institutional demands and community obligations. However, books
arealways the result of acomplexweb ofrelationships. This bookrepresents, first
and foremost, networks within networks of Indigenous scholars and, secondly,
another network of allies who have supported the work of Indigenous scholars in
theacademy.
Wewouldlike tothank those whoacceptedthechallenge andresponsibilityfor
being section editors: Leonie Pihama (University of Waikato), Jenny Lee-Morgan
(UnitecInstituteofTechnology),GeorgeSefaDei(UniversityofToronto),JeanPaul
Restoule(UniversityofVictoria,Canada),MargieHohepa(UniversityofWaikato),
Carl Mika (University of Waikato), Graham Hingangaroa Smith (Massey Univer-
sity), Melinda Webber (University of Auckland), Bryan McKinley Jones Brayboy
(Arizona State University), Megan Bang (North Western University), Sharon
Nelson-Barber (WestEd), and Zanette Johnson (Intrinsic Impact Consulting). Your
knowledge,networks,andcommitmenttotheprojecthavebeeninstrumentaltothe
successofthiswork.WewishtothankthosewhoopenedthisworkuptoIndigenous
peoplesnetworksacrosstheglobe.
Wewanttoacknowledgetheworkofalloftheauthorswhohavecontributedto
thisbook.Wewishtothankyouallforwritingthechaptersandspendingadditional
hours on making revisions. It is your contributions that have made this volume
possible.Thebookisacelebrationofourcollectiveexpertiseandtherelationships
we have with each other. We hope further relationships can be built through
thiswork.
We would like to express our gratitude to the chapter reviewers for both their
expertise and their generosity in giving time to provide the feedback necessary to
help make this book a quality contribution to education. The number of people
requiredtoreview thistextwasextensive, andweareverypleasedyousharedour
vision of the value in this book. We also wish to thank Lilly Brown, who worked
ix
x Acknowledgments
tirelessly as our research assistant. We, as editors in chief, were not always as
organized as we could have been, but you managed to keep the threads together.
Andlast,butnotleast,wewishtothanktheteamatSpringerwiththeproductionof
thebook:SpringereditorNickMelchior,foryoursuggestionthatitwastimelyfor
such a volume, and the Springer team we dealt with – Rashmi, Neha, and
Mokshika and others too numerous to mention – many thanks for your guidance
andassistance.
ListofReviewers
GlenAikenhead,UniversityofSaskatchewan,Saskatoon,Canada
Airini,ThompsonRiversUniversity,Kamloops,Canada
LillyBrown,UniversityofMelbourne,Melbourne,Australia
GregCajete,UniversityofNewMexico,USA
JanepichaCheva-Isarakul,VictoriaUniversityofWellington,Wellington,Aotearoa
NewZealand
PaulineChinn,UniversityofHawai’i,Honolulu,USA
Ho-ChiaChueh,NationalTaiwanUniversity,Taipei,Taiwan
GarrickCooper,UniversityofCanterbury,Christchurch,AotearoaNewZealand
BronwenCowie,UniversityofWaikato,Hamilton,AotearoaNewZealand
RhondaCraven,AustralianCatholicUniversity,Sydney,Australia
RuthDeSouza,UniversityofMelbourne,Melbourne,Australia
GeorgeSefaDei,UniversityofToronto,Toronto,Canada
JulieEvans,UniversityofMelbourne,Melbourne,Australia
LesleyFarrell,UniversityofMelbourne,Melbourne,Australia
KatieFitzpatrick,UniversityofAuckland,Auckland,AotearoaNewZealand
AliciaFlynn,UniversityofMelbourne,Melbourne,Australia
CandaceGalla,UniversityofBritishColumbia,Vancouver,Canada
LorraineGraham,UniversityofMelbourne,Melbourne,Australia
SandyGrande,ConnecticutCollege,NewLondon,Connecticut,USA
JohnHattie,UniversityofMelbourne,Melbourne,Australia
CamillaHighfield,UniversityofAuckland,Auckland,AotearoaNewZealand
MargieHohepa,UniversityofWaikato,Hamilton,AotearoaNewZealand
BrendanHokowhitu,UniversityofWaikato,Hamilton,AotearoaNewZealand
HuiaJahnke,MasseyUniversity,PalmerstonNorth,AotearoaNewZealand
Seu’ulaJohanssonFua,UniversityofSouthPacific(TongaCampus),Suva,Fiji
ZanetteJohnson,IntrinsicImpactConsulting,PaloAlto,USA
AlisonJones,UniversityofAuckland,Auckland,AotearoaNewZealand
TeTakaKeegan,UniversityofWaikato,Hamilton,AotearoaNewZealand
TahuKukutai,UniversityofWaikato,Hamilton,AotearoaNewZealand
JennyLee-Morgan,UnitecInstituteofTechnology,Auckland,NewZealand
MargieMaaka,UniversityofHawai’i(Manoa),Honolulu,USA
StephenMay,UniversityofAuckland,Auckland,AotearoaNewZealand
CarlMika,TheUniversityofWaikato,Hamilton,AotearoaNewZealand
AngusMcfarlane,UniversityofCanterbury,Christchurch,AotearoaNewZealand
Acknowledgments xi
SonjaMcfarlane,UniversityofCanterbury,Christchurch,AotearoaNewZealand
TracyMcIntosh,UniversityofAuckland,Auckland,AotearoaNewZealand
Elizabeth Ann McKinley, Melbourne Graduate School of Education, University of
Melbourne,Melbourne,Australia
JulieMcLeod,UniversityofMelbourne,Melbourne,Australia
SueMentha,UniversityofMelbourne,Melbourne,Australia
SueMiddleton,UniversityofWaikato,Hamilton,AotearoaNewZealand
NikkiMoodie,UniversityofMelbourne,Melbourne,Australia
BernadetteMurphy,UniversityofMelbourne,Melbourne,Australia
SharonNelson-Barber,WestEd,SanFrancisco,USA
SophieNock,UniversityofWaikato,Hamilton,AotearoaNewZealand
RachelNordlinger,UniversityofMelbourne,Melbourne,Australia
Adreanne Ormond, Victoria University of Wellington, Wellington, Aotearoa
NewZealand
LeoniePihama,UniversityofWaikato,Hamilton,AotearoaNewZealand
JelenaPorsanger,SamiUniversityofAppliedSciences,Kautokeino,Norway
DonnRatana,UniversityofWaikato,Hamilton,AotearoaNewZealand
Jean-PaulRestoule,UniversityofVictoria,BritishColumbia,Canada
Lester-IrabinnaRigney,UniversityofSouthAustralia,Adelaide,Australia
FazalRizvi,UniversityofMelbourne,Melbourne,Australia
RaukuraRoa,UniversityofWaikato,Hamilton,AotearoaNewZealand
ChristineRubie-Davies,UniversityofAuckland,Auckland,AotearoaNewZealand
SophieRudolph,UniversityofMelbourne,Melbourne,Australia
KabiniSanga,VictoriaUniversityofWellington,Wellington,AotearoaNewZealand
GlennSavage,UniversityofWesternAustralia,Perth,Australia
Wee-TiongSeah,UniversityofMelbourne,Melbourne,Australia
RaeSi’ilata,UniversityofAuckland,Auckland,AotearoaNewZealand
NaomiSimmons,UniversityofWaikato,Hamilton,AotearoaNewZealand
MereSkerrett,VictoriaUniversityofWellington,AotearoaNewZealand
ChristineSleeter,CaliforniaStateUniversityMontereyBay,California,USA
RobinSmall,UniversityofMelbourne,Melbourne,Australia
Cherryl Waerea-i-te-rangi Smith, Te Atawhai o te Ao, Whanganui, Aotearoa
NewZealand
GrahamHingangaroaSmith,MasseyUniversity,PalmerstonNorth,NewZealand
JillSmith,UniversityofAuckland,Auckland,AotearoaNewZealand
KylieSmith,UniversityofMelbourne,Melbourne,Australia
LindaTuhiwaiSmith,TheUniversityofWaikato,Hamilton,Waikato,NewZealand
R.D.KekehaSolis,UniversityofHawai’i(Manoa),Honolulu,USA
DawnSutherland,UniversityofWinnipeg,Winnipeg,Canada
TonyTrinick,UniversityofAuckland,Auckland,AotearoaNewZealand
MaliaVillegas,AfognakNativeCorporation(KodiakIsland),Alaska,USA
MaggieWalter,UniversityofTasmania,Hobart,Australia
TeRinaWarren,MasseyUniversity,PalmerstonNorth,AotearoaNewZealand
MelindaWebber,UniversityofAuckland,Auckland,AotearoaNewZealand