Blacklock, Fabri; Mooney, Janet; Riley, Lyn (2018). Yarning Up: Stories of Challenges and Success. Australian Journal of Education, v62 n3 p266-275 Nov. This paper explores the lives of three New South Wales Aboriginal women, mothers, artists and academics. It will identify the women's success in academia as demonstrated by their pathways to education, employment, job satisfaction, commitment and leadership experiences. In addition, the challenges they have faced, together with balancing family and community commitments and the importance and influence of mentors who assisted them on their pathway to success will be discussed. They employ Aboriginal methodologies that privilege Aboriginal ways of being, knowing and doing utilising a yarning methodology which is a culturally appropriate conversational process of sharing stories to develop knowledge and educate younger generations. In this way, they generate new knowledge on what works and why for Aboriginal women in academia, identifying historical pathways and platforms to success, revealing common significant influences in order to uncover key drivers of success and aspects of… [Direct]

Bartleet, Brydie-Leigh; Bennett, Dawn; Power, Anne; Sunderland, Naomi (2019). Service Learning with First Peoples: A Framework to Support Respectful and Reciprocal Learning. Intercultural Education, v30 n1 p15-30. This article outlines a framework for working with First Peoples. The framework supports respectful and mutually beneficial learning partnerships and culminates from 6 years of practice and research in arts-based service learning with Aboriginal communities in Australia. We begin by looking at synergies between global service learning and service learning with First Peoples. We then position this work within an international context, focusing on Indigenous frameworks for practice identified in service learning with First Nations communities in North America. We next describe the Australian context and touch on the multilayered intercultural processes and outcomes associated with the programmes across three universities. Finally, we introduce the framework and elaborate on its dimensions…. [Direct]

Gumbo, Mishack T. (2018). Addressing the Factors Responsible for the Misunderstanding of Technology Education with Other Subject Fields. Perspectives in Education, v36 n1 p128-144. Technology Education was introduced and rolled out in South African schools in 1998. It has been twenty years since its implementation, yet it is being confused with other traditional subjects. Therefore, even though it is expected that Technology Education should be known for what it is exactly, it is still misunderstood, misconceived and misrepresented. There are factors that contribute towards its misunderstanding (a failure to understand it), misconception (incorrect opinion caused falsely thinking about or understanding it) and misrepresentation (giving a false or misleading account of its nature), such as it being confused with Engineering Education, Educational Technology, Science Education and Technical Vocational Education and Training. Misunderstanding Technology Education causes its misconception and misrepresentation; hence, in this article I use misunderstanding to cover misconception and misrepresentation as well. There is no dedicated literature (at least in South… [Direct]

Cukier, Wendy; Hon, Henrique; Itano-Boase, Miki; Latif, Ruby; Wijesingha, Rochelle (2021). Exploring Diversity and Inclusion in Work-Integrated Learning: An Ecological Model Approach. International Journal of Work-Integrated Learning, v22 n3 p253-269. This paper identifies structural barriers faced by postsecondary students from diverse groups (women, racialized people, people with disabilities, and Indigenous peoples) when accessing work-integrated learning (WIL) programs. Drawing on the ecological model approach, this paper examines the challenges to inclusive WIL in Canada at the macro-level by looking at government funding for WIL programs; the meso-level by considering employer participation in WIL programs; and at the micro-level, by analyzing individual students' demographic characteristics. In considering micro-level factors, a quantitative approach is used to analyze the demographic characteristics of WIL applicants, while for meso-level factors, the paper utilizes a qualitative analysis of semi-structured interviews designed to capture employer perspectives. The study provides recommendations for policy-making, considers practical implications, and makes suggestions for future research…. [PDF]

Cunha de Ara√∫jo, Gustavo; Fernandes da Silva, Taylane (2021). Apinay√© Art: A Case Study in a Brazilian Indigenous School. Cogent Education, v8 n1 Article 1869365. The "Apinay√©" are a Brazilian indigenous ethnic group that live in a transition zone between the "Cerrado" and the Amazon. This study primarily aims to understand the meaning that art holds for "Apinay√©" indigenous students at a Brazilian Indigenous School. We used an ethnographic research methodology, while also observing art classes and distributing open questionnaires to these students. The results showed that the arts produced by the indigenous people mostly refer to the body paintings and cultural artifacts they produce, such as necklaces made of beads, fans, "coufo," and babassu coconuts, among others. In addition, the indigenous people characterize the Brazilian indigenous culture as something that is extremely significant for their lives, as art represents not only their reality but also their history, struggle, and resistance. Finally, the study suggests that the discipline of art in the indigenous school can help the students… [Direct]

Carbone, Kathy; Gilliland, Anne J.; Montenegro, Mar√≠a (2021). Rights in and to Records and Recordkeeping: Fighting Bureaucratic Violence through a Human Rights-Centered Approach to the Creation, Management and Dissemination of Documentation. Education for Information, v37 n1 p3-26. Arguing that records and other forms of evidentiary documentation are increasingly being 'weaponized' against various communities and categories of people, this essay addresses diverse calls for the recognition of personal and community rights in records and recordkeeping. After reviewing some prominent examples and the growing literature on information rights, the essay introduces a framework for human rights in and to records and recordkeeping designed to support refugees. It then examines its potential applicability in restoring internationally acknowledged human rights to US Indigenous groups seeking federal sovereignty recognition. This approach suggests where there might be potential for convergence and highlights important areas of divergence between these two different rights discourses. In both cases the authors argue that affected individuals and communities might be empowered through different, and culturally appropriate, forms of educational outreach. The essay concludes… [Direct]

Eric Ward; Hughes, Bryce E.; Kwapisz, Monika; Schell, William J.; Sybesma, Tessa (2021). "We've Always Been Engineers:" Indigenous Student Voices on Engineering and Leadership Identities. Education Sciences, v11 Article 675. Background: How do Indigenous engineering students describe their engineering leadership development? The field of engineering has made only slow and modest progress at increasing the participation of Indigenous people; an identity-conscious focus on leadership in engineering may help connect the practice of engineering with Indigenous students' motivations and values. Methods: This study utilized a grounded theory qualitative approach to understand how Indigenous engineering students at a U.S.-based university experience engineering leadership. We explored the experiences of four Indigenous engineering students through one interview and one focus group. Results: Students pointed out how Indigenous peoples had long engaged in engineering work before contact with European settlers, and they saw an opportunity for leadership in applying their engineering knowledge in ways that uplifted their home communities. Conclusion: In addition to ways that engineering programs can better support… [PDF]

(2024). Research Messages 2023: Informing + Influencing the Australian VET Sector. National Centre for Vocational Education Research (NCVER) Research messages is a summary of research produced by NCVER each year. This year's compilation includes a range of research activities undertaken during 2023, comprising of research reports, summaries, occasional papers, presentations, webinars, consultancies, submissions, the 32nd 'No Frills' national research conference, and various additions to VOCEDplus knowledge resources. "Research messages 2023" highlights the diverse range of research activities undertaken over the past year by the National Centre for Vocational Education Research (NCVER). This edition provides: (1) Key findings from NCVER's program of research; (2) Details of conferences, presentations, webinars, podcasts and other NCVER research communications; (3) Resources collated by NCVER designed to assist in informing the VET (vocational education and training) system and its related policies; and (4) A summary of NCVER discussion papers and submissions to government reviews…. [PDF]

Said Al Furqani; Sylvie Lomer (2024). Faculty Constructions of Internationalization: Practice and Perception in Omani Higher Education. Journal of Comparative and International Higher Education, v16 n5 p132-144. This paper contributes to the growing scholarship on internationalization of higher education, particularly in non-Western contexts. Literature in non-Western contexts highlights tensions around adopting approaches seen as 'global standard' where these reflect inequalities of power and prestige, shaped by coloniality. Drawing on conclusions from a policy document analysis, this study is based on a thematic analysis of interviews with 10 academic staff members within one college. This study explored how academics and leaders conceptualised internationalisation, and how they related these conceptualisations to their pedagogical practices in courses, interpreting their responses through a decolonial frame. Faculty expressed positivity towards internationalization in general and commitment to specific aspects such as global employability and competence. However, they also identified tensions, such as the prioritization of English over Arabic, lower value being placed on local forms of… [PDF]

(2023). Baby's Space Child Development Center: Community Resource Hub. Wilder Research In 2021, Baby's Space became a Community Resource Hub. Funded by Minnesota's federally-funded Preschool Development Grant (PDG), the Community Resource Hubs help pregnant and parenting families with children under age 9 connect with needed resources. Baby's Space: A Place to Grow is a child development center that works to create a cycle of academic success and prosperity for families dealing with the systemic impacts of poverty, racism, and exclusion. Through the Strong Families, Strong Bonds project, they collaborate with Hennepin County, Minneapolis Public Schools, and other community partners to deepen and more effectively coordinate support for children and families who live in the Little Earth housing development. Through this work, they aim to better meet families' intersecting needs and help families achieve or maintain stability to create home environments in which they and their children can thrive. This report summarizes program successes and challenges; the hub's reach… [PDF]

Boty, Middya; Dardiri, Achmad; Fadli, Muhammad Rijal; Setiawan, Johan; Sunarso (2023). The Values of Struggle Character Education K.H. Ahmad Hanafiah and Its Implementation in Local History Learning. Pegem Journal of Education and Instruction, v13 n2 p62-72. Local history has its point in providing information to local communities for the exemplary process. However, there are not many studies of local history to be implemented in history learning. Thus, the purpose of this study was to find the values of character education in the material for the struggle of K.H. Ahmad Hanafiah in defending Indonesian independence in the Lampung Residency and its implementation in learning local history. The method used is a qualitative research method with historical studies. This study uses primary and secondary sources and uses interviews as reinforcement. The results of the study are: (1) K.H. Ahmad Hanafiah as a local figure who fought to defend Indonesia's independence in Lampung Residency, (2) The values of character education contained in the material include: religious attitude, hard work, curiosity, love for the homeland, national spirit, and independence, (3) These character values can be implemented in local history learning through the… [PDF]

Jackson Pasini Mairing; Nini (2023). Ethnomathematics Learning Model Based on Motifs of "Dayak Ngaju" Central Kalimantan. Mathematics Teaching Research Journal, v15 n5 p30-48. Mathematics education in the Dayak Ngaju, Central Kalimantan community played an essential part in its inherent culture, including batik/carving/painting motifs. The moral messages embedded in these motifs serve as the philosophy of life for the Dayak Ngaju community. This study aimed to describe influence of implementing an ethnomathematics learning model based on these motifs on students' learning outcomes and responses. The research used a mixed-method approach with an explanatory design. The research subjects consist of two 9th-grade classes, which were treated to un-purposed selection out of eleven classes in one of the public junior high schools in Palangka Raya, Central Kalimantan, Indonesia. The instruments included post-test, questionnaire (quantitative data), worksheet and interview guide (qualitative data). The results indicated the implementation of this model influenced the learning outcomes. The students also responded positively to the implementation of the model. They… [PDF]

Gao, Xiang; Wang, Yu; Yang, Ru-an (2022). An Integrated Development Model of TIE for Ethnic Towns in China: The Case of Pengshui. Education and Urban Society, v54 n3 p268-287 Mar. Ethnic towns in China are always special and important. Their rich natural and cultural resources and relatively poor conditions make their development different. This research constructs an integrated development model of town-industry-education (TIE) for ethnic towns in China. The case of Pengshui is presented to illustrate the details of this model. Chiyou Jiuli town, ethnic tourism industry, and Chongqing Vocational Institute of Tourism formed an integration of TIE in their development. Some closely related elements form the basis of their integration and some similar driving forces motivate the formation of their integration. Through the operating platform of Jiuli Ordered Class, their integration could benefit all the participants and contribute to local economic and social development. This model helps to make use of local resources and improve local development levels. Considering the rapid development of society, further studies are needed to apply this model to more regions… [Direct]

Chand, Satish Prakash; Nayasi, Kasanita; Qabale, Ilisapeci; Tagimaucia, Varanisese (2022). Readiness to Teach for Cultural Inclusivity and Sustainable Learning: Views of Preservice Primary Teachers in Fiji. Issues in Educational Research, v32 n3 p1020-1044. Fiji's formal education system continues to be Eurocentric, and cultural democracy is a frequent source of contention in schools. This research investigated how culturally inclusive and sustainable learning environments can be fostered through culturally democratic classrooms, culturally relevant content and culturally responsive pedagogies. Data was collected through questionnaires and talanoa, and subjected to quantitative and narrative analysis. The study showed that culturally democratic classrooms, culturally relevant and responsive pedagogies, and skills for enhancing the usefulness of cultural knowledge are significantly lacking in Fiji classrooms. It also showed that democratic and culturally relevant, inclusive, and responsive classrooms necessitate a shift from the traditional colonial learning environment toward one that values cultural diversity, acknowledges multiple perceptions and diverse paradigms, and values critical thinking as well as social and cultural… [PDF]

Lew, Hee-Chan, Ed.; Park, Kyo-Sik Park, Ed.; Seo, Dong-Yeop, Ed.; Woo, Jeong-Ho, Ed. (2007). Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (31st, Seoul, Korea, July 8-13, 2007). Volume 3. International Group for the Psychology of Mathematics Education This third volume of the 31st annual proceedings of the International Group for the Psychology of Mathematics Education conference presents research reports for author surnames beginning Han- through Miy-. Reports include: (1) Elementary Education Students' Memories of Mathematics in Family Context (Markku S. Hannula, Raimo Kaasila, Erkki Pehkonen, and Anu Laine); (2) Mistake-Handling Activities in the Mathematics Classroom: Effects of an In-Service Teacher Training on Students' Performance in Geometry (Aiso Heinze and Kristina Reiss); (3) Gender Similarities instead of Gender Differences: Students' Competences in Reasoning and Proof (Aiso Heinze, Stefan Ufer, and Kristina Reiss); (4) Studying Lesson Structure from the Perspective of Students' Meaning Construction: The Case of Two Japanese Mathematics Classrooms (Keiko Hino); (5) A Framework for Creating or Analyzing Japanese Lessons from the Viewpoint of Mathematical Activities: A Fraction Lesson (Kenji Hiraoka and Kaori… [PDF]

Strokrocki, Mary, Ed. (2005). Interdisciplinary Art Education: Building Bridges to Connect Disciplines and Cultures. National Art Education Association The influence of discipline-based art education has been transformed into new avenues for teaching and learning that require an array of bridges to traverse creating new approaches and settings for art teaching and learning. The concept of interdisciplinary learning is one that should be scrutinized closely and research and practical applications are needed to inform the field about best practices. This book contains both theoretical concepts and practical suggestions for curriculum construction and assessment for interdisciplinary education that incorporate the visual arts as good and worthwhile, while at the same time, proposing ways in which art can be integrated holistically with other subjects. There are many terms found in this book that with nuance appear to describe educational endeavors similar to interdisciplinary art education. These are: integration, bridge-building, restructuring, transdisciplinary, multiculture, global, community-based, intercultural, visual culture,… [Direct]

Ching-Huei Chen; I-Fan Lo (2024). Timing of Instructional Materials and Types of Gameplay for Interdisciplinary Learning: A Comparative Experimental Study. Research in Science & Technological Education, v42 n4 p912-929. Interdisciplinary learning has become prevalent as a means of solving problems encountered in everyday life. Yet, there is a lack of experimental studies investigating strategies to facilitate interdisciplinary learning. This study explored the impacts of timing and types of instructional materials on the study of interdisciplinary subjects. A 2 √ó 2 quasi-experimental design was conducted in which the first independent variable was the timing of instructional materials (prior versus after) and the other was the types of gameplay (digital versus non-digital game). The dependent variables were learning outcomes and academic emotions. A sample of 134 seventh graders participated in the study. The results indicated that the timing of instructional materials resulted in significant differences on students' learning outcomes. Moreover, the effects of the timing of instructional materials in conjunction with the types of gameplay improved interdisciplinary learning outcomes and induced… [Direct]

Jurgita Antoine (2024). "Iyapi Tiyata Glokupi" — Bringing the Languages Home: Revitalization at America's Tribal Colleges. Tribal College Journal of American Indian Higher Education, v35 n3. When the first tribal colleges were established over 50 years ago, Native American languages were more widely used than today. Tribal colleges and universities (TCUs) were envisioned to offer a base for the retention and development of Indigenous languages and cultures, and they would establish archival collections to support this mission. Scholars have also recognized the connection between language revitalization and restoration of culture and a sense of personal identity. The end of the 20th century saw a shift in US federal policy regarding Native languages. Bringing languages back to daily communication and restoring intergenerational transmission are the goals of language revitalization, with even a broader vision of community building. Speaking Native languages is proving to be no easy task for many communities. Trauma affects the brain, and physical and mental health. It affects people's behaviors, and it is passed down to successive generations. When language becomes… [Direct]

Barbira Freedman, Fran√ßoise; Castro Rios, Meredith; Garc√≠a Rivera, Fernando Antonio; Rahman, Elizabeth Ann (2023). Formabiap's Indigenous Educative Community, Peru: A Biosocial Pedagogy. Oxford Review of Education, v49 n4 p536-554. This article provides a descriptive account of the workings of an Indigenous-led teacher training initiative in the Peruvian Amazon (Formabiap) and considers the extent of its transdisciplinary pedagogic approach, with a special focus on the ontological and epistemological stakes of intercultural knowledge exchanges in the context of contemporary global challenges. The article evaluates the extent to which Indigenous pedagogical projects can sustain inter-species relationships that promote a good life in which diverse species, including both humans and plants, can flourish. To extol the potential of Formabiap's 35 year plus Indigenous rights initiative, the authors forward the notion of biosocial pedagogy, a heuristic device that helps value the consubstantial, and relationally entangled epistemologies of Indigenous Life-worlds…. [Direct]

Stewart, Georgina (2018). Te whai matauranga: He taonga mo te tangata kotahi pea, mo te iwi katoa ranei? Education: A Private Commodity, or a Public Good?. New Zealand Journal of Educational Studies, v53 n2 p165-176 Nov. It is now 30 years since the appearance of New Zealand Treasury (Government management: brief to the incoming government, vol 2, education Issues, New Zealand Government, Wellington, 1987), a key text that marked the start of a new era of education policy in Aotearoa-New Zealand. In his review of this Treasury text, Professor Grace (Br J Educ Stud 37(3):207-221, 1989) commented in some detail on what he termed 'taha Maori' in relation to the new policy direction. This article uses policy discourse analysis informed by a Kaupapa Maori research perspective to re-visit these two texts and review their arguments about Maori education. This research aims to contribute to a politically activist form of literature research, taking up a Kaupapa Maori research lens to go back to this Treasury policy text, critiquing its analysis and prescription for Maori education at a point in time just before Kura Kaupapa Maori took off…. [Direct]

Beeman, Chris; Blenkinsop, Sean (2020). Environmental End Game: "Ontos". Environmental Education Research, v26 n9-10 p1479-1490. In this paper, we attempt to do a kind of theorizing that we think is compatible with new materialisms. To do this we explore the idea of what it might be to separate "ontos-" from "-logos," and give suggestions to readers for ways of experiencing this idea. We posit that it is not only possible to make diffractive "readings" and re-readings of texts, but also that experiences themselves can provide a diffractive context for "ontos." Thus, not only can different concepts held in the forefront of our minds allow us to encounter, interpret, and understand differently but so too can positioning and entangling ourselves differently. As such we will ask the reader to do things beyond simply reading the text as they engage this paper. We also tell stories, two from an Anishinaabe knowledge keeper of Chris's acquaintance, to provide another way for shifting conceptualizing towards a different ontological position compatible with an immanent… [Direct]

Alphonse, Massamba; Aristide, Ewamela; C√©sar, Mviri Hubert; Fran√ßois, Entsiro; Gorgon, Lembe (2020). Contextualization of Traditional Physical Activity "Ekienga" in Physical Education at Congolese Primary School. Journal of Educational Issues, v6 n1 p70-88. The aim of the study was to identify and analyze the motor behaviors of practitioners of the traditional Congolese Ekienga activity, and to offer teaching content for this activity at primary school level in the context of physical education. The research, observational and didactic, was based on the one hand on the evaluation of the bodily gestures carried out during Ekienga in 34 adult men, and on the other hand the construction of teaching programs. The results obtained showed that Ekienga's internal logic allows the construction of knowledge and relevant teaching content in physical education at primary school in Congo…. [PDF]

Volda Elliott (2020). Low Adoption of Digital Technology among Indigenous People in Guyana. ProQuest LLC, D.Psy. Dissertation, Walden University. Training is a vital component for crystallizing acceptable technological classroom practices. Still, Indigenous Amerindian preservice teachers needed first to acquire the skills and overcome the technological barriers to better prepare learners beyond the classroom. Even though internet access would allow Indigenous Amerindians in Guyana to develop technology literacy skills and access educational resources, Indigenous preservice teachers have a low rate of technology adoption in the classroom. The purpose of this basic qualitative study is to discover the perceptions of Indigenous Amerindian preservice teachers about the adoption of digital technology in the classroom. Rogers's diffusion of innovation theory and David and Venkatesh technology of acceptance model were used to understand Indigenous Amerindian preservice teachers' perceptions about the use of digital technology, perceived barriers, and the coping and adopting mechanism throughout their pedagogical practices. Ten… [Direct]

Stein, Sharon (2020). 'Truth before Reconciliation': The Difficulties of Transforming Higher Education in Settler Colonial Contexts. Higher Education Research and Development, v39 n1 p156-170. In response to the contemporary context of reconciliation in Canada, colleges and universities have made efforts to 'Indigenise' their campuses, extending earlier, Indigenous-led efforts to create more space for Indigenous peoples and knowledges. While many welcome these efforts, others express concern that they fail to go beyond conditional inclusion to fundamentally shift relationships between settlers and Indigenous peoples. In this article, I examine these developments and suggest that most institutions and individuals have yet to face the full extent of their complicity in colonisation. I argue that perhaps it is only by doing so, and thus, arriving at the impossibility of reconciliation, that a transformation of settler-Indigenous relationships might be possible…. [Direct]

Macaraan, Willard Enrique R. (2019). A "Kapwa"-Infused Paradigm in Teaching Catholic Theology/Catechesis in a Multireligious Classroom in the Philippines. Teaching Theology & Religion, v22 n2 p102-113 Apr. The increasing religious diversity in educational space has raised a legitimate question on how Catholic theology/catechesis must be taught in Philippine Catholic universities given the institutional mandate to educate students "into the faith of the Church through teaching of Christian doctrine in an organic and systematic way" (Wuerl, [Wuerl, D., 2013], 1). On this note, the paper makes reference to "centered pluralism" (CP), a positional posture espoused by Georgetown University in dealing with this predicament. In an attempt to (re)appropriate CP into local context, there is a need to explore the Filipino conception of self/others as enveloped within the indigenous concept of "kapwa." Hereon, the paper finds that CP is not just feasibly suitable in local context but with "kapwa's" more inclusive description of the relationship of self and others, a CP-based teaching paradigm in theology/catechesis is a promising project in the educational… [Direct]

Licen, Nives; Rosulnik, Klara Ko≈æar; Vodopivec, Jurka Lepicnik; ≈ indic, Aleksandra (2021). Intergenerational Education to Enhance Sustainable Community Development. Open Journal for Educational Research, v5 n1 p49-62. The article outlines the emergent cooperation between generations in the local environment. The aim of the research was to identify the key characteristics of learning ecologies that may be used to promote new practices. The theoretical framework was constructed through the concepts of learning ecology, community education, and postformal education. A qualitative research approach was used. Data was collected by means of 10 individual and one focus group interviews. The research revealed that the networks of different actors in the local community are effective approaches for developing intergenerational practices. It is important to connect different types of knowledge (intangible cultural heritage, local knowledge and scientific knowledge, social and emotional knowledge), skills and values, as well as different groups and organizations in the local environment to act and learn together…. [PDF]

Coppola, Angela M.; McHugh, Tara-Leigh F. (2018). Considering Culturally Relevant Practices and Knowledge-Sharing When Creating an Activity-Promoting Community Research Agenda. Sport, Education and Society, v23 n1 p14-27. The purpose of the article is to discuss and reflect upon a process of building relationships and conducting community consultations to co-create a relevant community-based participatory research agenda exploring Indigenous youth activity-promoting programming. Four consultations were conducted with approximately 30 community members in Edmonton, Alberta to relevantly and respectfully engage Indigenous Peoples and community members in discussions about Indigenous youth activity-promoting programming. A research question was created from the community consultations to inform relevant knowledge generation. A research agenda was also created with community members to inform future community engagement in the research. We reflect upon our process and discuss the strengths, challenges and recommendations of incorporating culturally relevant practices and sharing knowledge within and outside of the community group. This work contributes to literature enhancing relevant and respectful… [Direct]

Robinson, Brian (2022). Codeword for Getting Whiter: Parent Experiences and Motivations for Choosing Schools in a Gentrified Washington, D.C. Journal of School Choice, v16 n4 p623-648. The prevailing argument for school choice in metropolitan cities has been that children from economically disadvantaged communities need opportunities to access better quality schools than the traditional public schools assigned to them based on their address. However, as these cities experience gentrification, more economically advantaged parents are taking advantage of school choice policies for their children — despite already living in the catchment zones for highly desirable traditional public schools. This study explores the intersection of community and school gentrification and the motivations for supporting and participating in the school choice process for parents in Washington, D.C., a highly gentrified city with a robust school choice landscape. Leveraging a relatively robust school choice system, the author interviewed 25 professional-class, low-income, and working-class parents in Washington, D.C. who completed applications for the citywide school lottery. The findings… [Direct]

Writer, Jeanette Haynes (2022). 9/11–We Will Never Forget … but Others Must. SoJo Journal: Educational Foundations and Social Justice Education, v8 n1 p1-11. After the September 11, 2001, terrorism attack, bumper stickers appeared vowing "9/11 We Will Never Forget," yet Indigenous Peoples' telling of historical events of terrorism and violence is dismissed or expected to be forgotten. Critical race theory and tribal critical race theory are used to conduct an analysis of subjugated Indigenous histories and perspectives in an examination of settler colonialism and its constructions of "American," "citizen," and "patriot" that positions Indigeneity as suspect, withholding an accurate telling of history. Accessing counterstories of Native Americans and literature of Indigenous scholars, the author examines indoctrination and censorship of knowledge, situating the current attack on critical race theory as continuing Indigenous erasure and exclusive citizenship in what she describes as a "patriotism of remembrance." Drawing from Native Peoples' subjugated histories, the author advocates for… [Direct]

David Chinofunga; Philemon Chigeza; Subhashni Taylor (2022). Senior High School Mathematics Subjects in Queensland: Options and Trends of Student Participation. Prism: Casting New Light on Learning, Theory & Practice, v4 n1 p72-85. In the State of Queensland in Australia, Years 11 and 12 students can opt to study calculus based or non-calculus based mathematics. Calculus based mathematics subjects are a prerequisite for Science, Technology, Engineering and Mathematics (STEM), which has been identified as critically important for current and future productivity by the Australian government. The objective of this study was to identify broad trends in senior Queensland students' participation in calculus and non-calculus based Mathematics purely from a statistical viewpoint using a large data set from the Queensland Curriculum and Assessment Authority (QCAA). To this end, trends in Years 11 and 12 students' participation in calculus based Mathematics B and C, and non-calculus based Mathematics A and Prevocational Mathematics between 2010 and 2019 was investigated. The QCAA data was analysed using quantitative methods to identify trends in student participation in the various mathematics subject options. The data… [PDF]