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008			150903s2009 ne | o |||| 0|eng d
020			_a9781402097355 _99781402097355
024	7		_a10.1007/9781402097355 _2doi
035			_avtls000336467
039		9	_a201509030820 _bVLOAD _c201404300317 _dVLOAD _y201402041350 _zstaff
040			_aMX-SnUAN _bspa _cMX-SnUAN _erda
050		4	_aLC189-214.53
100	1		_aHooley, Neil. _eautor _9312168
245	1	0	_aNarrative Life : _bDemocratic Curriculum and Indigenous Learning / _cby Neil Hooley.
264		1	_aDordrecht : _bSpringer Netherlands, _c2009.
300			_brecurso en línea.
336			_atexto _btxt _2rdacontent
337			_acomputadora _bc _2rdamedia
338			_arecurso en línea _bcr _2rdacarrier
347			_aarchivo de texto _bPDF _2rda
490	0		_aExplorations of Educational Purpose ; _v7
500			_aSpringer eBooks
505	0		_aContext -- Global Trends and Indigenous Challenges -- Building Democracy -- Confronting Whiteness -- Education, Being and Identity -- Community -- Indigenous Education -- Self-Determination -- Culture and Environment -- National and International Insights -- Commitment -- Indigenous Literacy and Epistemology -- Two-Way Inquiry Learning -- Participatory Narrative Inquiry -- Exemplars of Indigenous Knowledge and Practice -- Change -- Ambiguity and Indigenomathematics -- Policy, Practice and Pedagogy -- Education as Democratic Public Sphere.
520			_aWritten with educational practitioners in mind and set in a framework of progressive epistemology and pedagogy, this work tackles issues of global concern. It seeks to answer the question of how we structure education for the world’s 370 million indigenous people so as to promote intercultural understanding, maximize opportunity and right colonial wrongs. Hooley’s work details an innovative curriculum design for indigenous school children based on the principles of participatory narrative inquiry, as well as exemplars of indigenous knowledge. Written from an Australian perspective, the book discusses broad international issues that impact on schooling such as globalisation, democratic education and whiteness and raises significant questions regarding indigenous culture and knowledge. Taking inspiration from the works of John Dewey and Paulo Freire, Hooley asserts that a curriculum based on participatory narrative inquiry recognises and respects the interests and rights of local indigenous communities. Further, it provides a mechanism for linking with white mainstream curricula through the compilation of portfolios of student work and exemplars of knowledge across all subjects areas. This model views formal schooling as a central aspect of a child’s personal, family and community narrative and does not impose knowledge from without, but constructs knowledge from within. Learning is given an indigenous context and thus two-way inquiry between cultural viewpoints is encouraged. Narrative Life makes an original contribution to indigenous education worldwide, and does so across all settings of primary and secondary schooling.
590			_aPara consulta fuera de la UANL se requiere clave de acceso remoto.
710	2		_aSpringerLink (Servicio en línea) _9299170
776	0	8	_iEdición impresa: _z9781402097348
856	4	0	_uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-1-4020-9735-5 _zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
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999			_c284200 _d284200