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Maenette Kapeʻahiokalani Padeken Ah Nee-Benham - Indigenous educational models for contemporary practice

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Maenette Kapeʻahiokalani Padeken Ah Nee-Benham Indigenous educational models for contemporary practice

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Indigenous Educational Models for Contemporary Practice

In Our Mothers Voice

Sociocultural, Political, and Historical Studies in Education

Joel Spring, Editor

Spring The Cultural Transformation of a Native American Family and Its Tribe 17631995

Reagan Non-Western Educational Traditions: Alternative Approaches to Educational Thought and Practice

Peshkin Places of Memory: Whitemans Schools and Native American Communities

Spring Political Agendas for Education: From the Christian Coalition to the Green Party

Nespor Tangled Up in School: Politics, Space, Bodies, and Signs in the Educational Process

Weinberg Asian-American Education: Historical Background and Current Realities

Books (Ed.) Invisible Children in the Society and Its Schools

Shapiro/Purpel, (Eds.) Critical Social Issues in American Education: Transformation in a Postmodern World, Second Edition

Lipka/Mohatt/The Cuilistet Group Transforming the Culture of Schools: Yupik Eskimo Examples

Benham/Heck Culture and Educational Policy in Hawaii: The Silencing of Native Voices

Spring Education and the Rise of the Global Economy

Pugach On the Border of Opportunity: Education, Community, and Language at the US.-Mexico Line

Hones/Cha Educating New Americans: Immigrant Lives and Learning

Gabbard, (Ed.) Knowledge and Power in the Global Economy: Politics and The Rhetoric of School Reform

Glander Origins of Mass Communications During the American Gold War: Educational Effects and Contemporary Implications

Nieto (Ed.) Puerto Rican Students in U.S. Schools

Benham with Cooper (Eds.) Indigenous Educational Models for Contemporary Practice: In Our Mothers Voice

Spring The Universal Right to Education: Justification, Definition, and Guidelines

Reagan Non-Western Educational Traditions: Alternative Approaches to Educational Thought and Practice, 2nd Edition

Peshkin Permissible Advantage: The Moral Consequences of Elite Schooling

Indigenous Educational Models for Contemporary Practice

In Our Mothers Voice

Edited by

Maenette Kapeahiokalani Padeken Ah Nee-Benham
Michigan State University

With

Joanne Elizabeth Cooper
University of Hawaii, MPicture 1noa

Picture 2

LAWERENCE ERLBAUM ASSOCIATES, PUBLISHERS

Mahwah, New Jersey London

Copyright 2000 by Lawrence Erlbaum Associates, Inc.

All rights reserved. No part of this book may be reproduced in any form, by photostat, microfilm, retrieval system, or any other means, without the prior written permission of the publisher.

Lawrence Erlbaum Associates, Inc., Publishers
10 Industrial Avenue
Mahwah, New Jersey 074302262

This edition published in the Taylor & Francis e-Library, 2008.

To purchase your own copy of this or any of Taylor & Francis or Routledges collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.

Cover design by Kathryn Houghtaling Lacey

Library of Congress Cataloging-in-Publication Data

Indigenous educational models for contemporary practice: in our mothers voice/edited by Maenette Kapehiokalani Padeken Ah Nee-Benham with Joanne Elizabeth Cooper.
p. cm.(Sociocultural, political,a nd historical studies in education)
Includes bibliographical references and index.
ISBN 0-8058-3461-3 (cloth: alk. paper)0-8058-3462-1 (pbk: alk. paper)
1. Indigenous peoplesEducationSocial Case studies. 2. Native language and educationCase studies. I. Nee-Benham, Maenette K.P. II. Cooper, Joanne E. III. Series.
LC3719.153 2000
371.82997dc21
99059724
CIP

ISBN 1-4106-0542-6 Master e-book ISBN

ISBN13: 978-1-4106-0542-9 Master e-book ISBN

ISBN13: 978-1-135-66263-9 ePub ISBN

In memory of Ingrid Washinawatok who devoted her life to indigenous people.

To our native children and youth, today and seven generations hence.

Hoe aku i kou waa!

(Paddle your canoe forward!)

Contents

Joel Spring, Choctaw

Valorie Johnson, Cayuga-Seneca

Kate Cherrington, Maori, Te Wananga O Aotearoa

Jeannette Armstrong, Okanagan, Enowkin International School of Writing

Linda Aranga-Low, Maori, Awataha Marae

Sarah Keahi, Native Hawaiian, The Kamehameha Schools

Darrell Kipp, Blackfeet, The Piegan Institute

Kalena Silva, Native Hawaiian, University of Hawaii at Hilo

Gail Kieman, Aborigine, Ministry of Justice, Perth, Australia

Sam Suina, Cochiti Pueblo, Santa Fe Community College

Genevieve Gollnick, Oneida, Oneida National School System, Turtle School at Oneida

L.A.Napier, Cherokee Nation of Oklahoma, University of Colorado at Denver

Paul Johnson, Ojibwe, Four Directions

Miranda Wright, Athabaskan, Doyon Foundation

Susan Wetere-Bryant, Maori, Director of LIFEworks New Zealand

Rosalie Medcraft, Aborigine, Department of Education and the Arts, Tasmania, Australia

Jeremy Garcia, Hopi and Tewa
From the Series Editor

Joel Spring
Choctaw

Indigenous Educational Models for Contemporary Practice: In Our Mothers Voice gives meaning to Article 15 of the United Nations Draft Declaration of Indigenous Peoples Rights. The Declaration proclaims:

Indigenous children have the right to all levels and forms of education of the State. All indigenous peoples also have this right and the right to establish and control their educational systems and institutions providing education in their own languages, in a manner appropriate to their cultural methods of teaching and learning.

The legacy of colonialism and genocide has made it difficult to fulfill this right. Many educational traditions and practices have been lost or only remain in the memories of survivors of the indigenous peoples holocaust. This volume restores this educational legacy and adapts it to the reality of the global economy and culture. Furthermore, this book does more than recapture a lost past. The educational models included in this volume affirm the vitality of these traditions and their adaptability to contemporary times.

In a broader context, the worlds people should pay close attention to indigenous educational models as alternatives to current global standards that link economic development to educational practices. These dominant models focused on training workers for an economic system

It is my hope and belief that the educational models described in this book will help put students, teachers, and the world on a path to harmony and hope. In closing, I offer the following gift to the spirit of this book:

Cleansing the Blood of My Ancestors
My fathers father and his fathers father were all chiefs
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