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This edited collection evaluates indigenous community-based initiatives from around the world. Examples include programmes among Maori in New Zealand, Sámi in Norway, Aboriginal People in Australia, Innu in Canada, and Native Americans in the mainland US, Hawai’i, Canada and South America. Contributors include indigenous educational practitioners, and indigenous and non-indigenous academics long associated with the study of indigenous education.
Stephen May is a Lecturer in the Sociology Department, University of Bristol, UK. He has written widely on issues to do with language, education and minority rights. His major publications include Making Multicultural Education Work (Multilingual Matters, 1994), Critical Multiculturalism (Falmer Press, 1999) and Language, Education and Minority Rights (Longman, forthcoming).
Introduction
David Corson: Community-based Education for Indigenous Cultures
Mark Fettes: Indigenous Education and the Ecology of Community
Stephen May: Language and Education Rights for Indigenous Peoples
Arohia Durie: Emancipatory Maori Education - Speaking from the Heart
Teresa L. McCarty and Lucille J. Watahomigie: Community-Based Indigenous Language Education in the USA
William H. Wilson: The Socio-Political Context of Establishing Hawaiian-Medium Education
James Ryan: Towards a New Age in Innu Education: Innu Resistance and Community Activism
Jon Todal: Minorities within a Minority: Language and the School in the Sami Areas of Norway
Anne Lowell and Brian Devlin: Miscommunication between Aboriginal Students and their Non-Aboriginal Teachers in a Bilingual School
Nancy Hornberger and Kendall King: Authenticity and Unification in Quechua Language Planning