Zane M. Diamond – författare

This book explores the impact of the United Nations Declaration on the Rights of Indigenous Peoples in Japan and Australia, where it has heralded change in the rights of Indigenous Peoples to have their histories, cultures, and lifeways taught in culturally appropriate and respectful ways in mainstream education systems.The book examines the impact of imposed education on Indigenous Peoples’ pre-existing education values and systems, considers emergent approaches towards Indigenous education in the post-imperial context of migration, and critiques certain professional development, assessment, pedagogical approaches and curriculum developments.This book will be of great interest to researchers and lecturers of education specialising in Indigenous Education, as well as postgraduate students of education and teachers specialising in Indigenous Education.

This book explores the impact of the United Nations Declaration on the Rights of Indigenous Peoples in Japan and Australia, where it has heralded change in the rights of Indigenous Peoples to have their histories, cultures, and lifeways taught in culturally appropriate and respectful ways in mainstream education systems.The book examines the impact of imposed education on Indigenous Peoples’ pre-existing education values and systems, considers emergent approaches towards Indigenous education in the post-imperial context of migration, and critiques certain professional development, assessment, pedagogical approaches and curriculum developments.This book will be of great interest to researchers and lecturers of education specialising in Indigenous Education, as well as postgraduate students of education and teachers specialising in Indigenous Education.

This book explores how wisdom can be cultivated through learning in the early years and primary schooling. It brings together diverse traditions and practices, showing how children’s encounters with nature, stories, and community can nurture curiosity, resilience, and ethical awareness, resonating across cultures and generations.The chapters weave together case studies and approaches that highlight the richness of learning for wisdom. Philosophical inquiry into wisdom can develop a child’s social, imaginative, cogitative, cognitive, intellectual, moral, emotional and spiritual skills – helping to bring their sense (and sensitivity) of wisdom to life in practice. Forest-based education demonstrates how outdoor environments foster imagination and ecological responsibility. Bibliotherapy illustrates the power of stories to support emotional growth and empathy. Social–emotional learning and whole school initiatives show how communities can embed wisdom into everyday practice. Perspectives from Australian Indigenous traditions emphasise relationality and respect, while Chinese approaches highlight continuity, moral formation, and dialogue. Together, these examples span geographical and temporal contexts, offering readers a tapestry of methods that connect ancient insights with contemporary classrooms, and practical strategies like the Wisdom Wheel.Accessible and inspiring, this collection is designed for educators, researchers, and general readers seeking fresh ways to enrich early years and primary education. By weaving together diverse traditions and practices, it offers groundbreaking insights into how learning can cultivate wisdom — transforming early years and primary education into a foundation for lifelong flourishing.Its sister volume, Teaching for Wisdom in Early Childhood and Primary School Education: Educators’ Practices and Pedagogies, demonstrates how educators can nurture children's curiosity, ethical reflection, and resilience in the early years and primary schooling.

Teaching for wisdom in the early years and primary schooling is both a timeless aspiration and a pressing contemporary need. This book brings together international voices to show how educators can nurture children's curiosity, ethical reflection, and resilience, moving beyond narrow measures of achievement toward deeper forms of learning.Across three parts, the volume explores cultural wisdoms, teacher formation, and curricular traditions. Case studies range from Indigenous rights-based praxis in Australia and Latin America to Japanese teachers’ professional wisdom and Russian strategies for elementary schooling. Teacher formation is examined through emotional intelligence, relational pedagogy, and the role of joy and presence in classrooms, with insights from educators whose work spans the planet. Curricular pathways highlight Daoist approaches to intercultural competence in China, Buddhist pedagogy in Australia, and Samoan communal traditions, alongside chapters on the arts and poetic inquiry. Together, these contributions demonstrate how wisdom teaching is embedded in diverse cultural, philosophical, and pedagogical contexts, offering groundbreaking perspectives on how children can be guided toward empathy, creativity, and intercultural understanding.This book is an invaluable resource for teachers, teacher educators, and policymakers. It provides practical strategies and theoretical insights that make wisdom teaching accessible, relevant, and transformative in classrooms worldwide.Its sister volume, Learning for Wisdom in Early Childhood and Primary School Education: Children’s Perspectives and Pathways, explores how wisdom can be cultivated through learning in the early years and primary schooling.

This book examines some of the key elements of Buddhist education theory, in particular about educating for wisdom, the ultimate goal of Buddhist education. The book discusses education theories and devices embedded within the Buddhist teachings, examining the works found in the Tipitaka, the Buddhist canon.