This paper describes two Sámi mathematics teachers’ development of an innovative instructional practice. Having recognized that Norway’s national written exam disadvantaged their students, the teachers developed and established a culturally responsive local oral mathematics exam as part of a five-year research project that took place between 2010 and 2015 in Guovdageaidnu, Norway. The aim of the paper is to illuminate the role of teachers’ autonomy in the process towards Indigenous educational self-determination.
This paper presents my critical reflections on what it means to be a Taíno Indigenous person. It is part of an ongoing research project that started in 2013 and is based on oral histories, ancestral knowledges, collective memories of family, community narratives, and other historical accounts, including the voices of 10 people from two rural communities in Southern Jamaica. This research uses an Indigenous research methodology to honour ancestral knowledge systems.
This paper reviews contemporary concepts and practices in Indigenous governance. The purpose is threefold: to outline trends in and ways forward for Indigenous governance; to identify some common yet problematic approaches to Indigenous self-determination; and to discuss the different ways that Indigenous self-determination is defined. The paper serves as a literature review of Indigenous governance specifically in the Canadian context. The ideas discussed are framed within the concepts of democracy, critical Indigenous theory and governance.