Springer eBooks may be purchased by end-customers only and are sold without copy protection (DRM free). Instead, all eBooks include personalized watermarks. This means you can read the Springer eBooks across numerous devices such as Laptops, eReaders, and tablets.
You can pay for Springer eBooks with Visa, Mastercard, American Express or Paypal.
After the purchase you can directly download the eBook file or read it online in our Springer eBook Reader. Furthermore your eBook will be stored in your MySpringer account. So you can always re-download your eBooks.
Makes an original contribution to global Indigenous education
Presents applications for Indigenous schooling worldwide
Combats disadvantage for large numbers of children worldwide
Links major ideas across cultures for Indigenous understanding, including literacy and numeracy
Describes innovative learning practices for all children
Written with educational practitioners in mind and set in a framework of progressive epistemology and pedagogy, this work tackles issues of global concern. It seeks to answer the question of how we structure education for the world’s 370 million indigenous people so as to promote intercultural understanding, maximize opportunity and right colonial wrongs.
Hooley’s work details an innovative curriculum design for indigenous school children based on the principles of participatory narrative inquiry, as well as exemplars of indigenous knowledge. Written from an Australian perspective, the book discusses broad international issues that impact on schooling such as globalisation, democratic education and whiteness and raises significant questions regarding indigenous culture and knowledge.
Taking inspiration from the works of John Dewey and Paulo Freire, Hooley asserts that a curriculum based on participatory narrative inquiry recognises and respects the interests and rights of local indigenous communities. Further, it provides a mechanism for linking with white mainstream curricula through the compilation of portfolios of student work and exemplars of knowledge across all subjects areas. This model views formal schooling as a central aspect of a child’s personal, family and community narrative and does not impose knowledge from without, but constructs knowledge from within. Learning is given an indigenous context and thus two-way inquiry between cultural viewpoints is encouraged.
Narrative Life makes an original contribution to indigenous education worldwide, and does so across all settings of primary and secondary schooling.
Acknowledgements Foreword Preface Terminology About the author List of Tables and Figures Quotation Part 1 Context 1. Global Trends and Indigenous Challenges 2. Building Democracy 3. Confronting Whiteness 4. Education, Being and Identity Part 2 Community 5. Indigenous Education 6. Self-Determination 7. Culture and Environment 8. National and International Insights Part 3 Commitment 9. Indigenous Literacy and Epistemology 10. Two-Way Inquiry Learning 11. Participatory Narrative Inquiry 12. Exemplars of Indigenous Knowledge and Practice Part 4 Change 13. Ambiguity and Indigenomathematics 14. Policy, Practice and Pedagogy 15. Education as Democratic Public Sphere References