Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Written with educational practitioners in mind and set in a framework of progressive epistemology and pedagogy, this work tackles issues of global concern. It seeks to answer the question of how we structure education for the world’s 370 million indigenous people so as to promote intercultural understanding, maximize opportunity and right colonial wrongs. Hooley’s work details an innovative curriculum design for indigenous school children based on the principles of participatory narrative inquiry, as well as exemplars of indigenous knowledge. Written from an Australian perspective, the book discusses broad international issues that impact on schooling such as globalisation, democratic education and whiteness and raises significant questions regarding indigenous culture and knowledge. Taking inspiration from the works of John Dewey and Paulo Freire, Hooley asserts that a curriculum based on participatory narrative inquiry recognises and respects the interests and rights of local indigenous communities. Further, it provides a mechanism for linking with white mainstream curricula through the compilation of portfolios of student work and exemplars of knowledge across all subjects areas. This model views formal schooling as a central aspect of a child’s personal, family and community narrative and does not impose knowledge from without, but constructs knowledge from within. Learning is given an indigenous context and thus two-way inquiry between cultural viewpoints is encouraged. Narrative Life makes an original contribution to indigenous education worldwide, and does so across all settings of primary and secondary schooling.

Indigenous peoples --Education. --- Multicultural education. --- Indigenous peoples --- Multicultural education --- Education, Special Topics --- Education --- Social Sciences --- Democracy and education. --- Education. --- Study and teaching. --- Dewey, John, --- Freire, Paulo, --- Education and democracy --- Pedagogy --- Neves Freire, Paulo Reglus, --- Freire, P. --- Phrāẏare, Pāulo, --- Tu-wei, --- Tu-wei, Yüeh-han, --- Dyui, --- Dʹi︠u︡i, Dzhon, --- Dyuʼi, G'on, --- ديوى، جون، --- 杜威, --- Дьюи, Джон, --- Educational sociology. --- Education and sociology. --- Sociology, Educational. --- Sociology of Education. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Aims and objectives

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Making Sense of the World: Living, Learning and Teaching with Radical Philosophy of Education proposes that human knowledge arises from an integrated physical and metaphysical experience involving the continuing social acts of personal and community cultures and languages. It seeks to provide a means of thinking about and acting with the philosophical nature of human existence, so that the daily activities and achievements of all are respected and taken into account. Given the dominance of neoliberal politics and economics in many countries, it is unusual to find the work of educators and practitioners being framed generally by an explicit philosophy of knowledge.

Education --- Philosophy. --- Social aspects. --- Knowledge, Theory of. --- Philosophical anthropology.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This book supports the formal education of all Indigenous children who live in different circumstances in different countries. It takes Indigenous philosophy as its starting point, while recognising that in many colonial and post-colonial circumstances, Indigenous knowledge, culture and language may not be valued. For this reason, Indigenous and non-Indigenous theorists and authors are included to demonstrate the recognised links between Indigenous and non-Indigenous understandings and practices of culture, knowledge and learning and therefore common approaches to formal education. Chapters are arranged in an integrated fashion to discuss contextual issues regarding global political and economic influences and the notion of what it means to participate fully in society.

Multicultural education. --- Indigenous peoples --- Education.