Leading and Managing Indigenous Education in the Postcolonial World (2015) by Zane Ma Rhea
Bibliographic record
Abstract
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.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".