A Study on International Trends and Development of Indigenous Schools between the United States and New Zealand

The United Nations defined "Indigenous peoples" as ethnic groups that have long resided in a country or region, possessing their own "unique" social, economic, cultural, and political systems. However, due to the invasion and conquest by colonial nations or cultures, their legal status is often not respected (United Nations, 2009). In response to the reality that Indigenous peoples' legal rights are often unacknowledged, how to deeply discuss and plan issues such as the preservation of indigenous culture, language revitalization, and educational equity has become a key focus for governments to demonstrate social fairness and educational justice in governance. Among these issues, the context, current situation, and challenges of the operation of indigenous schools have garnered the most attention. To better understand the efforts and planning of the United States and New Zealand in indigenous school policies amidst globalization and localization, this study will first review existing research findings on indigenous schools to establish a theoretical foundation. It will then adopt the educational policy implementation analysis framework proposed by the OECD (2020), focusing on three main dimensions: smart policy design, inclusive stakeholder engagement, and conducive environment Finally, the study aims to juxtapose and compare the indigenous school policies of the United States and New Zealand, hoping to provide valuable references for the future planning, implementation, and reflection on indigenous school policies in Taiwan.