Chapter 2. Policy Debates and Indigenous Education: The Trialectic of Language, Culture, and Identity W. James Jacob University of Pittsburgh, Pittsburgh, PA, USA Jing Liu Nagoya University, Nagoya, Japan Che-Wei Lee University of Pittsburgh, Pittsburgh, PA, USA

1. 2015, X, 502 p. 17 illus., 10 illus. in color.
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W.J. Jacob, S.Y. Cheng, M. Porter (Eds.)
Indigenous Education
Language, Culture and Identity
▶ Offers a holistic understanding of ways to examine indigenous
education
▶ Offers strategies for facing the challenge of indigenous education in
the process of policy formation, planning, and implementation
▶ Approaches indigenous education at local, regional, national, and
global levels
Indigenous Education is a compilation of conceptual chapters and national case
studies that includes empirical research based on a series of data collection methods.
The book provides up-to-date scholarly research on global trends on three issues of
paramount importance with indigenous education—language, culture, and identity.
It also offers a strategic comparative and international education policy statement on
recent shifts in indigenous education, and new approaches to explore, develop, and
improve comparative education and policy research globally. Contributing authors
examine several social justice issues related to indigenous education. In addition to case
perspectives from 12 countries and global regions, the volume includes five conceptual
chapters on topics that influence indigenous education, including policy debates, the
media, the united nations, formal and informal education systems, and higher education.
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2. Table of Contents
Foreword
Preface
Chapter 1. Global Review of Indigenous Education: Issues of Identity, Culture, and
Language
W. James Jacob, Sheng Yao Cheng, and Maureen K. Porter
Section I: Thematic Issues on Indigenous Education
Chapter 2. Policy Debates and Indigenous Education: The Trialectic of Language, Culture,
and Identity
W. James Jacob, Jing Liu, and Che-Wei Lee
Chapter 3. ICT and Indigenous Education: Emerging Challenges and Potential Solutions
Rebecca A. Clothey
Chapter 4. Formal and Informal Indigenous Education
Terry Wotherspoon
Chapter 5. Indigenous Higher Education
Duane W. Champagne
Chapter 6. Indigenous Chinese Higher Education
John N. Hawkins
Section II: Language
Chapter 7. Strategies for Overcoming Linguistic Genocide: How to Avoid
Macroaggressions and Microaggressions that Lead toward Indigenous Language
Annihilation
W. James Jacob
Chapter 8. Sustaining Indigenous Identity through Language Development: Comparing
Indigenous Language Instruction in Two Contexts
Carol J. Ward and David B. Braudt
Chapter 9. Language-in-Education Policies in Africa: Perspectives, Practices, and
Implications
Connie Ssebbunga-Masembe, Christopher B. Mugimu, Anthony Mugagga, and Stephen
Backman
Chapter 10. The Sami People in Scandinavia: Government Policies for Indigenous
Language Recognition and Support in the Formal Education System
Mina O’Dowd

3. Chapter 11. Learning from the Moa: The Challenge of Maori Language Revitalization in
Aotearoa/New Zealand
Roger Boshier
Chapter 12. Heteroglossia: Reframing the Conversation around Literacy Achievement for
English Language Learners and American Indian/Alaska Native Students
Evelisa Natasha Genova and Lydia Ross
Section III: Culture
Chapter 13. Somos Incas: Enduring Cultural Sensibilities and Indigenous Education
Maureen K. Porter
Chapter 14. Indigenous History, Culture, and Education in the Pacific Islands
Richard Scaglion
Chapter 15. Reclaiming Indigenous Cultures in African Education
Edward Shizha
Chapter 16. Indigenous Knowledges in Education: Anticolonial Struggles in a
Monocultural Arena with Reference to Chile and South America
Anders Breidlid and Louis Royce Botha
Chapter 17. The Role of Schools in Native American Language and Culture Revitalization:
A Vision of Linguistic and Educational Sovereignty
Teresa L. McCarty and Tiffany S. Lee
Chapter 18. Between the Community and the Individual: Identity in Intercultural
Education in Mexico
Rocío Fuentes
Section IV: Identity
Chapter 19. Beyond the Cultural Turn: Indigenous Identity and Mainstream Identity
Sheng Yao Cheng
Chapter 20. Idigeneity and Global Citizenship
Jerome M. Levi and Elizabeth Durham
Chapter 21. Indigenous Identity and Education in Peruvian Amazonia
Bartholomew Dean
Chapter 22. Intersections of Identity and Education: The Native American Experience
Hilary N. Weaver

4. Chapter 2
Policy Debates and Indigenous Education: The Trialectic of
Language, Culture, and Identity
W. James Jacob
University of Pittsburgh, Pittsburgh, PA, USA
Jing Liu
Nagoya University, Nagoya, Japan
Che-Wei Lee
University of Pittsburgh, Pittsburgh, PA, USA
Abstract In this chapter we explore several policy debate topics associated with indigenous
education with a focus on issues of indigenous languages, cultures, and identity. Highly political
by nature, the terms indigeneity and indigenous rights are central to most such debates, with
direct implications on social justice issues, human rights, and education in general. Besides
examining global indigenous declarations that directly influence indigenous education, we also
examine policy debate issues within five country contexts (in China, Mexico, Taiwan, Uganda,
and the United States). We use the term indigenous genocide to account for any former, current,
or future government policy that intentionally causes the assimilation of indigenous peoples into
the dominant national culture. Examples are given in the five case countries of how indigenous
genocide can lead to the genocide of indigenous peoples’ languages, cultures, and/or identities.
The chapter concludes by highlighting the central role indigenous education can play in curbing
or reversing indigenous genocidal policies. Crucial to this reversal process is the involvement
and empowerment of indigenous peoples in every facet of the policy planning and
implementation processes.
Keywords Indigenous education • Indigenous language • Indigenous culture • Indigenous
identity • Indigenous genocide
Copyright © Springer Science+Business Media Dordrecht (2015)
W. James Jacob, Sheng Yao Cheng, and Maureen K. Porter, eds., Indigenous Education:
Language, Culture, and Identity
DOI: 10.1007/978-94-017-9355-1_2