Conceptualising Global Indigenous and Indigenist models of Inclusive and Equitable Education
The role of colonial education systems in the cultural genocide of Indigenous children in many countries is an urgent matter to be meticulously scrutinised in order to address structural inequities. It is time to envision and construct context-based authentically inclusive education. In this article...
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James Nicholas Publishers
2022
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crjamesnicpubl:10.7459/wse/23.1.09 2024-06-23T07:52:50+00:00 Conceptualising Global Indigenous and Indigenist models of Inclusive and Equitable Education Lindbolm, Anne Jannok Nutti, Ylva 2022 http://dx.doi.org/10.7459/wse/23.1.09 https://www.ingentaconnect.com/content/jnp/wse/2022/00000023/00000001/art00009 en eng James Nicholas Publishers World Studies in Education volume 23, issue 1, page 135-154 ISSN 1441-340X journal-article 2022 crjamesnicpubl https://doi.org/10.7459/wse/23.1.09 2024-06-10T04:14:36Z The role of colonial education systems in the cultural genocide of Indigenous children in many countries is an urgent matter to be meticulously scrutinised in order to address structural inequities. It is time to envision and construct context-based authentically inclusive education. In this article, we critically examine and address structural inequities in education with examples from our own research in Sámi and First Nations contexts, and discuss possible implications for the inclusive education of all Indigenous children, with emphasis on the early years of education. Dominant models of special education are displayed followed by conceptualising Indigenous and Indigenist models as ways to reimagine, restructure and inspire the positive change towards inclusive equitable education from early years education and onward for diverse Indigenous children, and enhance the development of teacher education programmes. Article in Journal/Newspaper First Nations James Nicholas Publishers World Studies in Education 23 1 135 154 |
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Open Polar |
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James Nicholas Publishers |
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crjamesnicpubl |
language |
English |
description |
The role of colonial education systems in the cultural genocide of Indigenous children in many countries is an urgent matter to be meticulously scrutinised in order to address structural inequities. It is time to envision and construct context-based authentically inclusive education. In this article, we critically examine and address structural inequities in education with examples from our own research in Sámi and First Nations contexts, and discuss possible implications for the inclusive education of all Indigenous children, with emphasis on the early years of education. Dominant models of special education are displayed followed by conceptualising Indigenous and Indigenist models as ways to reimagine, restructure and inspire the positive change towards inclusive equitable education from early years education and onward for diverse Indigenous children, and enhance the development of teacher education programmes. |
format |
Article in Journal/Newspaper |
author |
Lindbolm, Anne Jannok Nutti, Ylva |
spellingShingle |
Lindbolm, Anne Jannok Nutti, Ylva Conceptualising Global Indigenous and Indigenist models of Inclusive and Equitable Education |
author_facet |
Lindbolm, Anne Jannok Nutti, Ylva |
author_sort |
Lindbolm, Anne |
title |
Conceptualising Global Indigenous and Indigenist models of Inclusive and Equitable Education |
title_short |
Conceptualising Global Indigenous and Indigenist models of Inclusive and Equitable Education |
title_full |
Conceptualising Global Indigenous and Indigenist models of Inclusive and Equitable Education |
title_fullStr |
Conceptualising Global Indigenous and Indigenist models of Inclusive and Equitable Education |
title_full_unstemmed |
Conceptualising Global Indigenous and Indigenist models of Inclusive and Equitable Education |
title_sort |
conceptualising global indigenous and indigenist models of inclusive and equitable education |
publisher |
James Nicholas Publishers |
publishDate |
2022 |
url |
http://dx.doi.org/10.7459/wse/23.1.09 https://www.ingentaconnect.com/content/jnp/wse/2022/00000023/00000001/art00009 |
genre |
First Nations |
genre_facet |
First Nations |
op_source |
World Studies in Education volume 23, issue 1, page 135-154 ISSN 1441-340X |
op_doi |
https://doi.org/10.7459/wse/23.1.09 |
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World Studies in Education |
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23 |
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1 |
container_start_page |
135 |
op_container_end_page |
154 |
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1802644236057706496 |