Indigenous Educational Models for Contemporary Practice

In Our Mother's Voice

Edited by Maenette K.P. A Benham, Joanne Elizabet Cooper

© 2000 – Routledge

e–Inspection Copy

About the Book

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

Table of Contents

Contents: J. Spring, From the Series Editor. V. Johnson, Foreword. Preface. M.K.P. Benham, J.E. Cooper, Gathering Together to Travel to the Source: A Vision for a Language and Culture-Based Educational Model. OUR DIFFERENT PATHS TO THE SOURCE:^R Transitions I: Path to a Native Epistemology--The Lightning Tree. K. Cherrington, Building a Child-Centered Model: "An Indigenous Model Must Look to the Future." J. Armstrong, A Holistic Education, Teachings From the Dance-House: "We Cannot Afford to Lose One Native Child." L. Aranga-Low, 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." S. Keahi, Advocating for a Stimulating and Language-Based Education: "If You Don't Learn Your Language Where Can You Go Home To?" D. Kipp, A Commitment to Language-Based Education: "Among the Gifts We Can Give Our Children Is Our Cultural Traditions." K. Silva, Revitalizing Culture and Language: "Returning to the 'Aina." G. Kiernan, Building an Indigenous Language Center: "The Children Have the Right to Learn Their Language." Transitions: Path to the Spirit. Transition III: Path to the Spirit: "We Are Walking in a Sacred Manner." S. Suina, Linking Native People Around the Spirituality of All Life: "The Gifts of Our Grandmothers and Grandfathers." G. Gollnick, Creating a Ceremony: "Nature's Model From the Longhouse People." Transitions: Path to Community. Transition IV: Path to Community: "We Want to Remain the Person That Stops and Cares for the Grandparent." L.A. Napier, Building Linkages Across the Community: "To Take Action, Takes Great Courage and Strength." P. Johnson, Envisioning a Community-Centered Education: "We Do Not Own Our Children We Must Honor Them in All Ways." M. Wright, The Circle We Call Community: "As a Community, You All Have to Pull Together." S. Wetere-Bryant, Educational Empowerment for Maori People: "We Are on the Right Path. We Are on the Right Dreaming." R. Medcraft, Locating Global Learning Centers: "With the United Forces of Us All." B. Medicine, Afterword. J. Garcia, Appendix A: Exemplary Native Educational Programs in the United States. Resources for Native Educators. Appendix B: Resources for Native Educators.

About the Series

Sociocultural, Political, and Historical Studies in Education

This series focuses on studies of public and private institutions, the media, and academic disciplines that contribute to educating--in the broadest sense--students and the general public. The series welcomes volumes with multicultural perspectives, diverse interpretations, and a range of political points of view from conservative to critical. Books accepted for publication in this series will be written for an academic audience and, in some cases, also for use as supplementary readings in graduate and undergraduate courses.

Topics to be addressed in this series include, but are not limited to, sociocultural, political, and historical studies of

Local, state, national, and international educational systems

Elementary and secondary schools, colleges and universities

Public institutions of education such as museums, libraries, and foundations

Computer systems and software as instruments of public education

The popular media as forms of public education

Content areas within the academic study of education, such as curriculum and instruction, psychology, and educational technology

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
EDUCATION / Multicultural Education