Indigenous Educational Models for Contemporary Practice: In Our Mother's Voice by Joanne Elizabeth Cooper, Maenette Kape'ahiokalani Padeken Ah Nee-benham

Indigenous Educational Models for Contemporary Practice: In Our Mother's Voice

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Table of Contents

ENDNOTES

1.	"The United Nations Draft Declaration of Human Rights may be found in Alexander Ewen", Voice of Indigenous Peoples ( Santa Fe, New Mexico: Clear Light Publishers, 1994), p. 166.

2.	Thomas Banyacya, The Hopi Message to the United Nations General Assembly, http:www.alphacde.com/banyacya/un92.html ( February 15, 1999), pp. 4-5.

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Publication Information: Book Title: Indigenous Educational Models for Contemporary Practice: In Our Mother's Voice. Contributors: Joanne Elizabeth Cooper - editor, Maenette Kape'ahiokalani Padeken Ah Nee-benham - editor. Publisher: Lawrence Erlbaum Associates. Place of Publication: Mahwah, NJ. Publication Year: 2000. Page Number: xiii.

Title Page

Contents

From the Series Editor

ENDNOTES

Foreword

Preface

ACKNOWLEDGMENTS

'Ekahi (Chapter 1): Gathering Together to Travel to the Source: A Vision for a Language and Culture-Based Educational Model

ENDNOTES

OUR DIFFERENT PATHS TO THE SOURCE

Transition I: Path to Native Epistemology: The Lightning Tree

'Elua (Chapter 2): Building a Child-Centered Model: "An indigenous model must look to the future."

'Ekolu (Chapter 3): A Holistic Education, Teachings From the Dance House: "We cannot afford to lose one Native child."

'Ehā (Chapter 4): Grounding Vision on the Three Baskets of Knowledge: "Kia ora ai te iwi Maori."

Transition II: Path to Native Language and Cultural Revitalization "Everything you need to know is in the language."

'Elima (Chapter 5): Advocating for a Stimulating and Language-Based Education: "If you don't learn your language where can you go home to?"

'Eono (Chapter 6): A Commitment to Language-Based Education: "Among the gifts we can give our children is our cultural traditions."

'Ehiku (Chapter 7): Revitalizing Culture and Language: "Returning to the 'Āina (land)."

'Ewalu (Chapter 8): Building an Indigenous Language Center: "The children have the right to learn their language."

Transition III: Path to the Spirit: "We are walking in a sacred manner."

'Eiwa (Chapter 9): Linking Native People Around the Spirituality of All Life: "The gifts of our grandmothers and grandfathers."

'Umi (chapter 10): Creating A Ceremony: "Nature's Model from the Longhouse People."

Transition IV: Path to Community "We want to remain the person that stops and cares for the grandparent."

'Umi kčmākahi (Chapter 11): Building Linkages Across the Community: "To take action takes teat courage and strength."

'Umi kũmālua (Chapter 12): Envisioning a Community-Centered Education: "We do not own our children, we must honor them in all ways."

'Umi kũmākolu (Chapter 13): The Circle We Call Community: "As a community, you all have to pul together."

'Umi kūmāha (Chapter 14): Educational Empowerment for Maori People: "We are on the right path. We are on the right dreaming."

'Umi kūmālima (Chapter 15): Locating Global Learning Centers: "With the united forces of us all."

Afterword

Appendix A: Exemplary Native Educational Programs in the United States

Appendix B: Resources for Native Educators

Contributors

Index

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