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This article argues that institutions of higher education (IHEs) require a fundamental paradigm shift toward an Indigenous Knowledge (IK) model inclusive of Indigenous Peoples, perspectives, and values. This model acknowledges the sacred value of nature, the rights of non human species, and the power and potential of transformative learning via collaboration with Indigenous communities. Through four personal experiences from one IHE, we highlight challenges and opportunities to decolonize higher education across the domains of policy, research, teaching, and programs. Examples include the Graduate Student Government's resistance to university policies of unsustainable construction projects; incorporating IK from Eastern traditions and world spiritual practices into course curriculum; Indigenizing higher education courses and projects through inclusion and collaboration with local Indigenous tribal members; and finally, ongoing transnational research and education collaborations with an Indigenous Mebêngôkre-Kayapó community in the Brazilian Amazon.

This article focuses on the relationships between social justice, environmental justice, and sustainability from the local to global levels. We envision social and environmental justice as involving not only human beings, but also the rights of all species to life and respect. We advocate an ecological justice approach based on the equality and intrinsic value of all existence. This standpoint also forefronts core values and world views of marginalized people and epistemologies, such as Indigenous knowledge systems. With the understanding that there is much heterogeneity among Indigenous communities and individuals, we delve into core commonalities which embrace the perspective that humanity's relation to the cosmos is ever-salient, that the Earth is a living being, and all species, as interconnected co-habitants of Earth, are intelligent, equal, and divine.

The World Bank has been called the most influential organization in education reform globally. Not only is it the single largest funder of education for international development, but it also produces knowledge, circulates discourse, and structures policymaking processes in ways that extend its influence far beyond its primary role as a bank. However, while much literature has been produced about the World Bank, the field of education lacks a systematic discussion of what has been reported about how the World Bank influences policy formation at the country level. Through the conduct of a theoretically informed systematic literature review of 70 publications, this article clarifies and provides examples for the numerous ways that the World Bank influences policy formation. In all, the article documents 11 pathways through which the World Bank influences policymaking. The article concludes by suggesting areas where research on the World Bank can be improved, namely, through more explicit attention to the theoretical and methodological approaches employed. The goal of this review is to encourage scholars to be more specific in their conceptualizations and discussions of World Bank influence, to go beyond general claims of policy imposition or agenda shaping. [ABSTRACT FROM AUTHOR]

In this, our opening editorial, we wish to guide readers through a delightful range of holistic education perspectives. One reason we enthusiastically embrace open-themed issues at the Holistic Education Review, is because of the rich diversity it brings in submissions. Open-themed issues allow our holistic education community to see into and across an abundance of approaches and pedagogies that are being implemented and reflected upon around the world. Further, it allows our journal to play an active role in "widening the circle" of holistic education, reflecting our values and mission as a space to share wisdom and disseminate knowledge. The order in which the editors have written about each article is the order in which we suggest our readers read each article. [ABSTRACT FROM AUTHOR]

This article starts with questions about the type of environment necessary for a sense of shared humanity in a university community and other communities. It then argues that all living beings share a vital life energy, and humans can foster that energy and a sense of interbeing (oneness with each other and with nature) through contemplative practices such as meditation, reflective journaling, and labyrinth walking. A university Garden of Reflection and Remembrance is described as a place for these practices, which bring solidarity, healing, and peace in times of travail. Journals written in the garden capture students' challenges, emotions, and transformations, as well as the beneficial effects of nature and of connecting with the positive spirit of a murdered student. The conclusion summarizes the gifts of the garden as a vital life energy field. [ABSTRACT FROM AUTHOR]

Much of the literature on leadership continues to focus on the leader who has the ability to shape a vision and articulate that vision, a vision that resonates with the mission, values, personnel and technology that make up the organization. To shape and articulate a resonant vision, the effective leader must be willing and able to listen. Only through listening to the stakeholders can a leader know how that vision should best be framed and implemented. One significant way that leadership listening can be implemented is through listening sessions. This study provides a detailed example of the effective use of listening sessions in an academic setting. University of Maryland administrators offer observations on the role of listening to engage students, faculty, staff, and administrators in developing strategic plans for moving forward. [ABSTRACT FROM AUTHOR]