Conceptualising global indigenous and indigenist models of inclusive and equitable education

© 2022 James Nicholas Publishers. This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial No Derivatives (CC BY-NC-ND) 4.0 License. The role of colonial education systems in the cultural genocide of Indigenous children in many countries is an urg...

Full description

Bibliographic Details
Published in:World Studies in Education
Main Authors: Lindblom, Anne, Nutti, Ylva Jannok
Format: Article in Journal/Newspaper
Language:English
Published: 2022
Subjects:
indigenous children
indigenous and indigenist models of inclusive education
theory development
teacher education
VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280
First Nations
Online Access:https://hdl.handle.net/11250/3090490
https://doi.org/10.7459/wse/23.1.09
Description
Summary:© 2022 James Nicholas Publishers. This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial No Derivatives (CC BY-NC-ND) 4.0 License. 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. publishedVersion

Similar Items