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.
Similar content being viewed by others
References
Jackson M (2018) At home on country, at home in the world. Presented at the Dungala Kaiela Oration, Shepparton, Victoria, Australia, 24 July 2018 (Retrieved 18 Sept 2018 from http://www.kaielainstitute.org.au/dungala-kaiela-oration.html)
Mead HM (2003) Tikanga Māori. Huia Publishers, Wellington
Mika C (2017) Indigenous education and the metaphysics of presence: a worlded philosophy. Routledge, London. Retrieved from https://www.routledge.com/
Morrison T (1992) Playing in the dark: whiteness and the literary imagination. Harvard University Press, Cambridge
The United Nations (Adopted by the General Assembly September 2007) The United Nations Declaration on the Rights of Indigenous Peoples (UNDRIPs). The United Nations (Retrieved from https://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf)
Author information
Authors and Affiliations
Corresponding authors
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Singapore Pte Ltd.
About this entry
Cite this entry
McKinley, E., Smith, L.T. (2019). Towards Self-Determination in Indigenous Education Research: An Introduction. In: McKinley, E., Smith, L. (eds) Handbook of Indigenous Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-1839-8_77-2
Download citation
DOI: https://doi.org/10.1007/978-981-10-1839-8_77-2
Received:
Accepted:
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-10-1839-8
Online ISBN: 978-981-10-1839-8
eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education
Publish with us
Chapter history
-
Latest
Towards Self-Determination in Indigenous Education Research: An Introduction- Published:
- 28 January 2019
DOI: https://doi.org/10.1007/978-981-10-1839-8_77-2
-
Original
Towards Self-Determination in Indigenous Education Research: An Introduction- Published:
- 10 December 2018
DOI: https://doi.org/10.1007/978-981-10-1839-8_77-1