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"It has long been a matter of concern that Indigenous students, as a group, do less well educationally than their non-Indigenous counterparts. Despite the evidence to support the fact that if students and their cultures are not acknowledged, they tend to be less engaged in schooling than those students whose cultures are presented as the norm. Indigenous studies are apt to be at the margins of the curriculum. In this article, therefore, a case is made for teaching Indigenous studies through a comparison of the author's home state of Western Australia with Montana-one of the few states in the United States to have mandated the teaching of Indian culture and history and to tease out lessons that could be learned because the teaching of Indigenous studies is a matter of social justice; indeed, it is a matter of urgency."

This article explores the experiences of 8 Inuit curriculum authors in the Nunavut Territory of Canada during the creation of Inuuqatigiit: The Curriculum From the Inuit Perspective. The Inuuqatigiit authors' story is examined in terms of the group coming

This article discusses an effect of the emerging "global structures of common difference" on minority group empowerment. Researchers suggest that structures of difference often limit the ways of being. This article introduces more productive effects and s

This study examines the extent to which South Asian students in Hong Kong are gaining fluency in Chinese and the impact of this on their educational outcomes in the postcolonial context of an official shift to a trilingual (Cantonese, English, and Putongh

Scientific and political commentators on social 'uprisings' and political engagement among second generation immigrants in Europe often refer to quantitative indicators of structural integration in national labour and school systems. Equally, if not more,