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2015, X, 502 p. 17 illus., 10 illus. in color. 
Printed book 
Hardcover 
▶ 129,99 € | £117.00 | $179.00 
▶ *139,09 € (D) | 142,99 € (A) | CHF 173.50 
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W.J. Jacob, S.Y. Cheng, M. Porter (Eds.) 
Indigenous Education 
Language, Culture and Identity 
▶ Offers a holistic understanding of ways to examine indigenous 
education 
▶ Offers strategies for facing the challenge of indigenous education in 
the process of policy formation, planning, and implementation 
▶ Approaches indigenous education at local, regional, national, and 
global levels 
Indigenous Education is a compilation of conceptual chapters and national case 
studies that includes empirical research based on a series of data collection methods. 
The book provides up-to-date scholarly research on global trends on three issues of 
paramount importance with indigenous education—language, culture, and identity. 
It also offers a strategic comparative and international education policy statement on 
recent shifts in indigenous education, and new approaches to explore, develop, and 
improve comparative education and policy research globally. Contributing authors 
examine several social justice issues related to indigenous education. In addition to case 
perspectives from 12 countries and global regions, the volume includes five conceptual 
chapters on topics that influence indigenous education, including policy debates, the 
media, the united nations, formal and informal education systems, and higher education. 
Order online at springer.com ▶ or for the Americas call (toll free) 1-800-SPRINGER ▶ or email us at: orders-ny@ 
springer.com. ▶ For outside the Americas call +49 (0) 6221-345-4301 ▶ or email us at: orders-hd-individuals@springer.com. 
The first € price and the £ and $ price are net prices, subject to local VAT. Prices indicated with * include VAT for books; the €(D) includes 7% for 
Germany, the €(A) includes 10% for Austria. Prices indicated with ** include VAT for electronic products; 19% for Germany, 20% for Austria. All prices 
exclusive of carriage charges. Prices and other details are subject to change without notice. All errors and omissions excepted.
Table of Contents 
Foreword 
Preface 
Chapter 1. Global Review of Indigenous Education: Issues of Identity, Culture, and 
Language 
W. James Jacob, Sheng Yao Cheng, and Maureen K. Porter 
Section I: Thematic Issues on Indigenous Education 
Chapter 2. Policy Debates and Indigenous Education: The Trialectic of Language, Culture, 
and Identity 
W. James Jacob, Jing Liu, and Che-Wei Lee 
Chapter 3. ICT and Indigenous Education: Emerging Challenges and Potential Solutions 
Rebecca A. Clothey 
Chapter 4. Formal and Informal Indigenous Education 
Terry Wotherspoon 
Chapter 5. Indigenous Higher Education 
Duane W. Champagne 
Chapter 6. Indigenous Chinese Higher Education 
John N. Hawkins 
Section II: Language 
Chapter 7. Strategies for Overcoming Linguistic Genocide: How to Avoid 
Macroaggressions and Microaggressions that Lead toward Indigenous Language 
Annihilation 
W. James Jacob 
Chapter 8. Sustaining Indigenous Identity through Language Development: Comparing 
Indigenous Language Instruction in Two Contexts 
Carol J. Ward and David B. Braudt 
Chapter 9. Language-in-Education Policies in Africa: Perspectives, Practices, and 
Implications 
Connie Ssebbunga-Masembe, Christopher B. Mugimu, Anthony Mugagga, and Stephen 
Backman 
Chapter 10. The Sami People in Scandinavia: Government Policies for Indigenous 
Language Recognition and Support in the Formal Education System 
Mina O’Dowd
Chapter 11. Learning from the Moa: The Challenge of Maori Language Revitalization in 
Aotearoa/New Zealand 
Roger Boshier 
Chapter 12. Heteroglossia: Reframing the Conversation around Literacy Achievement for 
English Language Learners and American Indian/Alaska Native Students 
Evelisa Natasha Genova and Lydia Ross 
Section III: Culture 
Chapter 13. Somos Incas: Enduring Cultural Sensibilities and Indigenous Education 
Maureen K. Porter 
Chapter 14. Indigenous History, Culture, and Education in the Pacific Islands 
Richard Scaglion 
Chapter 15. Reclaiming Indigenous Cultures in African Education 
Edward Shizha 
Chapter 16. Indigenous Knowledges in Education: Anticolonial Struggles in a 
Monocultural Arena with Reference to Chile and South America 
Anders Breidlid and Louis Royce Botha 
Chapter 17. The Role of Schools in Native American Language and Culture Revitalization: 
A Vision of Linguistic and Educational Sovereignty 
Teresa L. McCarty and Tiffany S. Lee 
Chapter 18. Between the Community and the Individual: Identity in Intercultural 
Education in Mexico 
Rocío Fuentes 
Section IV: Identity 
Chapter 19. Beyond the Cultural Turn: Indigenous Identity and Mainstream Identity 
Sheng Yao Cheng 
Chapter 20. Idigeneity and Global Citizenship 
Jerome M. Levi and Elizabeth Durham 
Chapter 21. Indigenous Identity and Education in Peruvian Amazonia 
Bartholomew Dean 
Chapter 22. Intersections of Identity and Education: The Native American Experience 
Hilary N. Weaver
Chapter 2 
Policy Debates and Indigenous Education: The Trialectic of 
Language, Culture, and Identity 
W. James Jacob 
University of Pittsburgh, Pittsburgh, PA, USA 
Jing Liu 
Nagoya University, Nagoya, Japan 
Che-Wei Lee 
University of Pittsburgh, Pittsburgh, PA, USA 
Abstract In this chapter we explore several policy debate topics associated with indigenous 
education with a focus on issues of indigenous languages, cultures, and identity. Highly political 
by nature, the terms indigeneity and indigenous rights are central to most such debates, with 
direct implications on social justice issues, human rights, and education in general. Besides 
examining global indigenous declarations that directly influence indigenous education, we also 
examine policy debate issues within five country contexts (in China, Mexico, Taiwan, Uganda, 
and the United States). We use the term indigenous genocide to account for any former, current, 
or future government policy that intentionally causes the assimilation of indigenous peoples into 
the dominant national culture. Examples are given in the five case countries of how indigenous 
genocide can lead to the genocide of indigenous peoples’ languages, cultures, and/or identities. 
The chapter concludes by highlighting the central role indigenous education can play in curbing 
or reversing indigenous genocidal policies. Crucial to this reversal process is the involvement 
and empowerment of indigenous peoples in every facet of the policy planning and 
implementation processes. 
Keywords Indigenous education • Indigenous language • Indigenous culture • Indigenous 
identity • Indigenous genocide 
Copyright © Springer Science+Business Media Dordrecht (2015) 
W. James Jacob, Sheng Yao Cheng, and Maureen K. Porter, eds., Indigenous Education: 
Language, Culture, and Identity 
DOI: 10.1007/978-94-017-9355-1_2

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Indigenous Education: Language, Culture, and Identity

  • 1. 2015, X, 502 p. 17 illus., 10 illus. in color. Printed book Hardcover ▶ 129,99 € | £117.00 | $179.00 ▶ *139,09 € (D) | 142,99 € (A) | CHF 173.50 eBook Available from your library or ▶ springer.com/shop MyCopy Printed eBook for just ▶ € | $ 24.99 ▶ springer.com/mycopy W.J. Jacob, S.Y. Cheng, M. Porter (Eds.) Indigenous Education Language, Culture and Identity ▶ Offers a holistic understanding of ways to examine indigenous education ▶ Offers strategies for facing the challenge of indigenous education in the process of policy formation, planning, and implementation ▶ Approaches indigenous education at local, regional, national, and global levels Indigenous Education is a compilation of conceptual chapters and national case studies that includes empirical research based on a series of data collection methods. The book provides up-to-date scholarly research on global trends on three issues of paramount importance with indigenous education—language, culture, and identity. It also offers a strategic comparative and international education policy statement on recent shifts in indigenous education, and new approaches to explore, develop, and improve comparative education and policy research globally. Contributing authors examine several social justice issues related to indigenous education. In addition to case perspectives from 12 countries and global regions, the volume includes five conceptual chapters on topics that influence indigenous education, including policy debates, the media, the united nations, formal and informal education systems, and higher education. Order online at springer.com ▶ or for the Americas call (toll free) 1-800-SPRINGER ▶ or email us at: orders-ny@ springer.com. ▶ For outside the Americas call +49 (0) 6221-345-4301 ▶ or email us at: orders-hd-individuals@springer.com. The first € price and the £ and $ price are net prices, subject to local VAT. Prices indicated with * include VAT for books; the €(D) includes 7% for Germany, the €(A) includes 10% for Austria. Prices indicated with ** include VAT for electronic products; 19% for Germany, 20% for Austria. All prices exclusive of carriage charges. Prices and other details are subject to change without notice. All errors and omissions excepted.
  • 2. Table of Contents Foreword Preface Chapter 1. Global Review of Indigenous Education: Issues of Identity, Culture, and Language W. James Jacob, Sheng Yao Cheng, and Maureen K. Porter Section I: Thematic Issues on Indigenous Education Chapter 2. Policy Debates and Indigenous Education: The Trialectic of Language, Culture, and Identity W. James Jacob, Jing Liu, and Che-Wei Lee Chapter 3. ICT and Indigenous Education: Emerging Challenges and Potential Solutions Rebecca A. Clothey Chapter 4. Formal and Informal Indigenous Education Terry Wotherspoon Chapter 5. Indigenous Higher Education Duane W. Champagne Chapter 6. Indigenous Chinese Higher Education John N. Hawkins Section II: Language Chapter 7. Strategies for Overcoming Linguistic Genocide: How to Avoid Macroaggressions and Microaggressions that Lead toward Indigenous Language Annihilation W. James Jacob Chapter 8. Sustaining Indigenous Identity through Language Development: Comparing Indigenous Language Instruction in Two Contexts Carol J. Ward and David B. Braudt Chapter 9. Language-in-Education Policies in Africa: Perspectives, Practices, and Implications Connie Ssebbunga-Masembe, Christopher B. Mugimu, Anthony Mugagga, and Stephen Backman Chapter 10. The Sami People in Scandinavia: Government Policies for Indigenous Language Recognition and Support in the Formal Education System Mina O’Dowd
  • 3. Chapter 11. Learning from the Moa: The Challenge of Maori Language Revitalization in Aotearoa/New Zealand Roger Boshier Chapter 12. Heteroglossia: Reframing the Conversation around Literacy Achievement for English Language Learners and American Indian/Alaska Native Students Evelisa Natasha Genova and Lydia Ross Section III: Culture Chapter 13. Somos Incas: Enduring Cultural Sensibilities and Indigenous Education Maureen K. Porter Chapter 14. Indigenous History, Culture, and Education in the Pacific Islands Richard Scaglion Chapter 15. Reclaiming Indigenous Cultures in African Education Edward Shizha Chapter 16. Indigenous Knowledges in Education: Anticolonial Struggles in a Monocultural Arena with Reference to Chile and South America Anders Breidlid and Louis Royce Botha Chapter 17. The Role of Schools in Native American Language and Culture Revitalization: A Vision of Linguistic and Educational Sovereignty Teresa L. McCarty and Tiffany S. Lee Chapter 18. Between the Community and the Individual: Identity in Intercultural Education in Mexico Rocío Fuentes Section IV: Identity Chapter 19. Beyond the Cultural Turn: Indigenous Identity and Mainstream Identity Sheng Yao Cheng Chapter 20. Idigeneity and Global Citizenship Jerome M. Levi and Elizabeth Durham Chapter 21. Indigenous Identity and Education in Peruvian Amazonia Bartholomew Dean Chapter 22. Intersections of Identity and Education: The Native American Experience Hilary N. Weaver
  • 4. Chapter 2 Policy Debates and Indigenous Education: The Trialectic of Language, Culture, and Identity W. James Jacob University of Pittsburgh, Pittsburgh, PA, USA Jing Liu Nagoya University, Nagoya, Japan Che-Wei Lee University of Pittsburgh, Pittsburgh, PA, USA Abstract In this chapter we explore several policy debate topics associated with indigenous education with a focus on issues of indigenous languages, cultures, and identity. Highly political by nature, the terms indigeneity and indigenous rights are central to most such debates, with direct implications on social justice issues, human rights, and education in general. Besides examining global indigenous declarations that directly influence indigenous education, we also examine policy debate issues within five country contexts (in China, Mexico, Taiwan, Uganda, and the United States). We use the term indigenous genocide to account for any former, current, or future government policy that intentionally causes the assimilation of indigenous peoples into the dominant national culture. Examples are given in the five case countries of how indigenous genocide can lead to the genocide of indigenous peoples’ languages, cultures, and/or identities. The chapter concludes by highlighting the central role indigenous education can play in curbing or reversing indigenous genocidal policies. Crucial to this reversal process is the involvement and empowerment of indigenous peoples in every facet of the policy planning and implementation processes. Keywords Indigenous education • Indigenous language • Indigenous culture • Indigenous identity • Indigenous genocide Copyright © Springer Science+Business Media Dordrecht (2015) W. James Jacob, Sheng Yao Cheng, and Maureen K. Porter, eds., Indigenous Education: Language, Culture, and Identity DOI: 10.1007/978-94-017-9355-1_2