Indigenous people have often been confronted with education systems that ignore their cultural and historical perspectives. This insightful volume contributes to the understanding of indigenous empowerment through education, and creates a new foundation for implementing specialized indigenous/minority education worldwide, engaging the simultaneous projects of cultural preservation and social integration. A vital work for scholars in Native American studies, ethnic studies, and education. This book is organized into the following nine chapters: (1) Athabaskan Education: The Case of Denendeh Past, Present and Future (Dene National Chief Noeline Villebrun); (2) Four Directions for Indian Education (James V. Fenelon, Dorothy LeBeau; (3) Deconstructing Captivities: Indigenous Women Reshaping Education and Justice (Sylvia Marcos); (4) Decolonizing Athabaskan Education: Aboriginal and Treaty Rights in Denendeh (C.D. James Paci); (5) Hear the silenced voices and make that relationship: Issues of Relational Ethics in Aboriginal contexts (Nathalie Piquemal); (6) Identity Formation among Indigenous Youth in Majority-Controlled Schools: Palestinian Arabs in Israel (Ismael Abu-Saad); (7) Education, Culture and Nation Building: Development of the Tribal Learning Community and Educational Exchange (Duane Champagne); (8) TalanoaMalie: Social and Educational Empowerment for Tongans by Tongans in the "Pasifika" Education Proposal (Linita Manu'atu, Mere Kepa); and (9) Articulating Indigenous People' Culture in Education (Leah Enkiwe Abayao). An index is included.