Melitta Hogarth – författare

This book focuses on three broad and intertwined concerns in Indigenous education across several settler-colonial settings such as Australia, New Zealand and Canada.Within these settler-colonial contexts, many Indigenous learners continue to be failed by education policies and practices, while teaching and learning – all too often concomitantly – reproduce and maintain deficit perspectives and expectations from those in the wider community towards Indigenous Peoples. The contributions presented in this book seek to interrupt this cycle in some way and share three broad and intertwined areas of focus:Holistic and more-than-human view of the world and knowledge making practices Critical engagement with the ongoing legacies of colonial institutions, practices and histories And efforts that seek to reveal and address social injustices, inequities and discrimination.The book highlights the work of scholars who are actively working to privilege Indigenous ways of working and/or recognising the resilience of Indigenous peoples in all aspects of education.Critical Studies and the International Field of Indigenous Education Research offers inspiration, hope and practices to learn from and with. In doing so, a wider community of researchers and professionals can draw on the ideas and strategies to help inform their efforts within the settings they work and live. This book was originally published as a special issue of Critical Studies in Education.

This book focuses on three broad and intertwined concerns in Indigenous education across several settler-colonial settings such as Australia, New Zealand and Canada.Within these settler-colonial contexts, many Indigenous learners continue to be failed by education policies and practices, while teaching and learning – all too often concomitantly – reproduce and maintain deficit perspectives and expectations from those in the wider community towards Indigenous Peoples. The contributions presented in this book seek to interrupt this cycle in some way and share three broad and intertwined areas of focus:Holistic and more-than-human view of the world and knowledge making practices Critical engagement with the ongoing legacies of colonial institutions, practices and histories And efforts that seek to reveal and address social injustices, inequities and discrimination.The book highlights the work of scholars who are actively working to privilege Indigenous ways of working and/or recognising the resilience of Indigenous peoples in all aspects of education.Critical Studies and the International Field of Indigenous Education Research offers inspiration, hope and practices to learn from and with. In doing so, a wider community of researchers and professionals can draw on the ideas and strategies to help inform their efforts within the settings they work and live. This book was originally published as a special issue of Critical Studies in Education.

In an era marked by national truth-telling initiatives, from the Uluru Statement from the Heart in Australia to Canada’s Truth and Reconciliation Commission, education systems remain slow to respond. As educators face mounting pressure to “teach the truth,” they are often left without the frameworks, resources, or institutional support to do so.Against the backdrop of post-truth politics and curriculum resistance, Truth-Telling Pedagogies makes a compelling case for critical, ethical engagement with history. This collection of international voices shifts the focus from policy reform to the pedagogy of truth-telling. It highlights Indigenous-led educational approaches that centre sovereignty, relationality, and local knowledges, moving beyond tokenistic inclusion toward deeper critiques of colonial structures.Truth-Telling Pedagogies stands as one of the first volumes to place the pedagogy of truth-telling at its core, moving beyond conventional emphases on policy or curriculum reform. Designed with practitioners in mind, it highlights grounded theory and community-based approaches.