The bulk of this theme issue of Cultural Survival Quarterly consists of a 41-page "focus" section on indigenous peoples' efforts to regain control of their children's education and on the role of indigenous educators as agents of change. Following an introduction by Nimachia Hernandez and Nicole Thornton, the articles in this section are: "Contexts and Challenges of Educating Tibetan Children in the Diaspora" (Nawang Phuntsog); "The Educational and Cultural Implications of Maori Language Revitalization" (Linda Tuhiwai Smith); "Our Children Can't Wait: Recapturing the Essence of Indigenous Schools in the United States" (Cornel Pewewardy); "Teaching Tribal Histories from a Native Perspective" (Lea Whitford); "Native Hawaiian Epistemology: Exploring Hawaiian Views of Knowledge" (Manu Aluli Meyer); "Indigenous Rights and Schooling in Highland Chiapas" (Margaret Freedson Gonzales, Elias Perez Perez); "Chanob Vun ta Batz'i K'op of Sna Jrz'ibajom: An Alternative Education in Our Native Languages" (Antonio de la Torre Lopez, translated by Bret Gustafson); "Who Can Make a Difference? Everybody Can! Sharing Information on Indigenous Educational Success--A Case Study from Australia" (Roberta Sykes); "Maya Education and Pan Maya Ideology in the Yucatan" (Allan Burns); "Indigenous Legal Translators: Challenges of a University Program for the Maya of Guatemala" (Guillermina Herrera Pena, translated by Nicole Thornton); "What Exactly Is It That You Teach? Developing an Indigenous Education Program at the University Level" (Deirdre A. Almeida); and "Historical and Contemporary Policies of Indigenous Education in Mexico" (Salomon Nahmad, translated by Nicole Thornton). This issue also contains brief notes on educational, cultural, political, and health issues of indigenous peoples worldwide; book reviews; listings of resources and events; and updates on special projects. (SV)