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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 © Springer Nature Singapore Pte Ltd. 2019 1385 E. A. McKinley, L. T. Smith (eds.), Handbook of Indigenous Education, https://doi.org/10.1007/978-981-10-3899-0 1386 Index 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
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