A Aboriginal and Torres Strait Islander, 270 Aboriginal and Torres Strait

Index

A Aboriginal Protection Acts, 404 Aboriginal and Torres Strait Islander, 270 Aboriginal sovereignty, 1193 aboriginal and Torres Strait islander Academic Counseling (AC), 1331–1332, presence in schools, 408–410 1334–1336 Australia’s colonial history and impact, 404 Academic Counseling and Target Setting Australian universities transformation, (ACTS) initiative, 1327 410–413 Academy, indigenous work Bringing Them Home Report, 405 community support and interface, 1095 change in aboriginal lives, 407 decolonization, 1082–1085 community engagement, 260 economic development status, 1080 family history, 402–403 equality of opportunity programs, objectives pedagogy, 256 in, 1086–1087 peoples, 253 historic educational crisis, 1079 recognition, 258 Indigenous work program, potential scholars, 261 objectives, 1087–1088 shift in education service delivery, 408 innovative and transformative strategies, strategy, 255 1094–1095 success stories, 413–418 institutional structures, systems and in schools, 408–410 practices, 1093–1094 universities, place for Higher Education, personal skill development, 1093 406–407 public institutions, 1080 Aboriginal Education Enhancement public policy, 1085 Agreements (AEEA), 88 strategies and interventions, 1091–1092 Aboriginal education policies, 88 transformation (see Transformation, Clean, Clad and Courteous’ policy, 115 academy) Aboriginal peoples, in NSW Action research, 1372 Aboriginal education, early models of, See also Participatory Action Research 113–114 African indigenous systems of governance decolonization imperatives, justice and centralized/chieftaincy political system, self-determining education, 121–122 156–157 dis-engaged curricula, 118–119 colonialism, 158–160 education as cultural contamination, community elders, role of, 157–158 115–117 conceptual and theoretical analysis, failed schooling and Aboriginal 151–153 incarceration, 117–118 conﬂict resolution, 162–163 hope and inspiration and transformational decentralized/consensus-based political pathways, 123–125 system, 155–156 Native Institution, 114–115 methodology, 151 teaching as cultural production, 119–121 post-colonial, 160–161

African indigenous systems of governance Alaska Native Studies Council, 282 (cont.) Alaska Native tribes, 268 pre-colonial, 153–157 Alcalde system public services, 163 in Belize, 212–213 resource-based conﬂicts, management of, of governance, 146 163–164 Indigenous governance, 215–218 spirituality (see Spirituality) in Toledo, 214–215 waning inﬂuence of traditional rulers, origins of, 210–212 161–162 role of Batab, 211 African language, 130, 132, 134, 137 village councils, 213–214 Gĩkũyũ culture, 134 Aloha ʻāina-placed education Africentric School in Canada, 170, 171, 177, community engagement, 351 180–182 historical accounts, 350–351 Afrocology/Afrikology, 819, 997, 1002, 1010 importance of, 351–353 Ako, 1276, 1284 place-based perspectives, 346 Alaska, 268, 1214, 1215, 1219, 1223 American Indian Language Development College of Rural and Community Institute (AILDI), 359 Development (CRCD), 274 American Indian peoples, 269 Alaska Federation of Natives (AFN), 274, American Indians and Alaska Natives 280, 284 (AIAN), 608, 964–965, 967 Alaska Languages, 1227 challenges, 959 Alaska Native, 1218, 1219, 1225, 1230, 1231 community-based methods of Alaska Native Claims Settlement Act measurement, 965 (ANCSA), 271, 280 cultural aspects, 963 Alaska Native cultures, 284, 285 data use, disaggregation, 962–963 Alaska Native Education, 281 education policy and system decision- Alaska Native Education Student making, 956 Association, 278 federal agencies, 957 Alaska Native Knowledge, 269 funding allocations and develop policy Alaskan Native Knowledge Network interventions, 958 Culturally Responsive Teacher poverty, 963 Standards, 1041 quality data, 957 Alaska Rural Systemic Initiative racial and ethnic data, 956 (AKRSI), 280 service population, 960 Alaska Native peoples, Indigenous education tribal data capacity, 960–962 Alaska Native Studies Council, 282–283 youth, 958 cultural centering point, 276 American Indian Science & Engineering four Rs recommendations, 283–284 Society (AISES), 278 Indigenous governance in higher American Indian students, 582, 585, 589, 590, education, 269–271 593, 597, 598, 600 Indigenous studies PhD program, 281–282 American Indian Summer Bridge Program institutional practices and diversity, (AISB), 618 278–279 A Nation at Risk, 956 institutional priorities, 275–276 Aotearoa, New Zealand, 675, 679, 1214, native ways of knowing, 279–281 1223, 1226, 1229, 1232, 1233, 1235, scared learning landscape, 271 1236, 1238 self-determination, sovereignty and class structures, 39–43 governance, 284–286 colonialism, 20, 21 student discourse, 277–278 colonization practices, 857 Alaska Native students, 589, 590, 593, 598 decolonization, 24 Alaska Native Studies Conference European settlers to, 857 (ANSC), 281–282 gender, 36–39 Index 1387

Māori students and minority cultures Chile, colonization, see Mapuche people, in, 857 colonization native schools system, 21 Climate change, 654, 1238 race, 31–34 Climate change curriculum framework Aotearoa New Zealand rural school, 853 (CCCF), 655 ‘Care before Censure’ policy, 859, 865 Climate change education (CCE), 664 challenges, 853 Cohorts, 1120, 1121, 1124 holistic care, 859 Collective interpersonal relationships with collectivism, 198 teachers, 859 continuance, 770, 771, 780–785 Māori students, 858 disruption if collective capacities, 633–635, PAR (see Participatory action research 644 (PAR)) impact, 1373 Appreciative inquiry, 1373 Colonialism, 10, 66, 67, 75, 77, 78, 296, Assembly of First Nations, 940 297, 703, 704, 706, 720, 942 Australian colonization, 1191–1193 Mapuche people, 22 Australian Index of Digital Inclusion, 1038 residential schooling system, 20–21 Austronesian languages, 444, 446 Colonization, 51, 55–60, 102, 144, 175, 334, 956 Indigenous people, Europe, 103 law, 106–108 B power, 106 Bagua standoff, 745 violence, 104–105 Basic interpersonal communication skills Common Core State Standards (CCSS) (USA), (BICS), 513, 521 384, 386 Belize kindergarten-12th grade English/language Cajas de comunidad,211 arts skills, 384 education system, 218–221 level-appropriate literacy, 384 Black/African education, 172 Ojibwe immersion school (see Ojibwe Birgejupmi, see Sámi language immersion school) Board of Aboriginal and Torres Strait Islander Community, 697, 698, 702, 704, 707, 709, Studies, Education and Training 712–713, 715, 717, 720, 825, 827, (BATSIET), 24 830, 834, 836, 838, 844 Bureau of Indian Affairs (BIA) Agency, 960 based methods, 965–966 collaboration, 1009 design, 713, 715 education, 1122–1123 C empowerment, 569, 571, 572 Canada, Indigenous peoples engagement, 260 apologies, truth and reconciliation, research, 1355 940–941 Community-based programs Canadian University Education, 941–942 American Indian Summer Bridge Program, residential schools, 939–940 618–619 Cape Breton University (CBU), 319 education debt, 610–612 Captain James Cook, 51, 53, 882, 1226 education models, 803 Caribbean Court of Justice (CCJ), 208 empowerment, 621 Caribou, 1233 enactment, 622 Carlisle Indian School, 579 engage, 622–623 CCJ, see Caribbean Court of Justice (CCJ) enhance principle, 624–625 Centre for Education Statistics and Evaluation enlighten principle, 623–624 (CESE), 119 envision principle, 624 Charter Schools (US), 889–891, 893, 897 Hale Mua Initiative, 616–618 1388 Index

Community-based programs (cont.) Culture-based learning, 893–894 Summer Bridge Program, 619 Curriculum, 706, 708, 709, 712, 717, 1217 Comprehensive School Reform (CSR) programs Customary indigenous art, innovations in, aims, 1356 1246, 1247, 1250, 1255, 1257, cultural trauma, 1360 1259, 1267 effects on student achievement, 1356 fidelity of implementation, 1359 D highly-structured instructional Data Utilization, Academic Counselling, and approaches, 1356 Target Setting (DUACTS) program, Nizhóní approach, 1356 Starpath, see Starpath Project for research-based practices, 1359 Tertiary Participation and Success Cook, James, 51, 53, 882, 1226 (Starpath) Coolangatta Statement, 1369 Decolonization, 102–108, 1298, 1308, 1315 Corpus planning, 506, 511 in the academy, 1082–1085 Counter-visioning schooling, 172 Developing mathematical inquiry communities Critical Indigenous Research Methodologies (DMIC), 425 (CIRM), 599 components, 429–432 Critical race theory (CRT), 1018 Digital technology and language learning, Cross-cultural studies (CCS), 280–281 358–363 Cultural advantage Diné communities, 1354 change and learning, 1146 Diné (Navajo) culture, 1111 in education, 1138 interviews, teachers and administrators, 1355 as educational framework, 1140–1141 qualitative analytical methods, 1355 and Indigenous education, 1146–1149 STEM education, 1355 perspective of, 1158 students and Comprehensive School sociopolitical and educational Reform, 1356–1359 forces, 1139 (see also Comprehensive School Reform theoretical lens of, 1158 (CSR) programs) theory of, 1149 Cultural conflict, 580 Culturally Responsive Digital Schooling E (CRDS), 820, 1032–1034 Economic growth, dominant theories (Peru), Culturally Responsive Pedagogy, 1040 741–742 Culturally Responsive Schooling (CRS), Education, 20, 65, 70, 73, 75, 80, 727, 728, 1034, 1039 733, 736, 737, 739, 747, 1189 Culturally responsive teaching, 425, 429 as community right, 712 Cultural mapping, 1234 education policies, 708–709 Cultural mismatch, 641 highland communities, 713–715 Cultural reflexivity, 572 inclusion of, 332 Cultural relationships, 1283, 1287, 1290 Indigenous highland communities, Cultural trauma, Luella’s articulation of, 1360 707–708 Culture, 696, 708, 709, 712, 719, 720 Indigenous vantage point, 333 Gĩkũyũ culture, 134 state-led educational initiatives, long-term Culture-based education (CBE), 876, impacts of, 710–712 890, 1108, 1147, 1349, 1353, testing and global trends in, 709–710 1355, 1365 Educational transformation and decolonization five dimensions of, 1154 Afrocology principle, 1002 and Hawaiʻi, 1140 art research and practical work, 1003–1005 Indigenous and, 1139 civilization disparaged, 1005 and Mālama Honua, 1155–1158 civilization through formal education, 1002 and Native Hawaiians, 1150–1155 colonization effects, 999 and student educational outcomes, education practitioners, 1000 1149–1150 indigenous knowledge, 1000 Index 1389

for indigenous people and marginalized definition of, 36 minority populations, 999 hierarchical ordering of, 37 official resistance, 999 Judaeo-Christian beliefs, 37 storytelling session, 1006–1007 ‘traditional’ gender relations, 36 Education debt, 610 in Victorian era, 37–39 Education for sustainable development (ESD), Genocide studies, 95–97 653, 654, 664, 666 Global governance, 144 Education Fundamental Act, 447 Globalization, 705, 710, 712, 718, 719 1847 Education Ordinance, 485 Global warming, 1236 Elementary and Secondary Education Governance (South Australia), 1191, 1193, Act, 583 1196 English translations, see Translation, Government, 697, 700, 704, 707, 709, 710, language revitalization 712, 715, 718, 720 Epistemicide, 1222 Greek philosophy, 1220 Epistemology, 548, 552–560 Growth mind set, 436 Equity, 425, 428, 430, 435 excellence, 1276 Ethnic diversity, 698–702 H group, 697, 700, 705 Hakau’s leadership style, 242 identity, as global competency, 1144 Hale Mua Initiative, 616 minority, 698, 706 Hapu, 678–689 Eurocentric education and Aboriginal wananga, 678 peoples in NSW, see Aboriginal Hawaiʻi, 23, 875, 881, 884, 888, 889, 891, 894 peoples, in NSW Hawai’i, Board of Education (BoE), 893, 897, Every Student Succeeds Act (ESSA), 793, 1351 902 Evidential database template (EDB), Hawaiian archipelago, 1139 1330, 1334 Hawaiian Creole English, 1367 Hawaiian education, 50, 56, 1364 fi F dif culties in literacy program, 1368 DISTAR, 1365, 1366 Family economic capability, 963 Era of Pō (pre-1778), 880–882 Family engagement, Indigenous, HĀ (Breath), 892–894 see Indigenous family engagement Hawaiian-focused charter schools, 889–891 Finland, 469–472, 474, 479 Kahikole (1896-1970), 885–887 First Nation Education Organizations Kahikū (1970-2017), 887 (FNEOs), 316 Kamehameha Early Education First Nations schools, 1300–1302, 1308 Program, 1366 First Nations Schools’ Principals Course kaulolo, 900–903 (FNSPC), 1297, 1301, 1308, 1311, land, 891–892 1313, 1315 literacy development methods, 1367 First Nations School Success Program official languages and pathways of (FNSSP), 315 education, 888–889 Foreign Language Area Studies (FLAS), 739 Ōlelo Hawai‘i preschool programs, 1365 Formal school system in Canada, 311 visual signal usage, 1367 Foucault, M., 296, 298 Wana‘ao (1778-1896), 882–885 Free Trade Agreement (FTA), 745 Hawaiian epistomology, 1157 Hawaiian immersion camps, 334 G Hawaiian immersion program, 342 Gender Hawaiian language, 336, 342, 1138 Christian ideologies, 37 communicative efficacy, 535 construction and maintenance of gender community language background, 530–531 hierarchies, 36 economic opportunities, 536 1390 Index

Hawaiian language (cont.) Indian Child Welfare Act, 793 Hawaiian family system, 539 Indian Control of Indian Education, 145, immersion education, 536 313–314, 940 intergenerational transfer, 530 Indianization, 743 legitimacy of, 536 Indian Nations at Risk Task Force minority, suppression of, 534 (INART), 792 motivation for, 537 Indian Relocation Act (1956), 1016 negotiating public access, 531 Indian Residential Schools, 87, 938 NEO speakers, 530 building, 90–91 ofﬁcial language status, 535 in Canada, 94–95 revitalization movement, 361 colonialism and photography of aboriginal second language speakers, 530 children, 88 Hawaiian Language Immersion Program, 530 identity, 93 Hawaiian leaders, 232 remebering, 92 Hawaiian sailing canoe, 1138 system, 311–312 Hawaiian schooling and education Indian Residential Schools Settlement transformation, 817 Agreement (IRSSA), 940 Hawaiʻi Department of Education (DOE), Indigeneity, 179, 697, 702, 720 888, 893 Indigenismo, 735–738 Hawaiʻi’s music industry, 233 Indigenizing, 1299 He Kākano initiative, 1052 Indigenizing pedagogy, CCSS, see Common Highland people, 698, 702, 704 Core State Standards (CCSS) (USA) Hill tribe, 697, 698, 700, 704, 708, 709, 711, 719 Indigenous agency, 744 Historical ontology, 87, 94 Indigenous-centric educational research, 815 Historical trauma, 611 Indigenous children, 957 of Indigenous peoples, 234 Indigenous climate change planning, 774 theory, 1360 Indigenous collaborations, 1235 History of Hawaiian education, see Hawaiian Indigenous communities, 173 education Indigenous Cultural Revitalization and Hoëm’s commission, 974 Development Project, 455 Hoʻomoana ōlelo Hawaiʻi Indigenous cultures, Alaska, 271 Aloha ʻāina-placed education, 347 Indigenous education, 208, 379, 385, 473, experiential learning, 349–350 628, 1297 local knowledge, 349 approaches to, 827–829 objectives, 343 characteristic of, 1304 Honolulu StarBulletin, 531, 533 face-to-face, 1305 H.O.P.E framework, 656–658 family engagement (see Indigenous family Hui Taumata, 1273 engagement) Hui Taumata Mātauranga, 1273 FNSPC, 1297, 1301, 1308 Human rights education (HRE), 760 histories of colonization, 836–839 Indigenous teaching and learning orientations, 839–844 I individual transformation, role in, 829–834 ICIE, see Indian control of Indian education MOOC, 1300 (ICIE) online learning challenges, 1310 Identity, 86, 87, 93, 697, 701, 703, 704, opportunities, 1302 711–719 post-course surveys, 1306 contingencies, 640 and social consciousness, 835–836 development, 631, 637, 640, 644 traditional, 1297, 1298 Imprisonment rates of Maori, 674–676 transformative learning, 1307–1308 Inari Sámi language, 470 Indigenous educational leadership, 403 Indian Appropriations Act (1877), 1016 Indigenous education researcher, 7–9 Indian boarding school system, 579 future of, 14–15 Index 1391

Indigenous Empowerment Theory (IET), 900 Maya education initiative, 221–222 components of, 877 nature and diversity, 302 cultural and linguistic circumstances, 877 and pedagogy, 224 disempowered, 878 race and education, 171–173 economic conditions, 877 school curriculum, 181 educational movements, 877 school governance, 222–223 empowered, 878 strength, 302 familial and native knowledge in University of Alaska system, 286 transference, 877 western institution, 286 politics and political powerbrokers, 877 young people engagement in education, 223 powered, 878 Indigenous governance in Australian regenerated power, 878 academy, 259 societal and demographic influences, 877 Indigenous higher education, 268, 270, 287 Indigenous environmental education, 771 Indigenous identity, 703, 704, 712 climate change planning, 774–777 Indigenous-initiated education, 333 collective continuance, 780 Indigenous knowledge (IK), 275, 282, 286, Indigenous governments and 349, 653, 654, 824, 836, 839, 1115, intergovernmental organizations, 773 1123–1124, 1126, 1129, 1131, 1215, Indigenous mobilization, 773 1216–1218, 1220, 1223, 1233, 1237 NoDAPL efforts, 774 definition, 1297 non-Tribal institutions of higher education, FNSPC, 1308 scholarships to, 773 MOOC, 1300 programs in, 773 online learning challenges, 1310 traditional environmental education, 778 theoretical framework, 1298–1299 Indigenous environmentalism, 768–771 Indigenous knowledges, in Australian Indigenous erasure, 632, 633, 636, 638, 646, 647 academy Indigenous factor, 672 Aboriginal and Torres Strait Islander, Indigenous family engagement, 791 253, 255, 258 family engagement policy, rise of, 793–794 centre responsibility, 256 history, 792–793 color blind racism, 252–253 racism, invisibility and exclusion, 794–796 community engagement, 260–261 railroading and rubber stamping, 797 culture of individualization, 251–252 resurgence (see Indigenous resurgence) governance activation, 259–260 tokenism and inclusion, 796–797 Indigenous centres, 255 Indigenous Governance, 10, 142 Indigenous Student Success Program of Africentric school, 177–180 (ISSP), 254 Alcalde system, 209–210 (see also Alcalde National Aboriginal Education Policy system) (NAEP), 254 anti-colonial framework, 295 pedagogy, 256–258 authenticity, 302 skilled scholars, 261–262 colonial power, 175–177 Indigenous knowledge systems, 1216 communities, 173–175 communicating and constructing language, counter schooling, 180 1352–1353 definition, 174, 299–302 definition, 1351 discipline, 181 protocols for listening and learning, and education, 208–209 1353–1354 educational funding, 182 worldview interpretation, 1352 equity and quality, 302 Indigenous language(s), 507, 509, 512, 514 in higher education, 269, 270 and culture, 10 indigeneity, 179 revitalization, 379, 380, 397 leadership, 302 Indigenous Language Development Act, liberalism, 176 448, 449 love and compassion, 302 Indigenous Language E-Park, 458 1392 Index

Indigenous Language Proficiency multi-generational and community learning, Certificate, 457 802–804 Indigenous Language Research and non-Indigenous educators and systems, Development Center, 458–459 relationships with, 804 Indigenous Language Revitalization Project, Indigenous rights, 728, 735, 747, 987 455–457 Indigenous rights education (IRE), 759 Indigenous leadership, 230, 268, 1275 Indigenous science, 1217, 1228, ascension, 239–242 1231, 1236 definition, 231 Indigenous self-determination, 176 in education, 232 Indigenous Settlement Commission, 68 and historical trauma, 232–236 Indigenous spaces theory, 147 succession, 242–246 Indigenous Storywork principles well executed leadership, 236–239 holism, 1116 Indigenous learning communities, 1348 inter-relatedness, 1116 culture-based education, 1349 NITEP (see Native Indian Teacher Diné communities (see Diné communities) Education Program (NITEP)) Hawaiian commnunity, 1364–1369 reciprocity, 1116 innovations and interventions, 1370–1372 respect, 1115 locally-directed research, 1349 responsibility, 1115 local research and assessment, 1372 reverence, 1115 national standards in teaching practice, 1349 synergy, 1116 No Child Left Behind Act, 1351 Indigenous Student Success Program personal relationship with the learner, 1348 (ISSP), 254 research methodologies, 1372–1375 Indigenous Studies PhD Program, 281 self-determination, 1349 Indigenous systems of governance, African, Indigenous Māori and Pacific Adult see African indigenous systems of Education Charitable Trust* governance (IMPAECT*), 1170, 1174, 1177, 1182 Indigenous teacher education program, NITEP, Indigenous movements, 702–703, 720 see Native Indian Teacher Education Indigenous Nation re-building, 1189 Program (NITEP) Indigenous people, 938, 1017 Indigenous theory, 1078 cultural deficit model, 194 Indigenous traditional environmental parental engagement, 194–195 education, 777–780 Thailand (see Thailand) Indigenous visual arts education, 1245, Indigenous philosophies 1247, 1265 capital, 190, 195, 200 Indigenous Ways of Knowing (IWK), 1216 collectivism, 198–200 Individual learning plan (ILP), 124 community, peoplehood and personhood, Information communication technology 195–197 (ICT), 1032 in governance, 200–201 and internet benefits, 1034 indigenous people and school governance, Infostorm, 1017 193–195 Initial teacher education (ITE) participatory engagement, 197–198 bilingual type programs, 519 postcolonial theory and school governance, challenge for, 519 191–193 language competence students in, 522 school governance (see School governance) language elaboration and intellectualization Indigenous poverty, 744 in, 520–521 Indigenous resurgence, 798–799 Māori-medium curricula, development academic outcomes, 804–805 of, 519 caregiving relationships, in early years, Māori teacher supply, 518 800–802 pedagogical approach, 519 lands and waters, roles, relations and private training establishment, 519 responsibilities with, 799–800 tertiary ITE programmes, 519 Index 1393

Initiation-Response-Feedback (IRF), 1281 Kaupapa Māori approach, 1274 Institutional priorities, Alaska native people Kaupapa Maori education scholars, 1040 Indigenous faculty, 276 kaupapa Maori foundation, 1282 key statement, 275 Kaupapa Māori movement, 1272 Institutions of Higher Education (IHEs), Kaupapa Maori research, 673–674 610, 626 Kaupapa Māori transforming approach, 1078 Instructure Canvas, 1226 criticality, 1096–1097 Inter-African languages translation, 130 positionality, 1096 Interconnectedness, 238 praxicality, 1097–1098 Interface, 1218, 1221 structuralist and culturalist considerations, Inter-Mountain Peoples Education and 1097 Culture in Thailand Association transformability, 1098 (IMPECT), 713 Kaurna language, 1032 Internal colonization, 5 protocol, 1032 Internalized colonization, 998, 1000 Kawaihuelani, 345 International student exchange, 1214 Keaomālamalama 360 Intervention approach, 815 creation of, 897–900 Invercargill Middle School, 1275, 1282 Native Hawaiian Education Iwi, 678 Summits, 894 island, 1273 Kiribati, Ministry of Education, 655–656 resurgence, 679 Kiswahili translation, 135 Iwi knowledge Knowledge, 65, 75, 76, 79 Ka Awatea project, 1056 creation, 986–988 positive Māori identity, 1059 reclamation, 988–990 Te Arawa students, 1062, 1066 transfer, 982–986 Te Rangihakahaka and Matakōkiri Koa trees, 50, 51 programmes, 1068 Kōhanga Reo, 1273 Iwi (Tribal) Map, 1229 Kowhaiwhai, 1279 Kungun Ngarrindjeri Yunnan Agreements (KNYA), 1192 J Jalada project, 135 Jalada translation, 133, 135, 137 L Labor power, 42 Land Education, 772 K Language, 434–436, 697, 703, 706, 709, Ka Awatea project, 820, 1056 711, 713, 717, 719, 726, 728, 729, Ka Hikitia 735, 736 deﬁnition, 1273 and culture, 335 Māori Education strategy, 1273–1274 ecology, 510 policy, 1280 identity, 982 strategy, 1052 immersion, 342 Kāhui Ako, 1275 intellectualization, 336 Kai Tahu, 1226 Māori (see Māori language) Kaiwhakairo, 1279 materials, 360 Ka Lama Hawaii, 340 policy, 130, 131, 136 Kamehameha Early Education Program Quechua, 738 (KEEP), 1366, 1370–1372 vitality, 981 Kanaka Maoli, 53–55 Language elaboration and intellectualization, Kanakanavu, 445 512 Kanaka ʻŌiwi, survivance and settler language revitalization implications, 514 colonialism, 52–55 Māori-medium ITE, 520 Kaumatua, 1279 pedagogical implications, 512–514 1394 Index

Language elaboration and intellectualization development methods, 1367 (cont.) digital literacy skills, 1035 schooling, 515–518 Professional Development Project, 917 Language planning (LP), 506 Local governments, 460 acquisition planning, 507, 510 Local knowledge, 1221 corpus planning, 506, 510 Local research, 1370 education planning, 515 Local wisdom, 712 language elaboration and intellectualization (see Language elaboration and intellectualization) Māori-medium ITE (see Initial teacher M education (ITE)) Magnet program, 583 status planning, 506, 510 Mahi tahi, 1276 theories of, 508–510 Makattao, 445 Language revitalization, 341, 342, 878, 893 Mālama Honua, 1155 multimedia technology training & praxis, 366 Mālama Honua Worldwide Voyage, 1138, techacy framework, 362 1139, 1142, 1143, 1146, 1150, 1155 Language rights (LR), 510 Manaakitanga, 1276, 1286 Latin American schools, 855–856 Mana whenua, 1276 challenges, 853 Mandarin, 447 for employment, 854 Māori, 25, 335, 336, 1215, 1221, 1226, 1230, ethic of care and reconciliation, 857 1232, 1233, 1235, 1236 ‘Five Mirrors to Observe Ourselves and Aotearoa New Zealand (see Aotearoa Dialogue”, 854 New Zealand) ‘Five Pointed Star”, 855, 864 art education, 1244–1247 Foundation for Reconciliation, 854, 856 astronomy, 1229 internal monitoring and external evaluation, educational outcomes, 1051, 1052 855, 856 garden, 1235 PAR, 854 governance and self-determination, 245 PCR, 854, 856 history of, 31 role of emotions in education, 856 identities, 1051, 1054 Schools of Forgiveness and imprisonment rates, 674 Reconciliation, 855 law, 107 “Youth Network for Reconciliation”, 855 marginalization of Māori women, 45 Latino/Hispanic students, 860 MOE, 1052 capacity building, 861 pedagogical processes, 30 classroom learning, 862 principles, 851 needs assessment, 861 resistance, 1273 restorative justice professional development science, 1219, 1232 training, 861 social and cultural activities, 1051 sustainability, 862 speakers, 1272 Laurentian University, 944, 946, 949, 950 Māori education Laurentian University Native Education academic success, 1064 Council (LUNEC), 946, 947, 950 child-centric family environments, students Leadership, 179–180 from, 1058 reforming, 1280 courage and resilience, 1060 Legal personhood, 1238 effective teaching proﬁle, 1323 Lávvu, 978 He Kākano initiative, 1052 Liberalism, 176 Ka Awatea project, 1056 Literacy Ka Hikitia strategy, 1052 assessment data, 1285 Kia Eke Panuku ﬁndings, 1053 balanced literacy, 1367, 1369–1371 mana tangata, 1070 biliteracy development, 915–916 place and belonging, 1062 Index 1395

positive Māori identity, 1059, 1068 racial discrimination, 74 stereotype threat and impact on academic radical change, 74 efficacy, 1055 radical social change, 75 Te Kotahitanga schools, 1052 Republican Enterprise, 70 The Starpath Project, 1053 schooling and discipline of, 78 Māori/English bilinguals (MEBs), 487 socialization, 74 Māori language, 1321, 1324, 1342, 1367 Martin Family Initiative, 1301 Cognitive academic language proficiency Mass incarceration, 672, 676 (CALP), 513, 521 Massive open online course (MOOC), 1109, colonial architecture, 485–486 1296, 1298–1300, 1302, 1304, 1305, colonizing approach, 549 1307, 1308 early childhood care and education (ECCE), Mātauranga, 553 490, 494, 499 Materials development for indigenous language early childhood education (ECE), 490, learning and teaching 492, 493 description, 360–362 historical developments, 486–487 findings, 368–371 influence of, 549 implications, 371–372 Kōhanga Reo, 489–490 multimedia technology training & legal and political developments, 488 praxis, 366 The New Māori Language outcomes, 367–368 Act 2016, 489 technacy framework, 364 philosophical infiltration for, 558 Mathematical dispositions, 435 philosophy of language and Māui, 1226 metaphysics, 556 Mauiakama summer program, 344–345 policy statement, 491 Mauri, 1217, 1229 poststructuralist approaches, 548 Mauri Ora, 1281 power of veto, 487–488 Maya Land Rights Commission, 208 precision and reductionism, 550–552 Meade Report, 491 as resistance, 497–500 Mediating structures social constructivism, 550 definition, 474 spiritual qualities, 554 school culture, 476 structural reform and government policies, in Sámi language revitalization, 490–491 476–478 tentative assessment, 550 tool for multicultural education, 474 te rangatiratanga o te reo, 500–501 Medicine Wheel, 943, 944, 946, 952 Te Whāriki, 492–497 Melting pot approach, 235 waiMāori stream, 491–492 Memory, 86, 89, 94 Māori-medium ITE, see Initial teacher Mestizo, 738 education (ITE) METI taiala programme, 661 Māori students, in New Zealand schools, 1270 Mi’kmaq Education Act, 313 Māori visual arts, 1108, 1245, 1246, 1261, 1264 Mi’kmaw Kina’matnewey (MK) Mapping, 704–707 cognitive imperialism, 316 Mapuche people, colonization, 22 community-based organization, 310 Arauco Conquest, 72 community capacity and control, Chilean settlers, 72 318–320 Christianization, 70 cultural principles, 317 ethnocentric and racist implications, 71 culture and language, 322 European settlers, 72 education agreement, 312–313 Italian missionaries, 71 EECD, 317 large landed estates, 73 experience, 324–325 Mapuche language, 76, 77 formal school system in Canada, migration, 74 311–312 pacification, 65–69 graduation rates, 324 1396 Index

Mi’kmaw Kina’matnewey (MK) (cont.) Native Hawaiian and Pacific Islander (NHPI), immersion program, 321–323 608 Indigenous languages and cultures, 323 Native Hawaiian Education Act (NHEA), 895 language and culture, 320–324 Native Hawaiian Educational Assessment language revitalization, 323 Project, 895 leadership, 320 Native Hawaiian Education Council partnership with St. Francis Xavier (NHEC), 896 University, 320 Native Hawaiian Education Summits, self-determination, 315 894–897 self-governance, 313–315 Native Hawaiians Show Me Your Math program, 324 cultural affiliation among, 1152 support service provider, 317 culture-based education and, 1150 teachers and administrators, 319 students community action, 1153 Mis-educative learning, 1358 Native Indian Teacher Education Program Mission station schools, 56 (NITEP), 1107, 1114, 1116–1118, MK, see Mi’kmaw Kina’matnewey (MK) 1126–1128, 1131 Monogenesis, 34 challenges, 1128–1130 Monolingualism, 131 community-based relationships, 1122 Mono-logic pedagogy, 1281 good quality teacher preparation, MOOC, see Massive open online course 1124–1126 (MOOC) history, 1118–1120 Moral relationships, 770, 776, 777, 780, Indigenous education courses, 1124 782, 784 Indigenous holistic learning model, The Morning Star, 971 1123 Morton v. Mancari, 598 sense of community/family, student body Mother tongue languages, 706, 713 and faculty/staff, 1120–1122 Mountain Education Policy, 447 Native Institution, Aboriginal people, 114 Multilingualism, 133 Native Schools Act of 1858, 1271 Multiliteracies, 365 Native schools system, 20, 21 Multimedia technology, 363–366 Native science, 826, 1230 Myth, 829, 830, 1222 Native Trusts Ordinance, 1271 Native ways of knowing, 279 Navajo language, 1354 N Negative stereotyping, 639 Nā Hopena Aʻo(HĀ), 892 Neo-colonialism, 1197–1202 National Aboriginal and Torres Strait Islander Neoliberalism, 1018 Education Policy (NATSIEP), 408 Network, 696, 700, 702, 712, 716, 718, 720 National Aboriginal Education Committee Network of Indigenous Peoples in Thailand (NAEC), 118 (NIPT), 698, 702 National Aboriginal Education Policy The New Māori Language Act 2016, (NAEP), 254 488–489 National Certificate in Educational Attainment New South Wales (NSW), Aboriginal peoples, (NCEA), 1325, 1326, 1328, 1332, 1335, see Aboriginal peoples, in NSW 1337, 1342 Newton, 1222 National Certificate of Educational New Zealand Achievement, 1270 colonial administration, 909 National Congress of American Indians, Pacific population, establishment of, 963, 964 909–911 National integration, 706 Pasifika education (see Pasifika education) Nationalism, 697, 705, 706, 709, 713, 718, 719 New Zealand Numeracy Development Project Nation building, 568, 571, 613–614 (NZNDP), 426 Nation-state, 696, 697, 702, 703, 706, 708, 715 New Zealand secondary school Native American, 1017 SEMO, 1322 Index 1397

Starpath Project (see Starpath Project external community relations, 947 for Tertiary Participation and Success higher education, role of, 943 (Starpath)) indigenization of the curriculum, 951 Te Kotahitanga, 1323 Indigenous students, staff and faculty, New Zealand’s education system, 336 950–951 Ngarrindjeri nation building approach, 1204 internal relationships, 947 No Child Left Behind Act (NCLB), 1351 Maori education, 943 #NoDAPL prayer camps, 1014 respect, 948 Non-stratified, 155 vision, 945 The Nordic Sami Institute, 975 Ontario Institute for Studies in Education Normativization, 1025 (OISE), 1298, 1301 Norway, 471, 472 Ontology security, 1009 Norwegization of Sámi, 975 OODA Loop, 1373 Operational partnership, 1271 Oral history, 1222 O Oral traditions, 1231 Oceti Sakowin, 1016 Organizational anthem, 971 Office of Hawaiian Education (OHE), 892, Organization of Economic Cooperation and 897, 902 Development (OECD), 190, 912 Ojibwe, 379 Orthographies, 975 immersion school (see Ojibwe immersion Overarching principles of CIRM, 599 school) Overlapping themes, 1223 language revitalization and education, 381–383 Ojibwe immersion school P cultural values, 389 Pachamama, 751 curriculum goal, 393 Pacific development, 653, 655 land-based knowledge, 393, 394 Pacific Seasonal Worker Pilot Scheme measuring text complexity, 390–393 (PSWPS), 1167 name-writing activity, 388–390 Papatūānuku, 549, 557, 560 Ojibwe heritage, 395 Parental engagement, 194 The Old Māori Language Act 1987, 488 Parent-student-teacher (PST) conferences, Ōlelo Hawaiʻi 1331, 1334 hoʻomoana (see Hoʻomoana ōlelo Parent, teacher and community association Hawaiʻi) (PTCA), 222 marginalization, 341 Participatory action research (PAR), 854, newspapers, 340 858, 1373 preschool programs, 1365 approach, 1326 total language immersion, 342–343 Participatory evaluation, 1373 at University of HawaiʻiatMānoa, Partnerships for twenty-first Century 341–342 Skills, 1035 “One off” interventions, 814 Pasifika education, 929–931 Online forum discussions, 1226 biliteracy development, 915 Online learning cultural values and perspectives of, 919 challenges of, 1310–1314 ‘effective teachers’ of Pasifika learners, 920 FNSPC, 1308 Eurocentric school curriculum, 912 Indigenous perspectives and education, inquiry-focused, collaborative, and success- opportunities, 1302–1304 oriented relationships, 933 materials, 458 intensification and consolidation of state MOOC, 1299 funding, 912 strategies, 1297 language and literacy learning, 927 Ontario, education for Indigenous peoples language learning experiences, 920–921 academy’s role, 942 methods and data sources, 919 1398 Index

Pasifika education (cont.) Postmemory, 97 Pasifika knowledge, languages and Post-secondary education, Ontario, see Ontario, literacies, 921–924 education for Indigenous peoples Pasifika languages as resources for learning, Poutama Mātauranga, 1279, 1283 924–925 Power, 697, 702, 705, 707, 710, 712, 716, Pasifika languages, cultures and identities, 718–719 position of, 911 Principals, 1296, 1301, 1308–1311, 1314 Pasifika languages policy, 913–915 Private training establishment (PTE), 519 Pasifika learners, effective practice for, Problem-based learning (PBL) approaches, 411 916–918, 929 Productive remembering, 97 PLD workshops for teachers, 928 Professional learning and development (PLD), primary schools, literacy teaching and 913, 914, 925, 927, 932, 933, 1329, learning practices in, 917 1332, 1342 quality teaching, 913 Program of International Student Assessment reduction in research and development, 913 (PISA), 912, 1270 state funded and directed programmes of Progress in International Reading Literacy research and development, 912 Study (PIRLS), 1270 teachers’ existing beliefs, 925–927 PTCA, see Parent, teacher and community transformative education, 913 association (PTCA) Pastoral care Public pedagogy, 1193–1197 Māori-Pacific interface, 1182–1183 Punctuated-Equilibrium Theory, 877 Pou Awhina, 1174 Punitive zero tolerance policies, 580 RSE scheme (see Recognised Seasonal Purpose-driven framework, 624 Employment (RSE) scheme) values in, 1170–1174 worker selection and readiness for Q New Zealand, 1174–1176 Quechua and Indigenous knowledge systems, workers return to family/community, in 727, 730, 732, 733, 735, 739, 743 Tonga, 1181–1182 Quechua education, and dominant education, workers routines, 1177–1181 747–748 worker transitions, 1176–1177 Quechua educational resources, 747 Pedagogies of Care and Reconciliation (PCR), Quechua knowledge systems, 727, 752 854, 856, 864 Quechua land, 733, 747, 748, 762 Pedagogy digital technology, 334 reforming, 1281–1285 Pedagogy of the Oppressed, 1146 R Peoplehood, 195–196 Race Persistent structural inequalities, 738 categorization of, 44 Personal skill development, 1093 classificatory systems of, 33 Personhood, 196–197 critical colonial race, 32 Philosophy, 546, 548, 550, 552, 556, Darwinian process of evolution, 34 558–560 development of racial hierarchies, 32 Photography in colonial policy practices, impact, 33 88–90 monogenesis, 34 Place-based education, 346–349 polygenesis, 34 Place-based Indigenous action research, 1373 sexual relations, 34 Place base learning (PBL), 1062, 1063, 1362 Western notions of, 33 Police violence, 641 Racism, 106 Polygenesis, 34 color blind racism, 252 Polyglotta, 446 Recognised Seasonal Employment (RSE) Possible selves, 633, 638, 645 scheme, 1166 Postcolonial reconciliation, 1192, 1193 employers benefit, 1168 Index 1399

human aspect to labor, 1173 formal and indigenous framework, 976–979 human resource policies and practices, 1169 knowledge creation, 986–988 in New Zealand, 1168, 1169 knowledge reclamation, 988–990 objectives of, 1172 knowledge transfer, 982–986 Pacific RSE workers, 1167 language knowledge, 979–982 social cohesion factor, 1170 The Morning Star, 971–973 training of RSE workers, 1180 theoretical framework, 979 and Wakatū/Kono, 1170 Sámi supplement, 974 Reconciliation, 87 Samoa, 661–667 Red Cloud’s War (1866-1868), 1016 Samoan heritage, 1275 Red Pedagogy, 816 Sápmi, 470 Reflexivity, 998 School(s), 697, 703, 706, 714–718, 720 Reindeer herding, 983 community members, 190 Relative invisibility, 639 community partnership, 188, 800 Rememoration, 92 community relationships, 188 Residential schools, 939–940 culture reforming, 1278, 1280 Residential schools system in Aotearoa New Zealand (see Aotearoa in America, 21 New Zealand rural school) in Canada, 21 in Latin America (see Latin American Resistance, 1272 schools) Resource management, 989 in United States (see United States urban Restorative frameworks, 817 school) Resurgence, 697, 712, 713–719 reform, 1289, 1290 Retrocession of Taiwan, 447 School governance, 177, 222 Revitalization, 472 decision making process, 189 Sámi language, 476 and indigenous peoples, 193–194 Rosebud Sioux community, 580 and postcolonial theory property, 191–193 Royal Commission into Aboriginal Deaths public educational system, 190 in Custody, 117 structure and roles, 190 Rural Educational Affairs (REA), 274 Schooling, 146, 956 Rural Student Services (RSS), 277–278 in Hawai‘i, 55 School to prison pipeline, 577 S disproportionate discipline, 590–591 Sacred learning landscape, 271, 284 distributions of discipline, 591–597 Safe space, 1232 for Indigenous people in United States, 578 St. Francis Xavier University, 319 modern, 579 Sameloven, 975 racial demographics, 584–587 Sámi allaskuvla, 971 racialization and criminalization of Sámi education, 335 youth, 577 description, 472–474 role of private prisons, 579 Doctoral education, 989 school discipline, 588–590 mediation, 474–476 Science, technology, engineering and Sámi journalism, 984 mathematics (STEM), 278 Sámi language, 470, 819 Scientific Research in Education, 1351 Birgejupmi, 976 Seasonal Work Program (SWP), 1167 Centre of Sámi language in education, 982 Secondary schooling for Indigenous students, Finno-Ugric language, 470 in New Zealand legacy of assimilation, Sápmi, 470–472 SEMO, 1322–1323 revitalization, 476–478 Starpath Project (see Starpath Project for Sámi language higher education, 992–993 Tertiary Participation and Success Alta controversy, 975 (Starpath)) Alta teacher training college, 974, 976 Te Kotahitanga, 1323–1324 challenges, 973–976 Second language acquisition (SLA), 927 1400 Index

Second World War, 1272 parent-student-teacher conferences, Self-determination, 144, 284, 597–600, 613, 1331, 1334 696, 714, 715, 1198, 1203, 1205 quantitative and qualitative studies, 1327 Self-identification, 696 SAM, role of, 1330 Self-identity, 87 school and student demographics, 1327 Semi-colonial, 707 staff and student transience, 1340–1341 Sendero Luminoso (Shining Path), 742 structural and systemic barriers, 1328 Settler colonialism, 632, 634, 638, 643, 645, Student Achievement Manager (SAM), 646, 793–797, 806, 1018 1329–1330, 1340 Shoah policy, 105 target setting, 1330–1331 Siida, 983 use of data, 1337–1338 Skolt Sámi language, 470 Stateless systems, 155 Social class, 40 State of Alaska, 271, 274 Social justice, 425 State schooling, 715, 719 Socially response-able approach to mathematics Status planning, 506, 510 education, 433 Stereotypes, 1233 Social representation, 633, 636, 638, 642, Stolen generations, 405 644, 645 Storytelling, 844 Social scientific research, 960 “Strategies for Success” course, 618 Societal issues, 568 Stretchy science, 1237 Society of the Spectacle (1967), 1015 Student achievement, 1288 Sociocultural theory, 865 Student Orientation Services (SOS), 277 Southeast Asia, 701, 702, 704 Student voice, 435 Spanish, 343 Succession in leadership, 243 colonization, 731 Summer Bridge Program, 619 invasion of Peru, 729–730 Sun Dagger, 824–827 Spectacle, 1019 Sweden, 471 Baloy’s “holographic indigeneity”, 1020, 1022 Debord, Guy, 1015, 1019, 1026 T and settler state solidification, 1023 Taiala programme, 664 Spectacularity, 1020 Taivoan, 445 Spirituality, 294 Taiwan Indigenous eBooks, 458 anti-colonial framework, 295 Taiwan, Indigenous language education in individual and community, 303 challenges, 461–463 leadership, 302 Council of Indigenous Peoples, 455–459 as practice and pedagogy, 295–299 Education Act for Indigenous People, 447, qualities of, 302 449 Standard Hawaiian, 1367 future project, 460–461 Standing Rock, 1016 indigenous language, 450–452 The Starpath Project, 1053 legislative and policy efforts, 448–449 Starpath Project for Tertiary Participation and Ministry of Education, 459–460 Success (Starpath), 1110, 1324–1325 students’ attitudes, 452–454 academic counseling, 1331–1332, 1334–1336 Taiwan, Indigenous peoples and languages, ACTS initiative, 1327 444–445 data utilization, 1329 Tangata Ora Project data work in schools, 1333–1334 description, 677–678 evidence-based program, 1328 effectiveness, 689 leadership, 1338–1340 hapu and iwi, 678–679 NCEA levels, 1325, 1326, 1331, 1332, 1342 preliminary interviews, 680 PAR approach, 1326 Tangentyere Council and Central Land parent/community engagement and Council, 1035 partnerships, 1338 Teacher-education course, 1003 Index 1401

Technacy framework, 362–363 structuralist and culturalist Te Kōhanga Reo (TKR), 490, 493 considerations, 1097 Te Kotahitanga, 1270 transformability, 1098 effective teaching proﬁle, 1282 Transformative change, in Hawaiian education, Te reo Māori, see Māori language see Hawaiian education Territorialization, 705 Transformative strategies, Ontario University Texas’ Seminole school district policy, 580 external community relations, 947 Thailand internal relationships, 947 citizenship, 700, 702, 703, 708 movement, 949 Compulsory Education Act, 706 respect, 948–949 education as community right, 712 vision, 945–947 education policies, 708 Transformative theory, 991 ethnic diversity in, 698 Transforming education, 11 highland communities, mother tongue Translation, 133, 136 education in, 713 Translation, language revitalization, 540–543 Indigenous highland communities, lexical issues, 537–540 education for, 707 minority, suppression of, 533–535 Indigenous movements in, 702 negotiating public access, 531–533 Indigenous people of, 697–698 Traumatic brain injury, 680, 683 mapping, borders and Indigenous TRC, see Truth and reconciliation commission identity, 706 of Canada (TRC) nationalism and global orientations, 719 Treaty of Waitangi, 675, 1271, 1274, 1276 state-led educational initiatives, long-term Treaty settlements, 676 impacts of, 710 Tribal critical race theory, 269 testing and global trends in Tribalography of presence, 270, 281 education, 709 Troth Yeddha’ park urban Indigenous schools, 715 cultural centering point, 276–277 Thao, 445 scared learning landscape, 271–273 Theory of Invisibility, absolute and relative, Truth and Reconciliation Commission 638–645 (TRC), 94 Tino rangatiratanga, 1274 Truth and Reconciliation Commission of Toﬁ, 654, 658, 662, 668 Canada, 311 Tonga Truth and Reconciliation Commission’s (TRC) employment in, 1169 Calls to Action, 938, 941, 951 Fonua, 654, 662, 668 Tukutuku, 1280 unemployment in, 1169 lattice-work, 1244, 1246, 1250, 1252, 1254, workers return to family/community 1256, 1259, 1261 in, 1181 Tumul K’in center, 221 Tongan values, 1171 Turangawaewae, 1279 Toronto District School Board (TDSB), 170 Total language and literacy resource (TLLR), 927 Traditional Ecological Knowledge, 1217 U Training and praxis model, 366 UNESCO, 1220 Transformation, academy United Nation Declaration on Rights of criticality, 1096 Indigenous Peoples (UNDRIP), 3, 270, institutional change, 1090 287, 698, 759 intellectual capacity and capabilities, 1090 United Nations General Assembly, 301 intervention elements, 1089 United Nations Permanent Forum on positionality, 1096 Indigenous Issues, 938 praxicality, 1097 United States self-development efforts, 1090 cyber-infrastructure, 959 society and education systems, 1089 data collection process, 957 1402 Index

United States (cont.) Waytapallana, 756, 758 data-driven decision-making and student WestEd’s West Comprehensive performance, 956 Center, 1350 federal education policy, 607 Western Australian Aborigines quality data and information, 957 Act, 404 United States urban school Western science, 1214, 1216, 1219, 1221, capacity building, 861 1222, 1229, 1231, 1232, 1237 challenges, 852–853 Whakapapa, 684, 687 Culture of Care research, 860, Whakataukī, 1270 861, 863 Whānaungatanga, 1276, 1282, 1286 discipline policy, 861 Whānau Ora programmes, 676 Equity in Action Walk Through, 862 Whiteness, 1018 Latino/Hispanic students, 861 Wilcoxon-Mann-Whitney two-sample rank- needs assessment, 861 sum test (WMW test), 575–594 qualitative research approach, 860 Wisconsin Common Core Standards (WCCS), restorative justice professional development 386, 388, 390, 393 training, 861 Wolof translation, 135 sustainability, 862 Working Together:Aboriginal and Torres Strait University of Alaska (UA), 268, 271, 273, 274, Islander Mental Health and Wellbeing 282, 283, 286, 287 Principles and Practices, 404 University of Alaska Anchorage (UAA), 282, World Indigenous Nations Higher Education 288, 1225 Consortium (WINHEC), 24, 984 University of Alaska Fairbanks (UAF), 268, World Indigenous Peoples Conferences on 271, 273, 275, 276, 278 Education (WIPCE), 8 University of Alaska Southeast (UAS), 282 Wounded Knee (1890), 1016 U.S. Common Core State Standards (CCSS), Wounded Knee (1973), 1016 see Common Core State Standards (CCSS) (USA)

Y V Yami, 445 Va‘atele Framework, 818 Yannarumi, 1195 Pasiﬁka learners (see Pasiﬁka education) approach, 1204, 1205 Validity, knowledge systems, 1222 enunciation, 1204 Visual signaling, 1367 as public pedagogy, 1193 Yoik, 971, 972 Youth W AIAN, 608 Waikato, 673 community-based programs Waitangi Tribunal Māori Language (see Community-based programs) Report, 486 NHPI, 608 Wānanga, 684–685 Yucatec Maya community, 209 War for the Black Hills (1876), 1016 Yup’ik, 268, 285–286