Global Perspectives on Decolonizing Postgraduate Education serves as a compelling solution to the problem at hand. It offers a comprehensive roadmap to decolonize postgraduate education, infusing it with indigenous approaches, paradigms, theories, and methods. Through critical examination and practical strategies, this book empowers academics, curriculum designers, and postgraduate students to embark on a transformative journey. Through this book, readers will gain the tools and insights needed to critically assess Western-oriented postgraduate education.

The author scrutinizes how leaders and intermediaries in Nebraska, involved at various tiers of policy development and reform, conceptualized and implemented school accountability policy in Indian country. In particular, Phillips explores state-directed reform efforts in a school on the Santee Sioux Reservation consistently labeled as failing and persistently experiencing intervention from outsiders presented as experts. The book interrogates who gets to define educational quality, who counts as an expert on improving schools, and what improvement actually looks like. Additionally, the text highlights the way local educators and members of the community employed everyday tactics and incognito acts of improvement to reshape school turnaround efforts.

Debunking the Grit Narrative in Higher Education examines pressing structural issues currently impacting African American, Asian American, Pacific Islander, Latinx, and Native American students accessing college and succeeding in U.S. postsecondary environments.

This book uncovers the social and educational experiences of an increasing yet understudied population of young immigrants in the US, focusing on multilingual students who speak one of three Indigenous languages: Zapotec, Mixtec and P'urhépecha. It explores students' ethnoracial identities, Indigenous language use and transnational practices and the influence of these factors on school adjustment, academic achievement and educational pathways.

A volume in conducting research in education finance: methods, measurement, and policy perspectives.

This book explores ways in which systems of local knowledge, culture, language, and place are foundational for STEM learning in Indigenous communities. It is part of a two-volume set that addresses a growing recognition that interdisciplinary, cross-cultural and cross-hybrid learning is needed to foster scientific and cultural understandings and move STEM learning toward more just and sustainable futures for all learners.

As Indigenous pedagogy continues to grow in the modern educational landscape, it is critical to fully understand key questions such as what Indigenous pedagogy is, why Indigenous pedagogy is important, and how you link Indigenous theory and practice in the classroom. Further study is required to ensure Indigenous pedagogy is utilized appropriately in education. Perspectives on Indigenous Pedagogy in Education: Learning From One Another explores the complexities of negotiating and integrating Indigenous pedagogies in education and presents a variety of global perspectives on Indigenous pedagogies in education.

Tender Violence in US Schools takes as a provocation this "discipline gap," in exploring a thus far unconsidered stance and asking how white women (the majority of US teachers) have historically understood their roles in the disciplining of Black and Indigenous students, and how and why their role has been constructed over time and space in service to institutions of the white settler colonial state.

"It is a collective offering to those who are responding to a call of Liberation based on Indigenous Principles to protect and defend the land beyond theories, beyond rhetorical and metaphorical questions."

In 1954 the U.S. Supreme Court ruled that state laws establishing racial segregation are unconstitutional, declaring "separate is inherently unequal." Known as a seminal Supreme Court case and civil rights victory, Brown v. Board of Education resulted from many legal battles that predicated its existence. Marisela Martinez-Cola writes about the many important cases that led to the culmination of Brown. She reveals that the road to Brown is lined with "bricks" representing at least one hundred other families who legally challenged segregated schooling in state and federal courts across the country, eleven of which involved Chinese American, Native American, and Mexican American plaintiffs.

Indigenizing Education: Transformative Research, Theories, and Praxis brings various scholars, educators, and community voices together in ways that reimagines and recenters learning processes that embody Indigenous education rooted in critical Indigenous theories and pedagogies. The contributing scholar-educators speak to the resilience and strength embedded in Indigenous knowledges and highlight the intersection between research, theories, and praxis in Indigenous education.

Indigenous Motherhood in the Academy highlights the experiences and narratives emerging from Indigenous mothers in the academy who are negotiating their roles in multiple contexts. More specific to Indigenous motherhood in the academy is how culture and place impacts mothering (specifically, if Indigenous mothers are not in their traditional homelands as they raise their children), how academia impacts mothering, how mothering impacts scholarship, and how to negotiate loss and other complexities between motherhood and one's role in the academy.

Learning and Reconciliation Through Indigenous Education in Oceania discusses ways of promoting active student learning and unique experiences through indigenous scholarship and studies among contemporary college students. It seeks to provide an understanding of the essential link between practices for incorporating island indigenous curriculum, strategies for effective student learning, and course designs which are aligned with frameworks that address indigeneity, and that place college teachers in the role of leaders for lifelong learning through indigenous scholarship and studies in Oceania.

The authors of this book provide caring advice to Black, Indigenous, and Teachers of Color (BITOC) to help sustain them into and through the teaching profession. Through an examination of BITOC in the education workforce, the assets that these educators bring to the teaching profession are identified, as are some of the most critical challenges they face in today's schools.

American Indian Education/indigenous education is still faltering today and is not producing significant differences in results where school practices follow those for the dominant culture. Inroads have been made in some classrooms/schools where Culturally Responsive/Relevant Pedagogy (CRP) is practiced. However, the drop-out rates for American Indian/indigenous populations are still extremely high in comparison to other ethnically diverse groups of students. Here are two factors that can make or break indigenous students' abilities to be resilient in the face of many educational negatives in their lives and enable them to continue on to graduate from high school and in many instances, go on to complete undergraduate and graduate degrees in institutions of higher learning.

For over thirty years, a political and social battle over bilingual education raged in the U.S. and in and around the Crow Indian Reservation of Montana. This book, a period piece rich in political, historical, and local western context, is the story of language, education, inequality and power clashes between the dominant society and the Indian tribe as historical events unfolded. This is a classic ethnography that documents eight years of the author's day-to-day experience as a teacher, bilingual education coordinator, and central office administrator during the socio-political dispute.

On Indian Ground: The Southwest is one of ten regionally focused texts that explores American Indian/Alaska Native/Native Hawaiian education in depth. The text is designed to be used by educators of native youth and emphasizes best practices found throughout the state.

Protecting the Promise is the first book in the Culturally Sustaining Pedagogies Series edited by Django Paris. It features a collection of short stories told in collaboration with five Native families that speaks to the everyday aspects of Indigenous educational resurgence rooted in the intergenerational learning that occurs between mothers and their children.

Ethical Research Approaches to Indigenous Knowledge Education examines forthcoming methodologies and strategies on educational reform and the updating of curricula to accurately reflect cultural shifts. The book examines the bias and problems that bias creates in educational systems around the world that have been dominated by Western forms of knowledge and scientific processes, featuring a range of topics such as andragogy, indigenous knowledge, and marginalized students.

In his new book, John P. Hopkins examines recent efforts to reform Indigenous education in public schools. Hopkins centers his critique on Montana State's innovative and bold multicultural education policy called Indian Education for All (IEFA), and demonstrates why Indigenous education reforms must decolonize the curriculum and pedagogy to address the academic inequalities facing Native students.

As modern European empires expanded, written language was critical to articulations of imperial authority and justifications of conquest. For imperial administrators and thinkers, the non-literacy of "native" societies demonstrated their primitiveness and inability to change. Yet as the contributors to Indigenous Textual Cultures make clear through cases from the Pacific Islands, Australasia, North America, and Africa, indigenous communities were highly adaptive and created novel, dynamic literary practices that preserved indigenous knowledge traditions. The contributors illustrate how modern literacy operated alongside orality rather than replacing it.

"This book explores the changes and challenges that educational systems encounter as they increase the use of technology and the flattening of access to education from an international perspective."

The Lewis and Clark Corps of Discovery is often presented as an exciting adventure story of discovery, friendship, and patriotism. However, this same period in U.S. history can be understood quite differently when viewed through an anticolonial lens and the Doctrine of Discovery.