Learning and Reconciliation Through Indigenous Education in Oceania
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Learning and Reconciliation Through Indigenous Education in Oceania

Perry Jason Camacho Pangelinan (University of Guam, Guam) and Troy McVey (University of Guam, Guam)
Pages: 300|DOI: 10.4018/978-1-7998-7736-3
ISBN13: 9781799877363|ISBN10: 1799877361|EISBN13: 9781799877387|ISBN13 Softcover: 9781799877370
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Description

The mission of higher education in the twenty-first century must address the reconciliation of student learning and experiences through the lens of indigenous education and frameworks. Higher learning institutions throughout Oceania have established frameworks for addressing indigeneity through the infusion of an indigenous perspectives’ curriculum. The incorporation of island indigenous frameworks into their respective curriculums, colleges and universities in Oceania have seen positive impact results on student learning leading to the creation of authentic experiences in higher education landscapes. This book discusses ways of promoting active student learning and unique experiences through indigenous scholarship and studies among contemporary college students in Guam, Micronesia, and other areas of Oceania.

Further, the publication will be an intersection of three separate disciplines: first, an introduction to the fields of indigenous studies; second, language and/or cultural preservation; third, student success within the higher education landscape.

This publication will benefit individuals with a professional interest in the influence of indigenous curriculum in higher education, and among diverse student populations. The book’s focus is on meeting practical challenges and will address two objectives. The first is to provide an understanding of the essential link between practices for incorporating island indigenous curriculum, and strategies for effective student learning and creating authentic experiences. The second objective is to provide course designs that are aligned with frameworks addressing indigeneity that place college teachers in the role of leaders for lifelong learning through indigenous scholarship and studies in Oceania. Further, the publication will be a useful tool for research, particularly, given the timing of globalization, expanding rights of marginalized populations, the increased focus on representation in the literature, and critical developments in indigenous rights and sovereignty throughout the Pacific.

Although this project’s focus is on higher education in Oceania, the product is a publication that is reliable, well founded, and a highly sought-after book that would be instrumental and valuable to higher education students, professors, researchers, and scholars all over the world.

Table of Contents and List of Contributors

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