Can we keep up with the aspirations of Indigenous education?

Abstract

This Special Issue for Critical Studies in Education has arisen from the growing scholarly work and contributions of academics working towards addressing the inequities in Indigenous education. It aims to highlight the work of colleagues who are actively working to privilege Indigenous ways of working and/or recognising the resilience of Indigenous peoples in all aspects of education. Our selections for this Special Issue also aim to speak to the rights based agenda articulated in the Coolangatta Statement on Indigenous peoples’ rights in education [from here on referred to as the Coolangatta Statement] (Morgan, West, Nakata, Hall, Swisher, Ahenakew, Hughes, Ka’ai & Blair, 1999), a product of the work of global Indigenous educators engaged in the World Conference of Indigenous Peoples in Education (WIPCE). Since its inception some 30 years ago, WIPCE has become one of the major conference events drawing together Indigenous education experts, scholars, students and communities to share the successes and strategies in the provision of education for Indigenous peoples.