Indigenous Studies: A Matter of Social Justice; A Matter of Urgency

Autor/in	Aveling, Nado
Titel	Indigenous Studies: A Matter of Social Justice; A Matter of Urgency
Quelle	In: Diaspora, Indigenous, and Minority Education, 6 (2012) 2, S.99-114 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5692
DOI	10.1080/15595692.2010.519010
Schlagwörter	Learner Engagement; Culturally Relevant Education; Social Justice; American Indian Studies; Indigenous Populations; Foreign Countries; American Indian Culture; United States History; Comparative Analysis; Teaching Methods; Australia; Montana + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Sinti und Roma; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Australien
Abstract	It has long been a matter of concern that Indigenous students, as a group, do less well educationally than their non-Indigenous counterparts. Despite the evidence to support the fact that if students and their cultures are not acknowledged, they tend to be less engaged in schooling than those students whose cultures are presented as the norm. Indigenous studies are apt to be at the margins of the curriculum. In this article, therefore, a case is made for teaching Indigenous studies through a comparison of the author's home state of Western Australia with Montana--one of the few states in the United States to have mandated the teaching of Indian culture and history and to tease out lessons that could be learned because the teaching of Indigenous studies is a matter of social justice; indeed, it is a matter of urgency. (Contains 4 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10