Leading and Managing Indigenous Education in the Postcolonial World (2015) by Zane Ma Rhea

In Leading and Managing Indigenous Education in the Postcolonial World, Zane Ma Rhea (2015) critically discusses educational leadership, educational management, and Indigenous education in the postcolonial world.The purpose of this book is to provide a critical, multiperspectival, and system level analysis of education services to Indigenous people by drawing attention to these academic fields in postcolonial Australia.In the multiperspectival approach, Ma Rhea provides in detail how and where these changes need to take place to engage Indigenous people in education.In system level analysis, Ma Rhea argues that mainstream education systems in Australia require changes need to be made at all levels to support Indigenous education.She critically analyses international Indigenous rights, social exchange, and complex adaptive system theories and highlights the Australian context.The author describes partnerships between Indigenous and non-Indigenous people as social exchanges.With complex adaptive theory, the scholar explains how present education systems in Australia fail to engage Indigenous people because of colonial practice and power that exist in postcolonial Australia.She brings these theories into her discussion to argue that administrators, leaders, and managers of Indigenous education initiatives need to enhance their understanding of an Indigenist perspective.Ma Rhea emphasizes the rights-based approach in Indigenous education as a means of recognizing and honouring Indigenous people's economic, linguistic, and cultural rights in the postcolonial education system.There are five parts with 11 chapters in this book.However, my review does not follow a linear examination of each chapter.Rather, I provide a brief summary, explore key concepts, and critically examine the implications.I also state why this book is important for anyone interested in Indigenous education, and identify the shortfalls of the text. SummaryThis book addresses issues of leadership and management in Indigenous education within the postcolonial world context.The discussions in this text urge education administrators, leaders, and managers to rethink leadership and management of Indigenous education in terms of conceptualization and practice.Non-Indigenous administrators and leaders often struggle to find meaningful ways in which to educate Indigenous children.Therefore, they reapply colonial notions to solve problems arising in teaching Indigenous children.Ma Rhea claims that these administrators do not include Indigenous people in the managing and leading process in the

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