Narrative Life

1. Front Matter

   Pages i-xxv

   PDF

2. Context

   1. Front Matter

      Pages 1-1

      PDF

   2. Global Trends and Indigenous Challenges

      • Neil Hooley

      Pages 3-17

   3. Building Democracy

      • Neil Hooley

      Pages 19-33

   4. Confronting Whiteness

      • Neil Hooley

      Pages 35-50

   5. Education, Being and Identity

      • Neil Hooley

      Pages 51-65

3. Community

   1. Front Matter

      Pages 67-67

      PDF

   2. Indigenous Education

      • Neil Hooley

      Pages 69-84

   3. Self-Determination

      • Neil Hooley

      Pages 85-99

   4. Culture and Environment

      • Neil Hooley

      Pages 101-116

   5. National and International Insights

      • Neil Hooley

      Pages 117-133

4. Commitment

   1. Front Matter

      Pages 135-135

      PDF

   2. Indigenous Literacy and Epistemology

      • Neil Hooley

      Pages 137-156

   3. Two-Way Inquiry Learning

      • Neil Hooley

      Pages 157-175

   4. Participatory Narrative Inquiry

      • Neil Hooley

      Pages 177-194

   5. Exemplars of Indigenous Knowledge and Practice

      • Neil Hooley

      Pages 195-212

5. Change

   1. Front Matter

      Pages 213-213

      PDF

   2. Ambiguity and Indigenomathematics

      • Neil Hooley

      Pages 215-231

   3. Policy, Practice and Pedagogy

      • Neil Hooley

      Pages 233-251

   4. Education as Democratic Public Sphere

      • Neil Hooley

      Pages 253-267

Indigenous education is one of the great challenges facing humanity in the historic quest for a democratic and peaceful future. The 370 million Indigenous peoples of the world demand that the racist and colonial wrongs of the past be recti ed and that they stand as equals in confronting the social, political and cultural problems that surround us all. Education offers a way forward, whether concerned with the public good, schooling for all citizens including universal primary education and expanding secondary education, the education of women regardless of background, the inclusion of local cultures, literacy and numeracy for all as a democratic right and the provisionof comprehensiveeducationthat enables both personal aspiration, cultural satisfaction and economic pathways. What this means is that all children no matter where they live, no matter what theirbackgroundorthecolouroftheirskinshouldexpecttohaveaccesstoeducation of the highest quality. This does not impose a particular style of education for local communitiesbut respects that educationaldirections must be decidedindependently by countries themselves. Within this general context, there is also something most profound about Indigenous knowing, of appreciating Indigenous perspectives and applying these across all knowledge, across all subjects of a curriculum. Rather than accepting the one often highly conservative and dominant view of knowledge, teaching and learning for all schools, Indigenous perspectives offer other insights and means of analysis, re ection and critique. These can open up elds of creative and critical learning for all children, including the dispossessed, marginalised and disenfranchised.

• curriculum
• education
• indigenous education
• learning
• literacy
• mathematics
• narrative inquiry
• school
• whiteness

Policies and ethics