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Stories of nine women in positions of school leadership and their lives in education. Could be useful to aspiring school leaders and for staff development.

PLEASE UPDATE SAGE UK AND SAGE INDIA ADDRESSSES ON IMPRINT PAGE.

The book challenges teachers, researchers, educational leaders, and community stakeholders to build dynamic learning environments through which indigenous learners can be "Boldly Indigenous in a Global World " Three days of focused dialogue at the 2005 World Indigenous Peoples Conference on Education (WIPCE) led to the charge to create Volume II of Indigenous Educational Models for Contemporary Practice: In Our Mother s Voice. Building on the first volume, Volume II examines these topics:

• Regenerating and transforming language and culture pedagogy that reminds us...

The book challenges teachers, researchers, educational leaders, and community stakeholders to build dynamic learning environments through which indigenous learners can be "Boldly Indigenous in a Global World " Three days of focused dialogue at the 2005 World Indigenous Peoples Conference on Education (WIPCE) led to the charge to create Volume II of Indigenous Educational Models for Contemporary Practice: In Our Mother's Voice. Building on the first volume, Volume II examines these topics:

• Regenerating and transforming language and culture pedagogy that reminds us...

What is the philosophy that should drive native education policy and practice? In July 1997 a group of native educational leaders from the United States (including Alaska and Hawai'i), Canada, Australia, and New Zealand gathered to define a potential solution to this question. This book passes on the individual educational philosophies of the participants and captures the essence of each in a dynamic, transformational, and holistic model--"Go to the Source"--which forwards a collective vision for a native language- and culture-based educational philosophy that native educational leaders and...

Provides a unified explanation of how dominant colonial educational practices have functioned over time to marginalize native peoples, in this case Hawaiians; focuses on evolution of culture and language policies in Hawaiian schools.

The Native American Higher Education Initiative (NAHEI), a W.W. Kellogg Foundation project, has supported the development and growth of centers of excellence at Tribal Colleges and Universities across the United States. These are centers of new thinking about learning and teaching, modeling alternative forms of educational leadership, and constructing new systems of post-secondary learning at Tribal Colleges and Universities. This book translates the knowledge gained through the NAHEI programs into a form that can be adapted by a broad audience, including practitioners in pre-K through post...

What is the philosophy that should drive native education policy and practice? In July 1997 a group of native educational leaders from the United States (including Alaska and Hawai'i), Canada, Australia, and New Zealand gathered to define a potential solution to this question. This book passes on the individual educational philosophies of the participants and captures the essence of each in a dynamic, transformational, and holistic model--"Go to the Source"--which forwards a collective vision for a native language- and culture-based educational philosophy that native educational leaders and...

An assessment of Native Hawaiian education, this text focuses on the historical, political and cultural contexts which produced the system's institutionalized structure, which results in marginalization in schools and wider society. This is placed in the context of American minority cultures.