Au, Wayne, Ed.; Merchant, Natasha Hakimali, Ed.; Shear, Sarah B., Ed. (2022). Insurgent Social Studies: Scholar-Educators Disrupting Erasure and Marginality. Myers Education Press Social studies education over its hundred-year history has often focused on predominantly white and male narratives. This has not only been detrimental to the increasingly diverse population of the U.S., but it has also meant that social studies as a field of scholarship has systematically excluded and marginalized the voices, teaching, and research of women, scholars of color, queer scholars, and scholars whose politics challenge the dominant traditions of history, geography, economics, and civics education. "Insurgent Social Studies" intervenes in the field of social studies education by highlighting those whose work has often been deemed "too radical." "Insurgent Social Studies" is essential reading to all researchers and practitioners in social studies, and is perfect as an adopted text in the social studies curriculum at Colleges of Education…. [Direct]

Gist, Conra D. (2022). Shifting Dominant Narratives of Teacher Development: New Directions for Expanding Access to the Educator Workforce through Grow Your Own Programs. Educational Researcher, v51 n1 p51-57 Jan-Feb. Grow Your Own (GYO) programs are designed to recruit high school students, paraeducators, community organizers and parents, and/or career changers from the local community to join the educator workforce. When considering the nontraditional teacher pools that may enter the profession through GYO programs, commonly held assumptions about who teachers are, how they are developed, and what is most important for supporting their growth are challenged. This article reframes conventional narratives in teacher education by exploring the ways in which GYO programs offer counternarratives that reimagine teacher development by valuing (a) intersectional views of ethnoracial diversity, (b) resilience as an important teacher characteristic, (c) multiple modes of assessment as evidence of teacher learning, (d) ethnoracially diverse and community-based teacher educators, (e) culturally responsive pedagogy and place-based learning, and (f) local community school commitment…. [Direct]

Matthewman, Sasha (2017). Teaching Literacy in a Time of Environmental Crisis. set: Research Information for Teachers, n3 p26-31. In Aotearoa New Zealand we need an informed educational response to the environmental crisis within and across all learning areas in the curriculum. One way of organising that response is through the concept of eco-literacy. This article explains the concept of eco-literacy developed within the TLRI project Tuhia ki Te Ao–Write to the Natural World, and introduces the collection of four articles from the project published in this issue of "set." This introductory article outlines how the model of eco-literacy has been enacted within the learning areas of English, the Arts, and Social Sciences, and indicates how eco-literacy is connected to Maori and Pasifika cultural perspectives within the full articles. [This article was written with John Morgan, Molly Mullen, Rawiri Hindle, and Michelle Johansson.]… [Direct]

Catherine Holmes; John Guenther; Rhonda Oliver; Robyn Ober (2024). Remote School Retention in Australia: Why Do First Nations Students Disengage and Drop Out?. Australian and International Journal of Rural Education, v34 n3 p73-91. The Australian education system works well for most students. However, equitable access to secondary education is problematic for First Nations people living in remote communities. There is a strong emphasis on Year 12 completion as an indicator of successful engagement in remote First Nations education. This has been partly driven by Australian Government 'Closing the Gap' targets. Yet for remote students Year 12 Certificate attainment is trending down, from 113 in 2013 down to 82 in 2022. Nationally, the target to achieve 96% Year 12 or equivalent is not on track for achievement. This article explores what students, school staff and community members say leads to disengagement and dropout. It is based on research conducted in Western Australia and the Northern Territory during 2023 by a team of researchers from Batchelor Institute, Curtin University and University of Notre Dame. The research focused on remote and very remote Independent and Catholic schools. It engaged 229 in… [Direct]

Ruckstuhl, Katharina (2018). Public Policy and Indigenous Language Rights: Aotearoa New Zealand's Maori Language Act 2016. Current Issues in Language Planning, v19 n3 p316-329. This paper concerns itself with how policy is made in democratic nations in order to secure equal language rights. The case study assessed is Aotearoa New Zealand's 2016 Maori Language Act and the process by which it passed into legislation. The paper draws on theories of public policy change, specifically the evidence-based policy approach, and examines the role of the language expert in light of Roger Pielke's [(2007). "The honest broker: Making sense of science in policy and politics." Cambridge: Cambridge University Press. doi:10.1017/CBO9780511818110] archetypes, in particular, the issue advocate and the honest broker. Two independent review groups' reports are analysed to understand whether their recommendations were acted upon. The analysis finds that there were similarities and differences in Te Paepae Motuhake and the Waitangi Tribunal's recommendations, in particular. whether language planning should be top-down or bottom-up. The paper concludes that the different… [Direct]

Ahmadi, Anas (2021). Teaching Creative (Literary) Writing: Indigenous Psychological Perspective. Cypriot Journal of Educational Sciences, v16 n4 p1422-1433. This study aims to explore the teaching of creative writing through an indigenous perspective. This study used qualitative methods based on narrative interpretation and exposure. The respondents of this study were 40 students. Data collection techniques were conducted using creative writing, picking, and interviews. The data analysis technique consisted of three stages, namely pre-writing, writing process, and post-writing. The results showed that 77.5% of students answered very well, 17.5% answered well, 32% answered mediocre about the learning process of creative writing uses the perspective of indigenous psychology. Students' responses related to the perspective of indigenous psychology that it makes someone easier to write: 32% of students answered yes, 0% answered no, and 68% answered mediocre. Students' responses regarding the perspective of indigenous psychology that it provides benefits to the learning of creative writing: 90% of students answered yes and 10% answered no…. [PDF]

Brown, Diane (2016). Spotlight on Undergraduate Scholarship: Healing Relations Through the Land. BU Journal of Graduate Studies in Education, v8 n1 p52-55. This article ponders the task of bridging the rift of understanding between Indigenous and non-Indigenous people in Canada. The media is rife with many negative stereotypes of Indigenous people that seem not only to permeate Canadian culture but also to seep into the conscious and unconscious minds of young people. The authors strives to find a means by which to close the national, and personal, relationship divide and considers that a factor of commonality could be found in the natural world…. [PDF]

Shore, Sue, Ed. (1998). Literacy on the Line. Australian Council for Adult Literacy Conference Proceedings (21st, Adelaide, Australia, September 24-26, 1998). This conference proceedings of the Australian Council for Adult Literacy contains the following papers: "'But I'm Not a Therapist'–The Challenge of Creating Effective Literacy Learning for Survivors of Trauma" (Horsman); "Future Studies, Postmodernism, and Adult Literacy" (Cross); "Collaboration and Compliance in the Workplace" (Scheeres, Solomon); "What's Whiteness Got to Do with It? Exploring Assumptions about Cultural Difference and Everyday Literacy Practices" (Shore); "Interactive Learning–Enterprise Based Training into the New Millennium" (Babalis); "Digging Deeper: A Strategy for Text Analysis with Indigenous Students" (Beattie); "Second Language Learners Operate on the Incomplete and Inaccurate Knowledge of the Target Language" (Bhela); "Throw Them a Line: Tips for Assisting Students to Survive Their First Semester at University" (Bickmore-Brand); "Computer Use in Adult Literacy in South… [PDF]

Barrero Jaramillo, Diana M. (2023). Achievement as White Settler Property: How the Discourse of Achievement Gaps Reproduces Settler Colonial Constructions of Race. Education Policy Analysis Archives, v31 n13 Feb. Racialized narratives of academic ability, perpetuated by ahistorical interpretations of student performance data, have led to educational policies focusing on short-term solutions, instead of the ongoing legacies of racism and settler colonialism. The aim of this paper is to show how the racially defined achievement gap operates within the structure of settler colonialism. Informed by theories of settler colonialism (Tuck & Yang, 2012, Veracini, 2010) and critical race theory (Harris, 1993; Ladson-Billings & Tate, 1995), I closely examine some Toronto District School Board documents that address the so-called achievement and opportunity gaps. Using critical discourse analysis, this paper shows how the notion of achievement is racialized to protect white settler property rights, and how the discourse of achievement gaps functions as a settler technology to concurrently include and exclude individuals from the settler project. Understanding the settler colonial constructions… [PDF]

Bryan, Stephanie; Garrels, Jay; Hamilton, Maryellen; Ruhlen, Mia; Zipp, Genevieve (2023). Innovation in Health Programming: College Students Benefit from an Array of Complementary Approaches to Health Improvement Framed by the Biopsychosocial-Spiritual Model. American Journal of Health Education, v54 n2 p135-154. Background: The American Psychological Association reports that Generation Z are suffering mentally and physically more than any other group. Purpose: Measure the effects of a 16-week, online college-level "Complementary Therapies in Health Course" through the lens of the biopsychosocial-spiritual model on measures of health and aspects of well-being in college students. Methods: A mixed method, controlled, repeated measures study delivered in an online synchronous college-level health course. The course curriculum included the science and practice of compassion, happiness, mindfulness, meditation, yoga, service, gratitude, longevity, movement, and more. Results: 42 students 18-23 participated. A significant between subjects cross-over effect demonstrating improvements in the intervention group and deterioration in the control group was found using the Self Compassion Scale (p < 0.005), Self-Compassion subscale of Judgment (p < 0.001), Spiritual Well-being Scale (p… [Direct]

Anja Maria Pesch; Florian Hiss; Hilde Sollid (2023). Learnings From/About Diversity in Space and Time: Discursive Constructions in the Semiotic Landscape of a Teacher Education Building in Norway. International Journal of Multilingualism, v20 n4 p1336-1352. This article critically examines the discourses concerning historical and transnational linguistic and cultural diversity in the semiotic landscape of a new teacher education building in Norway. In 2020, this building, housing the Department of Education, opened at UiT The Arctic University of Norway, in the city of Troms√∏. Designing, constructing, and decorating a new building for a national teacher education was taken as an opportunity to reflect on and negotiate the institution's role in relevant contemporary, as well as historical, educational discourses and to mark a current standpoint. Taking a nexus analytical approach, we analyse how linguistic and cultural diversity are represented in the department's public space and how this is interwoven with the construction of the institution's position in a multilingual and multicultural environment. Our analysis shows that this diversity is constructed through various contrasts. S√°mi identities and regional roots of knowledge are… [Direct]

Coleman, Victoria; Fitzsimons, Sin√©ad; Greatorex, Jackie; Johnson, Martin; Salem, Hiba (2020). Context Matters–Adaptation Guidance for Developing a Local Curriculum from an International Curriculum Framework. Research Matters, n30 p12-18 Aut. The Learning Passport (LP) is a collaborative project between the University of Cambridge, UNICEF and Microsoft, which aims to support the UNICEF goal of providing quality education provision for children and youth whose education has been disrupted by crisis or disaster. A core component of this project is a curriculum framework for Mathematics, Science and Literacy which supports educators working in emergency contexts. This framework provides a broad outline of the essential content progressions that should be incorporated into a curriculum to support quality learning in each subject area, and is intended to act as a blueprint for localised curriculum development across a variety of contexts. To support educators in the development of this localised curriculum an LP Adaptation Guidance document was also created. This document provides guidance on several factors that local curriculum developers should consider before using the LP Curriculum Framework for their own curriculum… [PDF]

Gwaravanda, Ephraim Taurai; Ndofirepi, Amasa Philip (2019). Epistemic (In)Justice in African Universities: A Perspective of the Politics of Knowledge. Educational Review, v71 n5 p581-594. From a theoretical standpoint, the paper challenges the existing unfair representation of knowledge systems in the African university. We argue that the continued domination of Eurocentric epistemology in African universities at the expense of African indigenous knowledge systems is unjust. We provide evidence of existing models of knowledge across disciplines with the African universities and show that these models range from exclusively Western knowledge to a weak inclusion of African knowledge systems. We critically examine the educational implications of epistemic injustice to the African university and to African development. In the light of that background, we propose de-colonial thinking as a way of re-centring the African knowledge systems for the purpose of relevance and authenticity within the African university…. [Direct]

Magee, Ratana; Puchumni, Puchit; Tungpradabkul, Sumalee (2019). Using Information Retrieval Activities to Foster Analytical Thinking Skills in Higher Education in Thailand: A Case Study of Local Wisdom Education. Asian Journal of Education and Training, v5 n1 p80-85. Three information retrieving lessons were designed to foster analytical thinking in freshmen with minimal prior active learning experience. Thailand Local Wisdom contents were used as an online information platform due to the scarcity in well-established credible information sources. The lessons were collaborative learning both within own group and between groups. The information retrieving, credibility sorting, classroom sharing, analytical thinking assessments, and self-evaluating activities were conducted in sequential steps and repeated in three trials. A reflective pause was introduced between trials. The self-evaluating pause procedure using teacher's feedback was possibly a major reason for gains, from 65.0% to 82.5% and to 92.5%, in the number of students exhibiting analytical thinking evidence. A free-response survey after the learning experience showed that the students express high appreciation for the active learning activities as fun and analytical-thinking-promoting… [PDF]

Bell, Sherry; Herrnstadt, Zachary; Kornbluh, Mariah; Vierra, Kristin (2022). Resistance Capital: Cultural Activism as a Gateway to College Persistence for Minority and First-Generation Students. Journal of Adolescent Research, v37 n4 p501-540 Jul. This study provides a novel contribution by connecting two sets of literature, school engagement and multicultural university centers, in relation to late adolescent development. The aims of this mixed-method study were to: (a) quantitatively explore the relationship between student perceived cultural leadership experience and support within a multicultural center in relation to school engagement and (b) qualitatively address additional facilitators and barriers. Participants consisted of 134 college students, predominantly identifying as Latino/Hispanic (35.1%), Black/African American (34.3%), or Asian-Pacific Islander (23.9%), and first-generation (60.4%). Qualitative focus groups and a photovoice project engaged a subset of participants (n = 57, n = 7, respectively). Regression analysis indicated youth voice, supportive staff relationships, and peer support were significant positive predictors of students' perceived engagement within the multicultural center, however, some but not… [Direct]

Abbott, Judy; Causin, Gina; Coble, Theresa; Laird, Shelby Gull; Ross, Sara; Runnels, Chay; Stephens-Williams, Pat (2018). Giving Voice to Our First Nations: Creating a Framework for Indigenous Interpretation at Cultural Heritage Sites. Tribal College Journal of American Indian Higher Education, v29 n3 Spr. The Indigenous voice may be muted or lost at complex and controversial cultural heritage sites, but barriers to interpreting these sites can be bridged through collaboration and co-creation. This process necessitates a long-term investment by both the sites and stakeholders. Lessons learned from this experience can serve as a framework for developing an interpretive strategy that embraces cultural diversity and inclusion. Researchers at Stephen F. Austin State University (SFA) and University of Missouri-St. Louis (UMSL) worked with the National Park Service (NPS) and Oglala Lakota College (OLC) in Pine Ridge, South Dakota, to develop Indigenous interpretive curriculum that provided the tools for Indigenous students to tell their own stories and market their own heritage to visitors seeking an authentic experience. This project combined interpretation and tourism curriculum development within an existing framework at OLC. Stakeholders from the tribal college, national parks, other… [Direct]

Curry, Megan; Garrett, Robyne; MacGill, Belinda; Rigney, Lester (2020). Culturally Responsive Pedagogy and Mathematics through Creative and Body-Based Learning: Urban Aboriginal Schooling. Education and Urban Society, v52 n8 p1159-1180 Nov. Global neoliberal imperatives that numerically measure student success through standardized testing undermine the educational outcomes of students, in particular Indigenous students, and construct a seemingly fixed reality that avoids State responsibility to address structural inequality in Australia. Achievement gaps between Indigenous and non-Indigenous school students in mathematics have become an urgent international problem. Although evidence suggests that culturally responsive pedagogies (CRPs) improve student academic success for First Nations peoples in settler colonial countries such as the United States, Canada, New Zealand, and Australia, less prominent is a focus on how CRP is enacted and mobilized in Australian classrooms. Although some initiatives exist, this article explores how creative and body-based learning (CBL) strategies might be utilized to enact CRP. Using an ethnographic case study approach, we examined how two early career teachers serving Indigenous and… [Direct]

Beatty, Ruth; Carter, Ellen; Jao, Limin; Lunney Borden, Lisa; Wiseman, Dawn (2020). Whole-Some Artifacts: (STEM) Teaching and Learning Emerging from and Contributing to Community. Canadian Journal of Science, Mathematics and Technology Education, v20 n2 p264-280 Jun. This paper braids together experiences from three Canadian projects committed to creating learning opportunities where Indigenous and Western ways of knowing, being, and doing might circulate together. Show Me Your Math/Connecting Math to Our Lives and Communities (Mi'kmaw territory/Nova Scotia), the First Nations and M√©tis Mathematics Voices Project (Anishnaabe territory/Ontario), and the READress Project (Kanien'keh√°:ka territory/Qu√©bec) are each described, and individually and collaboratively explored to identify the ways in which STEM and mathematics emerged (or did not) from community, and contributed back to those communities. While unique in their own ways, each of the projects engaged in collaborative, reflective, cyclical processes of teaching and learning that were deeply rooted in community and ethical relationality. Unresolved tensions are reviewed regarding what is lost when mathematics and STEM more generally are privileged in these contexts, and questions about… [Direct]

Anas, Zulfikri; Anwas, E. Oos M.; Kosasih, Fauzy Rahman; Ramdani, Zulmi; Warsihna, Jaka (2020). Post-Disaster Learning Model: Design of Distance Learning Based on Local Wisdom Perspective. International Association for Development of the Information Society, Paper presented at the International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (17th, 2020). The occurrence of disasters in certain areas resulted in drastic changes in the lives of the affected communities. It also has an impact on learning process which may not work properly. Damage to learning infrastructure, loss of student interest and motivation, and limited human resources after a disaster may be the factors that determine how quickly the community can rise up and recover from this situation. This study aims to create an adaptive post-disaster learning model that can be used to maintain the learning process optimally. The study employed qualitative research method with a research and development model. Observation activities, semi-structured interviews, and focus group discussions were conducted on a group of respondents consistent with the characteristics of the study. The results show that the post-disaster learning model should focus on existing resources in evacuee camps (local wisdom). This learning model can be achieved through optimizing existing teaching… [PDF]

Breanna Faris; Corey M. Still; Monty Begaye; Penny A. Pasque (2024). "Oh, It's Just Them Indians": Indigenous Case Study toward Interrupting the Manifestations of Native Student Oppression. International Journal of Qualitative Studies in Education (QSE), v37 n8 p2323-2344. This study introduces Indigenous Case Study (ICS) as a methodology poised to foster decolonized and anti-racist spaces. ICS is a weaving of TribalCrit, critical and Indigenous methodological approaches, and considers contemporary and historical contexts, simultaneously. In the current manuscript, ICS helps reimage campuses through revised policies and practices that work toward the creation of decolonized and inclusive institutions for Native students and communities. ICS allows for deeper analyses as we interrogate the dissonance between university president's statements about race and inclusion, institutional policies and practices, and the experiences of Native students as shared through student stories. We explore historical documents, president speeches, campus events, individual interviews, and researcher auto-narratives in Sharing Circles over the course of five years. The findings situate historical and contemporary campus contexts as we reveal five manifestations of… [Direct]

Bronwyn Reid O'Connor (2024). Methodologies to Reveal Young Australian Indigenous Students' Mathematical Proficiency. Mathematics Education Research Journal, v36 n2 p311-338. A 7-month mathematics proficiency program was conducted in a primary Australian Indigenous community school. This paper focuses on outlining the specific methodologies employed to explore how students' mathematical proficiency changed throughout the implementation of the program in Years 2 to 4 (~ 7 to 9 years old). A mixed methods research design was utilised, and findings will be presented to evidence how the combination of standardised tests, diagnostic tests, and Newman interviews were useful in capturing and making visible young Indigenous student's mathematical proficiency. Whilst standardised tests provided a useful and comparable measure of student achievement, diagnostic tests and Newman interviews gave space for Indigenous student voice and demonstrated their strengths and areas for improvement in relation to their conceptual understanding, procedural fluency, and strategic competence. From these findings, recommendations concerning the adjustment of data collection… [Direct]

Stewart, Georgina Tuari (2018). Accurate Histories, Critical Curriculum: A Conversation with Tamsin Hanly. Curriculum Matters, v14 p69-86. The school curriculum and teacher professional standards in Aotearoa New Zealand emphasise culturally responsive pedagogies for Maori learners. However, there is a gap between rhetoric and practice. Drawing on expert-interview methodology, and based on an interview with Tamsin Hanly about complex curriculum issues, this interview article seeks to stimulate deep thinking about how Maori and Pakeha histories and relationships can be addressed across the curriculum. Arguments are made about the need for teachers to learn about, be discomforted by, and confront inaccurate and simplistic histories. The interview article contends that educators have an ethical responsibility to "reboot biculturalism" in schools…. [Direct]

Le Rossignol, Peter; Sheppard, Loretta; Somerset, Shawn; Wolfe, Naomi (2018). Uncomfortable Curricula? A Survey of Academic Practices and Attitudes to Delivering Indigenous Content in Health Professional Degrees. Higher Education Research and Development, v37 n3 p649-662. Unacceptable inequity in health status between Indigenous and non-Indigenous Australians remains despite much work in the area. The imperative for graduating health professionals capable and ready to work with urban and rural Indigenous communities has led to a focus on curriculum development, but less focus has thus far been applied to academic staff capability to deliver the content. We surveyed academic staff at a large multi-campus Australian university on their practices and attitudes towards teaching Indigenous content in health professional programs. Indigenous and non-Indigenous academic staff were surveyed online about whether Indigenous content was included in the curricula they taught; whether they felt confident and capable of delivering curricula related to Indigenous issues; what challenges they found in including Indigenous content; and what, if any, supports and resources they felt were needed. Sixty-three per cent of respondents said that they included Indigenous… [Direct]

Andriyanto, Octo Dendy; Darni; Hardika, Meilita; Subandiyah, Heny; Sukarman (2022). Ethic Values in Modern Javanese Literature Works: Identity and Character Education in the Digital Era. Eurasian Journal of Applied Linguistics, v8 n3 p106-119. This research paper explores the ethical values present in modern Javanese literature and their role in shaping identity and character education in the digital era. The study focuses on selected Javanese literary works published in the past decade, analyzing their ethical values and the relevance of these values in the contemporary context. The paper uses a qualitative research method that includes a comprehensive literature review and analysis of selected literary works. The research findings reveal that Javanese literature works continue to emphasize ethical values such as humility, respect, harmony, and social responsibility, which are relevant in the digital era. These values significantly promote individual and communal growth and develop a sense of identity and character. Literary works contribute to human life in beneficial ways. The values in literary works can serve as a source of identification and character education in the present day. Serat Piwulang Becik and Serat… [PDF]

Goswami, Rahul (2022). Once There Was a 'Morung'. International Journal for Transformative Research, v9 n1 p40-48 Jan. In Nagaland, a state in India's North-East region, the morung is a tribal institution that serves as an educational portal through which all young men passed as the means of learning their living heritage. Described by anthropological accounts, for a century until the 1950s, as a 'dormitory' for boys and young men, it is in fact much more. It is a school, both vocational and law, a premises in which tribal elders dispense wisdom, a crafts centre, a barracks, and embodies other functions too. Moreover, it is one of the most important, if not the most important, social institution that maintains instruction about what may be called a pre-materialist worldview, one that was widespread when indigenous societies were free from a science hegemony that defined what counts as knowledge. From the 1990s, a combination of factors caused the decline of the institution, and as tribal youth have moved into the 'mainstream', the morung and all that it stands for is close to being extinguished. Yet… [Direct]

Arnold, Josie (2017). Walking in Both Worlds: Rethinking Indigenous Knowledge in the Academy. International Journal of Inclusive Education, v21 n5 p475-494. Six generations ago, my Celtic forebears came to Australia as convicts and invaders displacing Indigenous peoples. As a scholar today, I am interested in how Indigenous knowledge remains a challenge in Australian Universities even in this postmodern and postcolonial moment. This paper recognises the need to extend discussion about how Indigenous people might be facilitated within the academy to bring their knowledge models into the university and its traditional dominant knowledge systems. This paper looks at Practice-Led Research (PLR) as a way of supporting the transition of Indigenous community scholars into university postgraduate courses. It explores how PLR may contribute to an appropriate entry point into postgraduate studies for some Indigenous practitioner-candidates who have significant life experiences and narratives and/or productions of artefacts that act to replace the breadth of undergraduate credentials. Indigenous people are facilitated in bringing their knowledge… [Direct]

Goldfinch, Thomas; Jolly, Lesley; Kennedy, Jade; Leigh, Elyssebeth; Prpic, Juliana Kaya (2017). Australian Engineering Educators' Attitudes towards Aboriginal Cultures and Perspectives. European Journal of Engineering Education, v42 n4 p429-444. In Australia, representation of Aboriginal populations within the engineering profession is very low despite participation targets set by Government departments, professional bodies and Universities. Progressing the Aboriginal inclusion agenda within Australian Engineering Education requires a clearer understanding of engineering educators' preparedness for increased numbers of students from this non-traditional cohort. This research stems from a recently completed project that explored Aboriginal perspectives in engineering education and proposed a model for embedding perspectives in curricula. Nine engineering academics were interviewed to explore attitudes towards Aboriginal perspectives in engineering and the viability of the proposed model. Results of the interviews indicate efforts to embed Aboriginal perspectives are starting from a small base of knowledge and experience. Individuals' motivations and values indicate that there is significant support for improving this, but… [Direct]

Westbrook, Fiona; White, Jayne (2021). One Ring to Rule Them All? Locating Discourse in Aotearoa New Zealand Early Childhood Education Curriculum. Policy Futures in Education, v19 n4 p424-437 May. Early childhood scholars in New Zealand have long lamented a rising dominance of neoliberalism. Correspondingly they suggest that there has been a lessening of socialist ideals and principles of Te Ao Maori after years of a right-wing government. With the 'refresh' of New Zealand's national early childhood curriculum, "Te Whariki" under the Fifth National Government we sought to investigate the location of these discourses in "Te Whariki." Borrowing from Tolkien this paper draws on the metaphor of a ruling, in this case neoliberal, discourse as 'one ring to rule them all'. We investigate the governmentality of the Fifth National Government through their "Four Year Plan 2016-2020" and its permeation of the revised curriculum. Seeking to better understand the location and dominance of neoliberalism within the updated "Te Whariki," the paper analyses both the 1996 curriculum and the 2017 revision for socialist, neoliberal and Te Ao Maori… [Direct]

Masenya, Malesela J. (2021). Toward a Relevant De-colonized Curriculum in South Africa: Suggestions for a Way Forward. SAGE Open, v11 n4 Oct-Dec. The debate on the de-colonization of universities in South African gained momentum after protests by students through the #FeesMustFall (FMF) and #RhodesMustFall (RMF) movements. At the center of these protests were issues like free access to education, accommodation, removal of apartheid and colonial statues, and the Africanization of the curriculum. Thus, revisiting and reimagining curricula offerings is an important aspect of the current debate on the de-colonization of education at South Africa's educational sites. To add to the de-colonization debate, this article discusses the concept of relevance in (re)curriculation. The article will discuss the concepts of de-colonization and relevance, readiness in the implementation of new curricula offerings, challenges, and hurdles in curriculum change and important points of reference in achieving a de-colonized curriculum. Literature review and document analysis will be used to shed more light on this topic…. [Direct]

Burnett, Greg (2021). Constructive Alignment in Pacific Tertiary Education: Building the "Waka" with Nails. International Journal for Academic Development, v26 n1 p106-109. Constructive alignment as a way of framing curriculum has wide appeal in many tertiary education contexts. At one Pacific regional tertiary institution, it has recently been embraced as a means toward greater program quality. Its unquestioned acceptance, however, raises the need for critical reflection. This reflection critiques constructive alignment from a number of perspectives, including its resistance to complex educational realities and its technical rationality in the face of organic aspects of a decolonised Pacific education…. [Direct]