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19 Deconstructing Chinn and Hana’ike: Pedagogy Through an Indigenous Lens 255

in ways that have implications for both curriculum and professional development
in teacher education. This chapter and Chinn and Hana’ike’s work make it clear that
there is an urgent need for more research from within Indigenous communities on
how to successfully create and deliver both secondary and postsecondary educa-
tion. If non-Indigenous institutions such as universities and settler governments are
to support Indigenous peoples in recovering from colonization, reexamining and
modifying the paradigm of education at all levels to include an Indigenous

pedagogy is one place to enact meaningful change for students of all cultures.

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