This book explores the impact of the United Nations Declaration on the Rights of Indigenous Peoples in Japan and Australia, where it has heralded change in the rights of Indigenous Peoples to have their histories, cultures, and lifeways taught in culturally appropriate and respectful ways in mainstream education systems.
The book examines the impact of imposed education on Indigenous Peoples’ pre-existing education values and systems, considers emergent approaches towards Indigenous education in the post-imperial context of migration, and critiques certain professional development, assessment, pedagogical approaches and curriculum developments.
This book will be of great interest to researchers and lecturers of education specialising in Indigenous Education, as well as postgraduate students of education and teachers specialising in Indigenous Education.
Table of Contents
Chapter 1: Introducing Indigenous education in Japan and Australia
Part I: Historical perspectives on Indigenous education, Indigenous higher education, and teacher education in Japan and Australia
Chapter 2: An Indigenous history of education in Japan and Australia
Chapter 3: The place of Indigenous Peoples in multicultural education: Policies, debates and practices in Australia and Japan
Chapter 4: Higher education in Japan and the history of Ainu demands
Chapter 5: Indigenous higher education in historical context in Australia
Part II: After UNDRIP: Japanese and Australian responses and possibilities
Chapter 6: Challenges and responses to UNDRIP in Australian and Japanese Indigenous education
Chapter 7: Embracing and resisting Indigenist perspectives in Australian pre-service teacher education
Chapter 8: Teacher education issues in Okinawa
Chapter 9: Questioning current issues in the higher education sector for Japan’s Ainu People
Chapter 10: Stabilizing and sustaining Indigenous leadership in Australian universities
Part III: Considering post-imperial Indigenous education in Japan and Australia
Chapter 11: The significance of building an Ainu-led higher education system and the empowerment of the Indigenous Ainu
Chapter 12: The usefulness of the idea and concept of reconciliation for guiding Australian Indigenous higher education in the postcolonial, post-imperial world
Peter J. Anderson is Professor and Executive Director of the Carumba Institute at the Queensland University of Technology, Brisbane.
Koji Maeda is Professor at the Graduate School of Education, Waseda University, Tokyo.
Zane M. Diamond is Professor at the Faculty of Education, Monash University, Melbourne.
Chizu Sato is Professor at International Christian University, Tokyo.