Routledge Indigenous Educational Models for Contemporary Practice: In Our Mother's Voice, Volume II: 2 (Sociocultural, Political, and Historical Studies in Education)

Product Description The book challenges teachers, researchers, educational leaders, and community stakeholders to build dynamic learning environments through which indigenous learners can be "Boldly Indigenous in a Global World!" Three days of focused dialogue at the 2005 World Indigenous Peoples Conference on Education (WIPCE) led to the charge to create Volume II of Indigenous Educational Models for Contemporary Practice: In Our Mother’s Voice. Building on the first volume, Volume II examines these topics: Regenerating and transforming language and culture pedagogy that reminds us that what is "Contemporary is Native" Living indigenous leadership that engages and ensures the presence, readiness, and civic work of our next generation of leaders Indigenizing assessment and accountability that makes certain that native values and strengths lead this important work Highlighting the power of partnerships that begin with the child-elder, which is then nurtured in community and institutions to cross boundaries of cultural difference, physical geography, native and non-native institutions and communities Indigenous Educational Models for Contemporary Practice: In Our Mother’s Voice, Volume II honors the wisdom of our ancestors, highlights the diversity of our indigenous stories, and illuminates the passion of forward-looking scholars. Review "Many educational traditions and practices have been lost or only remain in the memories of survivors of the indigenous peoples’ holocaust while other educational traditions have remained active. Indigenous Educational Models for Contemporary Practice provides educational models that affirm the vitality of these traditions and their adaptability to contemporary times…. It is my hope and belief that the educational models described in this book will help put students, teachers, and the world on the path to harmony and hope."--Joel Spring, Queens College, City University of New York, USA, from the Series Editor Foreword "As I began to read, I started to feel excited by the idea of teaching this book, of using it in my work to prepare educators for urban and rural classrooms. It is a superlative example of what I am trying to convey to future teachers about epistemological diversity, and the need to recognize the rich, often untranslatable, sometimes dissonant ways of knowing and beliefs about knowing that students bring to classrooms. Further, the volume serves as a radiant counterpoint to neoliberal logic―a logic so naturalized in the West that it stands in for reason, while circumventing alternative worldviews….the book is dynamic, poetic, precise, recursive."―wicazo sa, a Journal of Native American Studies   About the Author About the Editor: Maenette Benham, Kanaka Maoli, is a Professor in the Department of Educational Administration at Michigan State University. As a scholar, mentor, and teacher, her inquiry centers on engaged leadership; the wisdom of knowing and praxis of social justice; and the effects of educational policy on indigenous people. She is the author of numerous articles and books on these topics.