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Indigenous Educational Models for Contemporary Practice In Our Mother's Voice

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Description:

What is the philosophy that should drive native education policy and practice? In July 1997 a group of native educational leaders from the United States (including Alaska and Hawai'i), Canada, Australia, and New Zealand gathered to define a potential solution to this question. This book passes on the individual educational philosophies of the participants and captures the essence of each in a dynamic, transformational, and holistic model--"Go to the Source"--which forwards a collective vision for a native language- and culture-based educational philosophy that native educational leaders and teachers, policymakers, and curriculum developers can use to ground their work. For more information visit http://ed-web2.educ.msu.edu/voice/
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Book details

List price: $49.95
Copyright year: 2000
Publisher: Routledge
Publication date: 2/1/2000
Binding: Paperback
Pages: 232
Size: 5.75" wide x 8.75" long x 0.75" tall
Weight: 0.836
Language: English

Jeannette Armstrong, 1948 - Jeannette Armstrong is an Okanagan Indian who was born in 1948 on the Penticton Indian Reserve in British Columbia. She is considered to be the first Native American woman novelist, and is also a writer, teacher, artist, sculptor and activist. She received a traditional education from Okanagan elders and her family and in 1978, she obtained a BFA from the University of Victoria in 1978. Armstrong writes poetry, fiction, essays and children's literature. In 1986 Armstrong became the director of the En'owkin Centre in Penticton. She is also the first director of the En'owkin International School of Writing in Penticton, a creative-writing school organized by and for Native people which grants diplomas through the University of Victoria. She also teaches creative writing and performance.

From the Series Editor
Endnotes
Foreword
Preface
Acknowledgments
'Ekahi (Chapter 1): Gathering Together to Travel to the Source: A Vision for a Language and Culture-Based Educational Model
Endnotes
Our Different Paths To The Source
Transition I: Path to Native Epistemology: The Lightning Tree
'Elua (Chapter 2): Building a Child-Centered Model: """"An indigenous model must look to the future.""""
'Ekolu (Chapter 3): A Holistic Education, Teachings From the Dance House: """"We cannot afford to lose one Native child.""""
'Ehā (Chapter 4): Grounding Vision on the Three Baskets of Knowledge: """"Kia ora ai te iwi Maori.""""
Transition II: Path to Native Language and Cultural Revitalization """"Everything you need to know is in the language.""""
'Elima (Chapter 5): Advocating for a Stimulating and Language-Based Education: """"If you don't learn your language where can you go home to?""""
'Eono (Chapter 6): A Commitment to Language-Based Education: """"Among the gifts we can give our children is our cultural traditions.""""
'Ehiku (Chapter 7): Revitalizing Culture and Language: """"Returning to the 'āina (land).""""
'Ewalu (Chapter 8): Building an Indigenous Language Center: """"The children have the right to learn their language.""""
Transition III: Path to the Spirit: """"We are walking in a sacred manner.""""
'Eiwa (Chapter 9): Linking Native People Around the Spirituality of All Life: """"The gifts of our grandmothers and grandfathers.""""
'Umi (chapter 10): Creating A Ceremony: """"Nature's Model from the Longhouse People.""""
Transition IV: Path to Community """"We want to remain the person that stops and cares for the grandparent.""""
'Umi kčmākahi (Chapter 11): Building Linkages Across the Community: """"To take action takes teat courage and strength.""""
'Umi k&U0169mālua (Chapter 12): Envisioning a Community-Centered Education: """"We do not own our children, we must honor them in all ways.""""
'Umi k&U0169mākolu (Chapter 13): The Circle We Call Community: """"As a community, you all have to pul together.""""
'Umi k�māha (Chapter 14): Educational Empowerment for Maori People: """"We are on the right path. We are on the right dreaming.""""
'Umi k�mālima (Chapter 15): Locating Global Learning Centers: """"With the united forces of us all.""""
Afterword
Exemplary Native Educational Programs in the United States
Resources for Native Educators
Contributors
Index