Post-Imperial Perspectives on Indigenous Education Lessons from Japan and Australia

This book explores the impact of the United Nations Declaration on the Rights of Indigenous Peoples in Japan and Australia, where it has heralded change in the rights of Indigenous Peoples to have their histories, cultures, and lifeways taught in culturally appropriate and respectful ways in mainstream education systems. The book examines the impact of imposed education on Indigenous Peoples’ pre-existing education values and systems, considers emergent approaches towards Indigenous education in the post-imperial context of migration, and critiques certain professional development, assessment, pedagogical approaches and curriculum developments. This book will be of great interest to researchers and lecturers of education specialising in Indigenous Education, as well as postgraduate students of education and teachers specialising in Indigenous Education.

Chapter 1: Introducing Indigenous education in Japan and Australia Part I: Historical perspectives on Indigenous education, Indigenous higher education, and teacher education in Japan and Australia Chapter 2: An Indigenous history of education in Japan and Australia Chapter 3: The place of Indigenous Peoples in multicultural education: Policies, debates and practices in Australia and Japan Chapter 4: Higher education in Japan and the history of Ainu demands Chapter 5: Indigenous higher education in historical context in Australia Part II: After UNDRIP: Japanese and Australian responses and possibilities Chapter 6: Challenges and responses to UNDRIP in Australian and Japanese Indigenous education Chapter 7: Embracing and resisting Indigenist perspectives in Australian pre-service teacher education Chapter 8: Teacher education issues in Okinawa Chapter 9: Questioning current issues in the higher education sector for Japan’s Ainu People Chapter 10: Stabilizing and sustaining Indigenous leadership in Australian universities Part III: Considering post-imperial Indigenous education in Japan and Australia Chapter 11: The significance of building an Ainu-led higher education system and the empowerment of the Indigenous Ainu Chapter 12: The usefulness of the idea and concept of reconciliation for guiding Australian Indigenous higher education in the postcolonial, post-imperial world

Peter J. Anderson isProfessor and Executive Director of the Carumba Institute at the Queensland University of Technology, Brisbane. Koji Maeda isProfessorat the Graduate School of Education, Waseda University, Tokyo. Zane M. Diamond isProfessor at the Faculty of Education, Monash University, Melbourne. Chizu Sato is Professor at International Christian University, Tokyo.