Living with the Legacy of Conquest and Culture: Social Justice Leadership in Education and the Indigenous Peoples of Australia and America

Abstract

The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specifi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein.

Culturally Responsive Pedagogy and Mathematics Through Creative and Body-Based Learning: Urban Aboriginal Schooling

“…Broader initiatives such as Dare to Lead, What Works, Stronger Smarter , and educational programs embedded within the Cape York Institute profess to address school disparities in mathematics; however, the research on outcomes is generally lacking (Krakouer, 2015; Perso, 2012; Price, 2015). More promising insights for pedagogical reform across the curriculum can be found in Indigenist Epistemologies (Arbon, 2008; Fredericks et al, 2014; Martin, 2008; Rigney, 2002, 2006, 2011a, 2011b, 2011c, 2018) and Aboriginal Studies (Craven et al, 2005; Ma Rhea et al, 2012; Moreton-Robinson et al, 2012; Price, 2015).…”

Unsettling the taken (for granted)

“…It was often genocidal – even though many of the so-called ‘civilised’ colonisers considered such a term unthinkable in relation to their own behaviours (Tatz, 2017). The genocidal nature of colonial expansion in Australia, for example, has been widely discussed (Barta, 2008; Bartrop, 2001; Fredericks et al, 2014; Haebich, 2017; Human Rights and Equal Opportunity Commission, 1997; Maynard, 2017; Moses, 2000; Reynolds, 2001; Rogers and Bain, 2016), yet responsibility remains far from the forefront of current thinking in policy circles. In fact, policy initiatives into the very recent past retain echoes of past assumptions about the Indigenous Australians (Altman and Hinkson, 2010; Hunter, 2008; Macoun, 2011; Maddison, 2009; Short, 2010; Watson, 2009).…”

“… 7. For expansion on the Australian experience, refer to, inter alia , Fredericks et al (2014), Reynolds (2001), Tatz (1999) and Moses (2000). …”

Exploring the Concepts of Traditional Inuit Leadership and Effective School Leadership in Nunavut (Canada)

“…Investing in change is not only a call for increased funding or more equitable allocation of existing funds, but it involves an improvement to leadership and/or leadership focus so that social justice is seen, felt, and heard across every school community across Canada. In order to so do, in particular, there is a need for non-Aboriginal school leaders to cultivate a professional intercultural identity, which incorporates the values, languages, and worldview of Aboriginal perspectives (Fredericks, Maynor, White, English, & Ehrich, 2014). Rhea (2014) addressed the topic of effective school leadership for Aboriginal students by explaining that educational policymakers, principals, teachers, parents, and community members cooperatively need to promote Aboriginal education within a postcolonial world.…”