LEADER 04303nam 22006375 450 001 9910782829903321 005 20200919145617.0 010 $a1-282-23606-7 010 $a9786612236068 010 $a1-4020-9735-2 024 7 $a10.1007/978-1-4020-9735-5 035 $a(CKB)1000000000746529 035 $a(EBL)438064 035 $a(OCoLC)405546187 035 $a(SSID)ssj0000208120 035 $a(PQKBManifestationID)11954590 035 $a(PQKBTitleCode)TC0000208120 035 $a(PQKBWorkID)10239672 035 $a(PQKB)10748695 035 $a(SSID)ssj0000772299 035 $a(PQKBManifestationID)12259803 035 $a(PQKBTitleCode)TC0000772299 035 $a(PQKBWorkID)10825186 035 $a(PQKB)10994978 035 $a(DE-He213)978-1-4020-9735-5 035 $a(MiAaPQ)EBC438064 035 $a(PPN)134128737 035 $a(EXLCZ)991000000000746529 100 $a20100301d2009 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aNarrative Life$b[electronic resource] $eDemocratic Curriculum and Indigenous Learning /$fby Neil Hooley 205 $a1st ed. 2009. 210 1$aDordrecht :$cSpringer Netherlands :$cImprint: Springer,$d2009. 215 $a1 online resource (291 p.) 225 1 $aExplorations of Educational Purpose,$x1875-4449 ;$v7 300 $aDescription based upon print version of record. 311 $a90-481-8194-1 311 $a1-4020-9734-4 320 $aIncludes bibliographical references and index. 327 $aContext -- Global Trends and Indigenous Challenges -- Building Democracy -- Confronting Whiteness -- Education, Being and Identity -- Community -- Indigenous Education -- Self-Determination -- Culture and Environment -- National and International Insights -- Commitment -- Indigenous Literacy and Epistemology -- Two-Way Inquiry Learning -- Participatory Narrative Inquiry -- Exemplars of Indigenous Knowledge and Practice -- Change -- Ambiguity and Indigenomathematics -- Policy, Practice and Pedagogy -- Education as Democratic Public Sphere. 330 $aWritten with educational practitioners in mind and set in a framework of progressive epistemology and pedagogy, this work tackles issues of global concern. It seeks to answer the question of how we structure education for the world?s 370 million indigenous people so as to promote intercultural understanding, maximize opportunity and right colonial wrongs. Hooley?s work details an innovative curriculum design for indigenous school children based on the principles of participatory narrative inquiry, as well as exemplars of indigenous knowledge. Written from an Australian perspective, the book discusses broad international issues that impact on schooling such as globalisation, democratic education and whiteness and raises significant questions regarding indigenous culture and knowledge. Taking inspiration from the works of John Dewey and Paulo Freire, Hooley asserts that a curriculum based on participatory narrative inquiry recognises and respects the interests and rights of local indigenous communities. Further, it provides a mechanism for linking with white mainstream curricula through the compilation of portfolios of student work and exemplars of knowledge across all subjects areas. This model views formal schooling as a central aspect of a child?s personal, family and community narrative and does not impose knowledge from without, but constructs knowledge from within. Learning is given an indigenous context and thus two-way inquiry between cultural viewpoints is encouraged. Narrative Life makes an original contribution to indigenous education worldwide, and does so across all settings of primary and secondary schooling. 410 0$aExplorations of Educational Purpose,$x1875-4449 ;$v7 606 $aEducational sociology 606 $aSociology of Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O29000 615 0$aEducational sociology. 615 14$aSociology of Education. 676 $a371.826 700 $aHooley$b Neil$4aut$4http://id.loc.gov/vocabulary/relators/aut$01573670 906 $aBOOK 912 $a9910782829903321 996 $aNarrative Life$93849509 997 $aUNINA