Learning and Reconciliation Through Indigenous Education in Oceania

Learning and Reconciliation Through Indigenous Education in Oceania

Perry Jason Camacho Pangelinan (University of Guam, Guam) and Troy McVey (University of Guam, Guam)
Release Date: December, 2021|Copyright: © 2022 |Pages: 303
DOI: 10.4018/978-1-7998-7736-3
ISBN13: 9781799877363|ISBN10: 1799877361|EISBN13: 9781799877387|ISBN13 Softcover: 9781799877370
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Description & Coverage
Description:

The mission of higher education in the 21st century must address the reconciliation of student learning and experiences through the lens of indigenous education and frameworks. Higher learning institutions throughout the oceanic countries 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 the oceanic countries has seen positive impact results on student learning, leading to the creation of authentic experiences in higher education landscapes.

Learning and Reconciliation Through Indigenous Education in Oceania discusses ways of promoting active student learning and unique experiences through indigenous scholarship and studies among contemporary college students. It seeks to provide an understanding of the essential link between practices for incorporating island indigenous curriculum, strategies for effective student learning, and course designs which are aligned with frameworks that address indigeneity, and that place college teachers in the role of leaders for lifelong learning through indigenous scholarship and studies in Oceania. It is ideal for professors, practitioners, researchers, scholars, academicians, students, administrators, curriculum developers, and classroom designers.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Achievement Gaps
  • Culturally-Intensive STEM Education
  • Culturally-Sensitive Support Structures
  • Higher Learning
  • Indigenous Languages
  • Indigenous Rights
  • Pedagogy
  • Standardized Testing in Higher Education
  • Student Experience
  • Teachers as Reflective Practitioners
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