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...
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fthsinnlandet:oai:brage.inn.no:11250/3090490 2024-03-03T08:44:25+00:00 Conceptualising global indigenous and indigenist models of inclusive and equitable education Lindblom, Anne Nutti, Ylva Jannok 2022 application/pdf https://hdl.handle.net/11250/3090490 https://doi.org/10.7459/wse/23.1.09 eng eng World Studies in Education. 2022, 23 (1), 135-154. urn:issn:1441-340X https://hdl.handle.net/11250/3090490 https://doi.org/10.7459/wse/23.1.09 cristin:2057972 Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal http://creativecommons.org/licenses/by-nc-nd/4.0/deed.no 135-154 23 World Studies in Education 1 indigenous children indigenous and indigenist models of inclusive education theory development teacher education VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 Peer reviewed Journal article 2022 fthsinnlandet https://doi.org/10.7459/wse/23.1.09 2024-02-02T12:42:18Z © 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 Article in Journal/Newspaper First Nations Høgskolen i Innlandet: Brage INN World Studies in Education 23 1 135 154 |
institution |
Open Polar |
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Høgskolen i Innlandet: Brage INN |
op_collection_id |
fthsinnlandet |
language |
English |
topic |
indigenous children indigenous and indigenist models of inclusive education theory development teacher education VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 |
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indigenous children indigenous and indigenist models of inclusive education theory development teacher education VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 Lindblom, Anne Nutti, Ylva Jannok Conceptualising global indigenous and indigenist models of inclusive and equitable education |
topic_facet |
indigenous children indigenous and indigenist models of inclusive education theory development teacher education VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 |
description |
© 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 |
format |
Article in Journal/Newspaper |
author |
Lindblom, Anne Nutti, Ylva Jannok |
author_facet |
Lindblom, Anne Nutti, Ylva Jannok |
author_sort |
Lindblom, 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 |
publishDate |
2022 |
url |
https://hdl.handle.net/11250/3090490 https://doi.org/10.7459/wse/23.1.09 |
genre |
First Nations |
genre_facet |
First Nations |
op_source |
135-154 23 World Studies in Education 1 |
op_relation |
World Studies in Education. 2022, 23 (1), 135-154. urn:issn:1441-340X https://hdl.handle.net/11250/3090490 https://doi.org/10.7459/wse/23.1.09 cristin:2057972 |
op_rights |
Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal http://creativecommons.org/licenses/by-nc-nd/4.0/deed.no |
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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1792499913246900224 |