Global interest in indigenous studies has been rapidly growing as researchers realize the importance of understanding the impact indigenous communities can have on the economy, development, education, and more. As the use, acceptance, and popularity of indigenous knowledge increases, it is crucial to explore how this community-based knowledge provides deeper insights, understanding, and influence on such things as decision making and problem solving. Indigenous Studies: Breakthroughs in Research and Practice examines the politics, culture, language, history, socio-economic development, methodologies, and contemporary experiences of indigenous peoples from around the world, as well as how contemporary issues impact these indigenous communities on a local, national, and global scale. Highlighting a range of topics such as local narratives, intergenerational cultural transfer, and ethnicity and identity, this publication is an ideal reference source for sociologists, policymakers, anthropologists, instructors, researchers, academicians, and graduate-level students in a variety of fields.

Global interest in African studies has been rapidly growing as researchers realize the importance of understanding the impact African communities can have on the economy, development, education, and more. As the use, acceptance, and popularity of African knowledge increases, it is crucial to explore how this community-based knowledge provides deeper insights, understanding, and influence on such things as decision making and problem solving. African Studies: Breakthroughs in Research and Practice examines the politics, culture, language, history, socio-economic development, methodologies, and contemporary experiences of African peoples from around the world. Highlighting a range of topics such as indigenous knowledge, developing countries, and public administration, this publication is an ideal reference source for sociologists, policymakers, anthropologists, government officials, economists, instructors, researchers, academicians, and graduate-level students in a variety of fields.

Indigenous knowledge is regarded as undocumented cultural, local, traditional, and community knowledge produced and owned by local people in their specific communities. It is mainly preserved in the memories of elders and shared or passed on from generation to generation through oral communication, traditional practices, and demonstrations. This irreplaceable resource may be lost forever as a direct result of the pressures of modernization, colonization, and globalization. Concern over the loss of Indigenous knowledge has thus raised a need for the preservation and documentation of this knowledge in digital formats. Digital Preservation and Documentation of Global Indigenous Knowledge Systems determines how Indigenous knowledge can be documented and digitally preserved to benefit Indigenous knowledge owners and their communities and be accessible for future generations. The book provides the best practices, innovative strategies, theoretical and conceptual frameworks, and empirical research findings regarding the digital preservation and documentation of Indigenous knowledge systems worldwide. Covering topics such as digital media platforms, educational management, and knowledge systems, this premier reference source is a valuable and useful tool for students, information professionals, knowledge managers, records managers, Indigenous knowledge owners, Indigenous community leaders, librarians, archivists, computer scientists, information technology specialists, students and educators of higher education, researchers, and academicians.

Connecting cultures to educational settings is an essential component of critical pedagogy. This book addresses many of the key issues and challenges in decolonizing the African school curriculum. It highlights important philosophical arguments on the challenges and possibilities of achieving these goals in a meaningful manner. Topics covered in the book include: operationalizing the key terms of “inclusion” and “curriculum” strategies for Africanizing the school curriculum, and the implications of local knowledge for schooling reform This book also raises a variety of key questions: how do we frame an inclusive anti-colonial African future and what is the nature of the work required to collectively arrive at that future? what education are learners of today going to receive and how will they apply it to their schooling and work lives? how do we re-fashion our work as African educators and learners to create more relevant understandings of what it means to be human? how do we challenge colonizing and imperializing relations of the academy? What are the possibilities and limits of counter-visions of education? how do we make school curricula inclusive through teaching, research and graduate training in questions of Indigeneity and multi-centric ways of knowing? The book identifies specific areas of an “inclusive/decolonized curriculum agenda” through educational programming and reform. It is essential reading to any student or teacher concerned about understanding the many facets of an African school curriculum. Perfect for courses such as: Principles of Anti-Racism Education | Anti-Colonial Thought: Pedagogical Implications | Indigenous Knowledge and Decolonization: Pedagogical Implications | Modernization, Development and Education in African Contexts | African Systems of Thought | Introduction to African Studies

Work-integrated learning (WIL) is a key strategy for enhancing student employability outcomes and lifelong learning capabilities. This timely publication critically reflects on existing scholarship and practice in WIL, discusses contemporary insights, provides a synopsis of resonating themes, and recommends areas for future research and practice. The book aims to position WIL as a strategic imperative for enabling a sustainable workforce through strengthening graduate capacity both in Australia and globally.The collection of edited scholarly chapters were compiled by 59 researchers, practitioners, and experts in WIL, and supported by the peak national professional body for WIL in Australia, the Australian Collaborative Education Network (ACEN). The chapters cover a range of pertinent topics such as teaching and learning, stakeholder engagement, maximizing learning outcomes, diverse forms of WIL practice, support and infrastructure, and future directions. Specific areas of interest include governance and leadership, student equity and wellbeing, quality and evaluation and interdisciplinary WIL. This book is essential reading for researchers, practitioners, workplace and community partners, university leaders, and policy makers, as the practice of WIL continues to expand in the higher education sector.

This book explores dominance in Australia’s medical culture through the positioning of international medical graduates (IMGs). It argues that IMGs are ‘othered’ and ultimately positioned as an underclass, a positioning validated and reinforced by the intersecting inequalities of class, race and nation. It also suggests that the positioning of IMGs is organised through the dimensions of structural power, hegemonic power and interpersonal power, which allow an exploration of power relations between the structures of the health system, the Australian medical profession and the agency of IMGs. The Australian narrative presented to the world espouses a community of social justice and human rights. Instead, an historical lens traces the formation and persistence of difference represented in ethnocentrism, racism and xenophobia from 1788 to the present. The research presented is multidisciplinary in scope. An anti-oppressive theoretical framework enables the voices of lived experience to penetrate throughout and a social justice platform engages the participants and the reader into the interwoven conversations. The data set comprises a focus group, 10 individual interviews with IMGs and a selection of inquiry submissions revealing rich and sometimes shocking evidence to paint a stark picture. Other medical voices join the conversation via media responses to revelations of experiences not only by IMGs but also by Australian-trained doctors. It exposes a toxic culture endemic with bullying and sexual harassment.This book is of interest to practitioners, researchers and administrators in the fields of medical education, human resource management, legal studies, health sciences, social sciences, health services, government departments, universities and hospitals, as well as those tasked with duty of care and the provision of a safe workplace. The voices gifted to this study raise awareness of current issues within medicine in Australia at a very personal level and begin to formulate a policy and practical response to address these disturbing revelations.

This book explores the current state of research on Indigenous education in Australia. In particular, these chapters focus on exploring deep and enduring questions about the failures of schooling to address the needs of Aboriginal communities. This book provides a systematic analysis of existing research to explain how connection to culture - and the recognition of Indigenous sovereignties and knowledges - are the keys to Aboriginal excellence in schooling.

Aboriginal people in Canada want an education that reflects their cultural values and linguistic heritages, an education that will foster their children’s engagement and identity and not marginalize them as learners. Lorenzo Cherubini investigates the effectiveness of culturally relevant programs in Ontario by turning the spotlight on a rare success story – one urban high school’s attempt to recognize Aboriginal students’ cultural and academic needs while helping them build relationships with non-Aboriginal students. In this insightful study, teachers, students, youth counsellors, parents and caregivers, community leaders, and administrators share their thoughts on the program, adding their voices to the existing literature and giving a human face to the quantitative data on Aboriginal education and achievement. Aboriginal students constitute one of the fastest-growing groups in Canada’s public schools. This timely study reveals how the current system is failing indigenous students and offers recommendations for enhancing their achievement levels in Ontario, Canada, and abroad.