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This special issue of Comparative Education focuses on current issues and developments in both the theory and practice of indigenous education from around the world. It draws together indigenous and non-indigenous authors who are recognised as leading authorities in the field of indigenous education, by indigenous and non-indigenous peoples alike, and explores a range of widely differing national contexts where indigenous educational initiatives are being pursued.

The papers comprise a combination of ‘traditional’academic articles, more informal commentary, and autobiographical statements. This departure from usual academic conventions was not taken lightly. It arises from a direct concern to include the actual voices of indigenous writers, alongside a specific attempt to situate western academic discourse, and its