Indigenous Education

Huia Tomlins-Jahnke (Ngāti Kahungunu, Ngāti Toa Rangātira, Ngāi Tahu, Ngāti Hine) is Professor of Maori and Indigenous Education and Director of Te Mata o Te Tau: The Academy for Māori Research and Scholarship at Massey University. Sandra Styres is of Kanien'kehá:ka (Mohawk), English and French descent and resides on Six Nations of the Grand River Territory. She is an Assistant Professor of Indigenous Education with the Department of Curriculum, Teaching, and Learning at OISE, University of Toronto. Her research interests specifically focus on Indigenous Land-centred philosophies and education. Spencer Lilley (Te Atiawa, Muaūpoko, and Ngāpuhi) is a Senior Lecturer at Te Pūtahi a Toi, the School of Māori Art, Knowledge, and Education at Massey University in Palmerston North, New Zealand. His research interests focus on Indigenous information behaviour. Dawn Zinga is a Canadian of several-generations-removed European descent. She is a Professor in the Department of Child and Youth Studies at Brock University. She has had the privilege of working with a number of Indigenous scholars, communities, and youth. Her research interests include Indigenous pedagogies and practices, integration of Indigenous approaches to teaching and learning in higher education, and cultural accommodation in schools.

"The volume editors have woven these chapters into a tapestry of research, meaning, and reflection that is cohesive and easy to follow. This work will be embraced widely and will further the evolution of an Indigenously-informed philosophy of education."

• Expanding the Indigenous Education Agenda A ForewordLINDA TUHIWAI SMITHOpeningContested Spaces and Expanding the Indigenous Education AgendaSANDRA STYRES, DAWN ZINGA, SPENCER LILLEY & HUIA TOMLINS-JAHNKEI Vision / Theoretical Approaches to Indigenous Education1 Education Through PaideiaThe Contested Space of the Indigenous PsycheMARGARET J. MAAKA2 Pathways for Remembering and (Re)cognizing Indigenous Thoughtin EducationIndigenizing Teacher Education and the AcademySANDRA STYRES3 Kaupapa Māori within the AcademyNegotiating Sites of StruggleLEONIE PIHAMA4 Contested SpacesIndigeneity and Epistemologies of IgnoranceHUIA TOMLINS-JAHNKE5 Homo Economicus and Forgetful CurriculumRemembering Other Ways to Be a Human BeingDWAYNE DONALDII Relationships / Negotiating Contested Spaces6 Contested Places in EducationThe Radical Potential for “Being Māori”WALLY PENETITO7 He Pelapela anei ka ‘Ōlelo a ka Hawai‘i?Contested Values in Language RevitalizationK. LAIANA WONG & SAM L. NO‘EAU WARNER8 Wisdom Maps Metaphors as MapsKATRINA-ANN R. KAPA‘ANAOKALAOKEOLA NAKOA OLIVEIRA9 What’s in a Name?Contested EponymsSPENCER LILLEY10 Contested Spaces of Indigenization in Canadian Higher EducationReciprocal Relationships and Institutional ResponsibilitiesMICHELLE PIDGEONIII Knowledge / Practice and Pedagogy11 Confronting Indigenous Identities in Transcultural ContextsFRANK DEER12 Preparing Teachers for Indigenous LanguageImmersion Classrooms MARGIE HOHEPA & NGAREWA HAWERA13 Teaching as the Creation of Ethical SpaceIndigenous Student Learning in the Academy/UniversityDAWN ZINGA14 Exploring Teacher Candidate Resistance to Indigenous Contentin a Teacher Education ProgramJEAN-PAUL RESTOULE & ANGELA NARDOZI15 Kia Mahi Hei Waewae Mo Te AtawhaiMARI ROPATA-TE HEIIV Action / New Directions in Indigenous Education16 Improving Special Needs Education for Māori ChildrenConcepts, Principles, and a Promising ProgramJILL BEVAN-BROWN17 Maintaining Indigeneity within Education and Broader ContextsWIREMU DOHERTY18 Essentially MāoriA Māori Art ParadigmROBERT JAHNKE19 Indigenous Knowledge Systems as the Missing Linkin Scientific WorldviewsA Discussion on Western Science as a Contested SpaceDANIEL LIPE20 Is “Space” the Final Frontier?Talking Forward Indigenous Frameworks in EducationPATRICIA MARINGI G. JOHNSTONClosingDrawing the Threads of Contested SpacesSPENCER LILLEY, HUIA TOMLINS-JAHNKE, SANDRA STYRES & DAWN ZINGAContributors