This article attempts to contribute to our expanding definitions of Indigenous education within a globalized world. Additionally, the article critiques notions of progress modeled by powerful nation-states due to their histories based on the intended consequences of marginalizing Indigenous populations for the purposes of material gain. Last, global discourses on meaningful Indigenous participation in educational design are discussed as they illuminate culturally and politically based movements that defy singular narratives of Indigenous peoples and education.
|Number of pages
|International Journal of Multicultural Education
|Published - 2013
ASJC Scopus subject areas
- Social Sciences (miscellaneous)