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dc.contributor.authorRiley, Tasha
dc.date.accessioned2019-10-09T03:17:07Z
dc.date.available2019-10-09T03:17:07Z
dc.date.issued2019
dc.identifier.issn0260-1370
dc.identifier.doi10.1080/02601370.2018.1551799
dc.identifier.urihttp://hdl.handle.net/10072/388152
dc.description.abstractIn Pathways for Remembering and Recognizing Indigenous Thought in Education: Philosophies of Iethi'nihsténha Ohwentsia'kékha (Land), Sandra D. Styres invites us on a journey towards a better understanding of the ways in which Indigenous philosophies of education are informed and connected to land and language in ways that are continually regenerated and reconceptualised within a contemporary Canadian context. Styres begins by taking us to a lookout point in which the social cost of an educational system that has overlooked the validity and value of Indigenous thought is considered. Within Canada, the consequences of this denial are revealed through a growing educational divide between Indigenous and non-Indigenous learners leading to high drop-out rates and the distressing figures of Aboriginal youth suicide which, as Styres notes, are eight times higher than non-Aboriginal population (p. 24).
dc.languageEnglish
dc.language.isoeng
dc.publisherInforma UK Limited
dc.relation.ispartofpagefrom121
dc.relation.ispartofpageto126
dc.relation.ispartofissue1
dc.relation.ispartofjournalInternational Journal of Lifelong Education
dc.relation.ispartofvolume38
dc.subject.fieldofresearchAboriginal and Torres Strait Islander Education
dc.subject.fieldofresearchTeacher Education and Professional Development of Educators
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchcode130301
dc.subject.fieldofresearchcode130313
dc.subject.fieldofresearchcode1301
dc.titlePathways for remembering and recognising indigenous thought in education: philosophies of Iethi'nihsténha Ohwentsia'kékha (Land)
dc.typeJournal article
dc.type.descriptionC3 - Articles (Letter/ Note)
dcterms.bibliographicCitationRiley, T, Pathways for remembering and recognising indigenous thought in education: philosophies of Iethi'nihsténha Ohwentsia'kékha (Land), International Journal of Lifelong Education, 2019, 38 (1), pp. 121-126
dc.date.updated2019-10-09T03:13:37Z
gro.hasfulltextNo Full Text
gro.griffith.authorRiley, Tasha A.


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