Beyond The Succotz Tree Microform Ethnolinguistic Identity In A Maya Village And School In Belize

This book is a state-of-the-art reference work that defines and frames the state of thinking, research and practice in indigenous education. The book provides an authoritative overview of the subject in one text. The work sits within the context of The UN Declaration of the Rights of Indigenous Peoples that states “Indigenous peoples have the right to the dignity and diversity of their cultures, traditions, histories and aspirations which shall be appropriately reflected in education” (Article 14.1). Twenty-five years ago a book of this nature would have been largely written by non-Indigenous researchers about Indigenous people and education. Today Indigenous researchers can write this work about and for themselves and others. The book is comprehensive in its coverage. Authors are drawn from various individual jurisdictions that have significant indigenous populations where the issues include language, culture and identity, and indigenous people’s participation in society. It brings together multiple streams of research by ‘new’ indigenous voices. The book also brings together a wide range of educational topics including early childhood education, educational governance, teacher education, curriculum, pedagogy, educational psychology, etc. The focus of one body of work on Indigenous education is a welcome enhancement to the pursuit of the field of Indigenous educational aspirations and development.

This collection represents a major step forward in understanding the era from the end of Classic Maya civilization to the Spanish conquest.

In a gesture toward traditional First Nations orality, Peter Cole blends poetic and dramatic voices with storytelling. A conversation between two tricksters, Coyote and Raven, and the colonized and the colonizers, his narrative takes the form of a canoe journey. Cole draws on traditional Aboriginal knowledge to move away from the western genres that have long contained, shaped, and determined ab/originality. Written in free verse, Coyote and Raven Go Canoeing is meant to be read aloud and breaks new ground by making orality the foundation of its scholarship. Cole moves beyond the rhetoric and presumption of white academic (de/re)colonizers to aboriginal spaces recreated by aboriginal peoples. Rather than employing the traditional western practice of gathering information about exoticized other, demonized other, contained other, Coyote and Raven Go Canoeing is a celebration of aboriginal thought, spirituality, and practice, a sharing of lived experience as First Peoples.

For Indigenous students and teachers alike, formal teaching and learning occurs in contested places. In Indigenous Education, leading scholars in contemporary Indigenous education from North America, New Zealand, and Hawaii disentangle aspects of colonialism from education to advance alternative philosophies of instruction. From multiple disciplines, contributors explore Indigenous education from theoretical and applied perspectives and invite readers to embrace new, informed ways of schooling. Part of a growing body of research, this is an exciting, powerful volume for Indigenous and non-Indigenous teachers, researchers, policy makers, and scholars, and a must-read for anyone who wants to understand the contested spaces of contemporary education. Contributors: Jill Bevan-Brown, Frank Deer, Wiremu Doherty, Dwayne Donald, Ngarewa Hawera, Margie Hohepa, Robert Jahnke, Patricia Maringi G. Johnston, Spencer Lilley, Daniel Lipe, Margaret J. Maaka, Angela Nardozi, Katrina-Ann R. Kapāʻanaokalāokeola Nākoa Oliveira, Wally Penetito, Michelle Pidgeon, Leonie Pihama, Jean-Paul Restoule, Mari Ropata-Te Hei, Sandra Styres, Huia Tomlins-Jahnke, Sam L. No‘eau Warner, K. Laiana Wong, Dawn Zinga

As complex societies emerged in the Maya lowlands during the first millennium BCE, so did stable communities focused around public squares and the worship of a divine ruler tied to a Maize God cult. “E Groups,” central to many of these settlements, are architectural complexes: typically, a long platform supporting three struc¬tures and facing a western pyramid across a formal plaza. Aligned with the movements of the sun, E Groups have long been interpreted as giant calendrical devices crucial to the rise of Maya civilization. This volume presents new archaeological data to reveal that E Groups were constructed earlier than previously thought. In fact, they are the earliest identifiable architectural plan at many Maya settlements. More than just astronomical observatories or calendars, E Groups were a key element of community organization, urbanism, and identity in the heart of the Maya lowlands. They served as gathering places for emerging communities and centers of ritual; they were the very first civic-religious public architecture in the Maya lowlands. Investigating a wide variety of E Group sites—including some of the most famous like the Mundo Perdido in Tikal and the hitherto little known complex at Chan, as well as others in Ceibal, El Palmar, Cival, Calakmul, Caracol, Xunantunich, Yaxnohcah, Yaxuná, and San Bartolo—this volume pieces together the development of social and political complexity in ancient Maya civilization. James Aimers | Anthony F. Aveni | Jamie J. Awe | Boris Beltran | M. Kathryn Brown | Arlen F. Chase | Diane Z. Chase | Anne S. Dowd | James Doyle | Francisco Estrada-Belli | David A. Freidel | Julie A. Hoggarth | Takeshi Inomata | Patricia A. Mcanany | Susan Milbrath | Jerry Murdock | Kathryn Reese-Taylor | Prudence M. Rice | Cynthia Robin | Franco D. Rossi | Jeremy A. Sabloff | William A. Saturno | Travis W. Stanton A volume in the series Maya Studies, edited by Diane Z. Chase and Arlen F. Chase