Can we keep up with the aspirations of Indigenous education?

IF 4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Critical Studies in Education Pub Date : 2022-01-01 DOI:10.1080/17508487.2022.2031617
G. Vass, Melitta Hogarth
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引用次数: 3

Abstract

This Special Issue for Critical Studies in Education has arisen from the growing scholarly work and contributions of academics working towards addressing the inequities in Indigenous education. It aims to highlight the work of colleagues who are actively working to privilege Indigenous ways of working and/or recognising the resilience of Indigenous peoples in all aspects of education. Our selections for this Special Issue also aim to speak to the rights based agenda articulated in the Coolangatta Statement on Indigenous peoples’ rights in education [from here on referred to as the Coolangatta Statement] (Morgan, West, Nakata, Hall, Swisher, Ahenakew, Hughes, Ka’ai & Blair, 1999), a product of the work of global Indigenous educators engaged in the World Conference of Indigenous Peoples in Education (WIPCE). Since its inception some 30 years ago, WIPCE has become one of the major conference events drawing together Indigenous education experts, scholars, students and communities to share the successes and strategies in the provision of education for Indigenous peoples.
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我们能跟上土著教育的愿望吗?
这期教育批判研究特刊源于学术界为解决土著教育中的不平等现象所做的越来越多的学术工作和贡献。它旨在强调同事们的工作,他们积极致力于尊重土著人的工作方式和/或承认土著人民在教育各个方面的韧性。我们为本期特刊所做的选择还旨在阐述《库兰加塔关于土著人民教育权利的声明》中阐述的基于权利的议程[从此称为《库兰加塔声明》](Morgan,West,Nakata,Hall,Swisher,Ahenakew,Hughes,Ka'ai&Blair,1999),参与世界土著人民教育会议的全球土著教育工作者的工作成果。自大约30年前成立以来,WIPCE已成为主要的会议活动之一,汇集了土著教育专家、学者、学生和社区,分享为土著人民提供教育的成功和战略。
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来源期刊
Critical Studies in Education
Critical Studies in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
10.10
自引率
5.10%
发文量
18
期刊介绍: Critical Studies in Education is one of the few international journals devoted to a critical sociology of education, although it welcomes submissions with a critical stance that draw on other disciplines (e.g. philosophy, social geography, history) in order to understand ''the social''. Two interests frame the journal’s critical approach to research: (1) who benefits (and who does not) from current and historical social arrangements in education and, (2) from the standpoint of the least advantaged, what can be done about inequitable arrangements. Informed by this approach, articles published in the journal draw on post-structural, feminist, postcolonial and other critical orientations to critique education systems and to identify alternatives for education policy, practice and research.
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