Zane Ma Rhea – författare

This book brings together the academic fields of educational leadership, educational administration, strategic change management, and Indigenous education in order to provide a critical, multi-perspective, systems level analysis of the provision of education services to Indigenous people. It draws on a range of theorists across these fields internationally, mobilising social exchange and intelligent complex adaptive systems theories to address the key problematic of intergenerational, educational failure. Ma Rhea establishes the basis for an Indigenous rights approach to the state provision of education to Indigenous peoples that includes recognition of their distinctive economic, linguistic and cultural rights within complex, globalized, postcolonial education systems. The book problematizes the central concept of a partnership between Indigenous people and non-Indigenous school leaders, staff and government policy makers, even as it holds this key concept at its centre. The infantilising of Indigenous communities and Indigenous people can take priority over the education of their children in the modern state; this book offers an argument for a profound rethinking of the leadership and management of Indigenous education.Leading and Managing Indigenous Education in the Postcolonial World will be of value to researchers and postgraduate students focusing on Indigenous education, as well as teachers, education administrators and bureaucrats, sociologists of education, Indigenous education specialists, and those in international and comparative education.

This book examines Thai knowledge and wisdom from the perspective of postmodern, postcolonial globalization. Ma Rhea explores the ways in which the Thai university system attempts to balance old knowledge traditions, Buddhist and rural, with new Thai and imported knowledge.

This book brings together the academic fields of educational leadership, educational administration, strategic change management, and Indigenous education in order to provide a critical, multi-perspective, systems level analysis of the provision of education services to Indigenous people. It draws on a range of theorists across these fields internationally, mobilising social exchange and intelligent complex adaptive systems theories to address the key problematic of intergenerational, educational failure. Ma Rhea establishes the basis for an Indigenous rights approach to the state provision of education to Indigenous peoples that includes recognition of their distinctive economic, linguistic and cultural rights within complex, globalized, postcolonial education systems. The book problematizes the central concept of a partnership between Indigenous people and non-Indigenous school leaders, staff and government policy makers, even as it holds this key concept at its centre. The infantilising of Indigenous communities and Indigenous people can take priority over the education of their children in the modern state; this book offers an argument for a profound rethinking of the leadership and management of Indigenous education.Leading and Managing Indigenous Education in the Postcolonial World will be of value to researchers and postgraduate students focusing on Indigenous education, as well as teachers, education administrators and bureaucrats, sociologists of education, Indigenous education specialists, and those in international and comparative education.

This book provides a critical, multiperspective, sociohistorical analysis of the role of food in postcolonial Indigenous, British and French settler relations. Drawing on archival resources from Australian explorers, settlers and nation builders, the book argues that contemporary issues of food security, sovereignty and sustainability have been significantly shaped by the colonial impact on human foodways. The author goes on to enhance readers’ understanding of how contact between inhabitants and newcomers was shaped and informed by food, and how these engagements established a modus vivendi that carries through to the present day. Based on the assessment of archival records, it uses a comparative, socio-historical lens to investigate contact between Indigenous and non-Indigenous people where the exchange of food or knowledge about food took place. It finds that the transfer of food and food knowledge was multifaceted, and the flow of food knowledgeoccurred in both directions, although these exchanges were neither symmetrical nor balanced. It also analyzes and discusses food as a focal point of activity. The final chapter offers an assessment of the potential for the development of a sustainable, nutritious, tasty Australian cuisine that moves beyond the tropes and stereotypical narratives embedded into colonial Indigenous-settler relations in the context of food. If this was accepted by all Australians, it would allow opportunities to be created for Indigenous Australians to develop food products for the market that are sustainable, economically viable and developed in ways that are culturally appropriate.

This book argues that the ancient allodial principle enables a paradigmatic shift in the way specialist educators in environmental, Indigenous, and legal studies;