Written as a reference for students, teachers, educationists, lawyers, and researchers, the book provides information on the education of indigenous peoples and a variety of other interests, such as characteristics of individual countries, history of native peoples, country's definition of indigenous people, statistics on educational performance, and general descriptions of each country involved. A bibliography follows each chapter providing more complete resource material. The first group of countries (the United States, New Zealand, Australia, Mexico and Brazil) is studied with a considerable amount of detail because they have recognized indigenous people and provide valuable comparative models for Canada. Intended to provide a world wide perspective on indigenous peoples, the second group of countries is divided in four sub-groups and includes: (1) Ecuador, Bolivia, Peru; (2) Norway, Sweden, Finland; (3) Martinique, Guadeloupe, New Caledonia; (4) South Africa, China, New Guinea. The first sub-group is classfied as developing countries and presents difficulties indigenous people have in poor countries. The second sub-group are developed countries and have certain similarities with Canada. The third are described as colonialist; their situation has certain similarities to Canada 100 years ago. The fourth sub-group is more diversified. (ERB)