This study investigated the tensions present in an intercultural education model designed to offer an indigenous knowledge course alongside the national curriculum at Noonkodin School in Eluwai, Monduli, Tanzania. The study employed an ethnographic research design involving mainly in-depth classroom observations, interviews with the head and…

Intercultural Bilingual Education has been public policy in Chile for more than 20 years. One of its key components is the emergence of the Traditional Educator, an indigenous person with the linguistic and cultural competencies necessary for teaching an indigenous language in a school context. Hence, this research is directed towards examining…

This article explores the link between cognitive styles and Indigenous students' mathematics academic outcomes. There were three different groups of Indigenous West Papuan students participating in this study: 9 junior high school students, 12 senior high school students, and 46 university students. Data were collected from the results of the…

In the U.S. school systems, Native American students receive harsher and more frequent school discipline than White counterparts. Exclusionary discipline may result in adverse academic, social, and life outcomes. There is an urgent need for creating an inclusive, equity-oriented learning environment where Native American students' identities,…

In this paper, we explore relational processes between and among three key learning ecosystem actors -- youth, educators, and more-than-human beings -- as a unit of analysis for understanding a specific type of environmental identity development: a 21st century naturalist. Our conceptualization of these relational processes aims to knit together…

Colonial settler societies' differing concepts and experiences of time entangle in enactments of curriculum knowledge and the governing of human subjects. This article examines how an Anglo-Eurocentric historical representation of time is used as a principle of reason to establish the conditions of epistemic progress through the curriculum and…

Humanity is in a tight race between planetary catastrophe and enlightenment. It is not clear which will prevail. The old paradigm, that of materialism, individualism, and fierce competition, is failing at all levels--economic, social, political, and environmental--and bringing life as we know it to the edge of a precipice. At the same time, a…

This paper uses an arts-based learning encounter at a marae-based wananga as a starting point for exploring the potential of aesthetic inquiry to support dynamic and always evolving relationality between people and place. The work of two researchers, Maori writer and scholar Cassandra Barnett and Irish inter-cultural researcher Sharon Todd, is…

In wondering "How are decolonizing, place/land-based, and community-grown learning places created and sustained as alternatives to dominant settler-colonial systems, and what stories would they share about their creation and existence?", I formed relationships with two alternative, autonomous, decolonizing schools through a teacher-guide…

The dismissal and devaluing of indigenous knowledge during the successive eras of colonialism and apartheid in South Africa compelled the African majority to adopt the colonisers' values, attitudes, language, cultural practices, morality, and institutions. In education, the consequent neglect of sociocultural contexts inevitably influenced the…

In Canada, multiple, intersecting, and incommensurable narratives promote investment in a public ECEC system. These dominant narratives are typically justified through an entanglement of discourses, including gender equity, colonialism, developmentalism, investment in children as future workers, and childcare as social infrastructure. With…

Currently, educational bodies are recognising the importance of integrating Australian Indigenous cultures in education to promote intercultural understanding and improve outcomes for Indigenous students. In drama, learning about Indigenous perspectives can be integrated through sharing cultural stories, with this integration mandated by the…

In this article, I analyze the interaction between America's federal Indigenous policy and music education as a distinct policy tool of Indigenous assimilation, tracing the transition from the Allotment and Assimilation Era to the modern Era of Self-Determination. Throughout United States history, music education has served the policy interests of…

Arts integration in core learning domains has long been acknowledged as an engaging and effective pedagogical approach. Creative activities encourage students to take risks, make mistakes, and consider alternative perspectives, promoting curiosity and developing problem-solving capacity. Arts integration is valuable in classrooms also for…

Rural schools and communities in Peru are rich in cultural diversity in Indigenous languages and traditions, but rural areas remain the most disadvantaged regions. Peru's educational policies are neoliberal and have hindered opportunities for the rural population to receive a high quality education with a critical reappraisal of their cultural…