Part 1: International Context of Indigenous Education Indigenous Education in Complex, Globalized, Postcolonial States Part 2: History, Partnerships and Knowledge Exchange between Mainstream Education and Indigenous Peoples Understanding History: The Colliding World of Indigenous Intellect and Colonial Administration. Theorizing the Logic of Partnership. Preservation and Maintenance of Indigenous Perspectives in Education Part 3: Managing Intelligent Complexity: Engaging Communities, Schools and Governments Leading and Managing the Complexity of Indigenous Education. Engaging Communities: Ownership and High Expectations. Engaging Schools: Partnership and Collaboration. Teacher Professional Skills Development: Change, Intercultural Competency and Cultural Safety Part 4: Developing the Official Mind: Aligning Educational Administration Engaging Education Administration: Transparency and Accountability. Evolving the Colonial Mindset: Towards an Indigenist Approach Part 5: Towards an Indigenist Perspective Leading and Managing Indigenous Education: A Global Challenge.

Zane Ma Rhea is Senior Lecturer and Coordinator of Indigenous Education and Leadership in the Faculty of Education, Monash University, Australia.

This book brings together the academic fields of educational leadership, educational administration, strategic change management, and Indigenous education in order to provide a critical, multi-perspective, systems level analysis of the provision of education services to Indigenous people. It draws on a range of theorists across these fields internationally, mobilising social exchange and intelligent complex adaptive systems theories to address the key problematic of intergenerational, educational failure.
Ma Rhea establishes the basis for an Indigenous rights approach to the state provision of education to Indigenous peoples that includes recognition of their distinctive economic, linguistic and cultural rights within complex, globalized, postcolonial education systems. The book problematizes the central concept of a partnership between Indigenous people and non-Indigenous school leaders, staff and government policy makers, even as it holds this key concept at its centre. The infantilising of Indigenous communities and Indigenous people can take priority over the education of their children in the modern state; this book offers an argument for a profound rethinking of the leadership and management of Indigenous education.
Leading and Managing Indigenous Education in the Postcolonial World will be of value to researchers and postgraduate students focusing on Indigenous education, as well as teachers, education administrators and bureaucrats, sociologists of education, Indigenous education specialists, and those in international and comparative education.