Indigenous Schooling in the Modern World

Neil Hooley is an Honorary Fellow in the College of Arts and Education, Victoria University, Melbourne and is an experienced academic and researcher. Within a pragmatist and inquiry paradigm, he has expertise with qualitative methodologies including narrative inquiry, case writing and case study and action research. Oksana Razoumova is a lecturer in the College of Arts and Education, Victoria University, Melbourne. As a linguist, she has had extensive teaching and research experience regarding the nature of language teaching and learning and its application in educational, employment and community settings. Lois Peeler is Principal at Worawa Aboriginal College, Healesville, Victoria. Her career includes having spent many years in the state and federal public service, including the Aboriginal and Torres Strait Islander Commission and at the community level, advancing the cause of the Indigenous community and in particular, education.

• PrefaceAcknowledgementsList of Figures and TablesAbout the AuthorsTerminology1 Global Trends and the Struggle for Indigeneity1 What It Means to Be Indigenous2 Decolonising Education and Knowledge3 Identity within Neoliberalism4 Living between Worlds5 Sovereignty and Self-Determination6 Prospects for Indigenisation7 Diversity and Harmony in Our Time8 Uluru Statement from the Heart9 Excursus 1: Sand and Sky2 Case Study: Worawa Aboriginal College1 Living and Learning Together2 Commitment to Education, Culture, Language and Wellbeing3 Community-Based Expansion of Student Leadership Development Opportunities4 Culture Curriculum, Contemporary and Traditional5 Curriculum, a Holistic Experience6 Bringing Peoples and Ideas Together7 Indigenous Knowledge as Cultural Practice8 Knowledge Exemplars – Two-way Inquiry Learning9 Excursus 2: Indigenous Science, or Not3 Experience through the Arts1 Picasso and Namatjira2 School Education and the Arts3 Praxis Philosophy of Arts4 Excursus 3: Tower Hill4 Redefining School Mathematics as Philosophy of Practice1 Indigenous Approaches to School Mathematics2 Ethnomathematics, a Cultural View of Mathematics3 Wittgenstein and the Foundations of Mathematics4 Excursus 4: Rock Pools5 Language Connections with the World1 Formations of Society, Language, Thought2 Perspective of Indigenous Language3 Language of Visual Thought and Expression4 Reflective Interlude5 Excursus 5: A Process of Eyes Opened Wide6 Education as Philosophy of Pragmatism and Practice1 Coming to Practice2 Background to Pragmatism and Pragmatists3 Practice, Praxis and Signature Pedagogies4 Discursive Curriculum5 Excursus 6: Meaning in Engines7 Citizen Education1 Education as Philosophy of Practice2 Assessment, the ‘Hard Question’ of Education3 Citizen Knowledge, Truth and Freedom4 Excursus 7: International Friendship8 The Invincible Spirit, Defining the FutureReferencesIndex

"Overall, this book is a challenge to many of the normative assumptions about curriculum, pedagogy and identity that frequently sideline, marginalise and ‘other’ Indigenous peoples. This is a book that will be of value to any teacher who cares about making a difference and wants to see what other people have achieved. (…) There are clear lessons for those working in the field of ‘Indigenous education in the modern world’ but there are also lessons to support ‘education, knowledge and liberation for all citizens of the world’." - Meg Maguire, in: Journal of Education Policy, 2021