John-Shields, Agatha (2018). Tangerqengiaraucaraq (Being Present). ProQuest LLC, Ph.D. Dissertation, University of Alaska Fairbanks. This qualitative, participatory action research was conducted to investigate the following research questions: What are the attitudes of the teachers in ESDY 630: Language, Culture and Teaching in Secondary Schools class toward culturally responsive teaching and learning? How does participating in ESDY 630: Language, Culture and Teaching in Secondary Schools class affect attitudes of the educators? How do educators co-construct the relationship between standards and culturally responsive teaching and learning? Data were gathered from five pre-service teachers in the University of Alaska Anchorage Master of Arts in Teaching program in a 2-credit Language, Culture, and Teaching in Secondary Schools class. Data consisted of class recordings, student artifacts, teacher researcher journal and informal interviews. The data were analyzed using Constructive Grounded Theory framework. "Tangerqengiaraucaraq" (Being Present) emerged as a key concept based on the themes identified in… [Direct]

Arada, Kathleen; Bell, Philip; Sanchez, Anastasia (2023). Youth as Pattern Makers for Racial Justice: How Speculative Design Pedagogy in Science Can Promote Restorative Futures through Radical Care Practices. Journal of the Learning Sciences, v32 n1 p76-109. Background: We examine the development of youth sociopolitical consciousness and agency in an eighth-grade science classroom as students of color engage in critical speculative design activities, exploring the multi-scalar, racial realities and possibilities of the science and engineering of pervasive digital technologies–specifically involving the entanglement of lightwaves and melanin in computer vision and artificial intelligence (AI) technologies. Methods: Through case studies of two girls of color (ES and GS), we analyze the youths' learning pathways across three instructional phases: threading practices (learners' sociopolitical interpretation); weaving practices (learners' coordination of multiple ways of knowing and being in relation to their interpretation); and patternmaking practices (learners' visions of more just patterns, practices, and politics through speculative design). Findings: Our analyses show how youth use their felt, cultural, and community knowledges, as… [Direct]

Naryatmojo, Deby Luriawati (2019). Internalization the Concept of Local Wisdom for Students in the Listening Class. Arab World English Journal, v10 n1 p382-394 Mar. The purpose of this study is to find out the principle of composing listening materials that contain local wisdom based on the dimensions of roles and parts. The problem formulation of this study is how the principle of composing listening materials that contain the value of local wisdom based on the dimensions of roles and parts. The findings of this study can be used as a reference in making learning models, especially listening materials which can be used as a means to foster students' characters related to their culture and appreciation toward local wisdom. The research design used in this study is research and development (R & D) design. This research produces roles with local wisdom to be an emotionally better person for a harmonious life, especially when the students are engaged in group discussion activities. To teach local wisdom related to environment care can be done through learning activities. It can be seen how the students are actively participating in the… [PDF]

Margarita Bianco; Robin Brandehoff; Yenitza Castillo-Tristani (2024). Honoring the Ancestors: A Culturally Responsive Response to Intervention Framework for Diverse, Twice-Exceptional Students. Gifted Child Today, v47 n4 p274-285. In this article, the authors illustrate how teachers use a strength based, culturally responsive Response to Intervention (RTI) framework to meet the varied needs of a culturally diverse, twice-exceptional student. Using a case-based approach, the authors demonstrate how classroom teachers and specialists collaborate with the student and her family to create an individualized system of supports designed to nurture the student's gifted potential while simultaneously addressing her cultural needs and learning disabilities. Using a hypothetical case, a student's curiosity about her Puerto Rican heritage and multiracial identity becomes the central focus as teachers build a thematic unit of instruction that honors her ancestors. As the student learns about her Indigenous Ta√≠no and African heritage, she is taught to use specific evidence-based learning strategies to improve her memory, study skills and build on her curiosity and multilingual strengths. Throughout the article, the authors… [Direct]

Kirby, Dale; Prechotko, Christopher (2022). Participation and Persistence of Adult Basic Education Students at a Rural College Campus on Manitoulin Island. Canadian Journal for the Study of Adult Education, v34 n2 p29-55 Dec. Little research has been conducted to examine the participation and persistence of adult basic education students in northern and rural Canada. This explanatory sequential mixed-methods study was conducted with adult learners to address this research deficit. The study consisted of questionnaire and interview phases. Using thematic analysis, five themes were identified from the participant responses: (a) positive, supportive, personal touch; (b) situational hardships; (c) friendships and community; (d) campus Indigeneity; and (e) program resources. Situational hardships directly affected students' program participation and persistence. A positive, supportive environment contributed to participation and persistence, while friends, community, and program resources influenced student persistence in the program. Participants identified campus Indigeneity and promotion of the program as areas for improvement…. [Direct]

Celestino Mariano Gallardo; Denise E. Silfee; Jessica L. Black; Stephany RunningHawk Johnson (2022). An Indigenous Intercambio Program: Empowering Underrepresented STEM Students to Participate in Scientific and Cultural Exchange through Study Abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, v34 n3 p16-43 Oct. The Panama-Heritage University Indigenous Intercambio Program (PIIP) is a science and cultural exchange between participants from both the United States (US) and the Ng√§be and Bugl√© (NB) of Panama. This study abroad program is specifically designed to resonate with the cultural backgrounds of Latinx and Native American students together with the Indigenous community they work with. PIIP provides a model for developing a community-based study abroad experience that is empowering for both students and host communities. Data gathered from US students, the NB participants, and a PIIP professor were analyzed to examine questions exploring how taking underrepresented minority students on an international experience is different–both for the study abroad student and the host community. We explore how power dynamics are always at play and begin to redefine the purpose of study abroad. Mutual learning, an exchange of ideas, and a relationship built on reciprocity and respect form the… [PDF]

Andrea Marcelli (2022). "Entrudo": Ethnography of the Contemporary Challenges of Azorean Informal Education in Light of Ecopedagogy. Online Submission Ecopedagogy demands we identify non-orthodox educational practices, under the assumption that only by valuing marginal or unconventional experiences we could face the educational challenges emerging from globalization. My dissertation opens with a theoretical study that is dedicated to the establishment of the best epistemological categories to tackle the above issue. In doing so, it assesses different investigative approaches and eventually sides with Lave and Wenger's 'communities of practice.' Furthermore, the research establishes criteria for the operationalization of the above framework by identifying two specific epistemological concepts–situatedness and practice–and their related operationalizations: 'negotiability continuum' and 'apparatus complexity.' These operationalizations are furtherly identified as the key to detect 'peripheral participation,' which is key to well-functioning communities of practice. In doing so, it demonstrates compliance with genealogical research…. [PDF]

Garc√≠a-Huidobro, Juan Crist√≥bal; Love-Jones, Renata; Morris, Stacy; Peters, William; Wortham, Stanton (2020). Educating for Comprehensive Well-Being. ECNU Review of Education, v3 n3 p406-436 Sep. Purpose: Educational approaches that advocate "well-being," the "whole child," "social and emotional learning," "character," and the like emphasize human development beyond the acquisition of knowledge and skills. These approaches vary widely in their views of human nature, their visions of a good life, and their prescriptions for educational practice. This article maps out heterogeneous contemporary approaches to "well-being" and related constructs, thereby allowing researchers, educators, and policymakers to understand the divergent assumptions made by the proliferating approaches to education that go beyond academics. Design/Approach/Methods: This article presents results from a 2-year project, which included interviews with advocates of different approaches and review of key literature about eleven educational approaches to "well-being," the "whole child," "social and emotional learning,"… [PDF] [Direct]

Waithaka, Esther N. (2017). Choice of the Medium of Instruction in Kenyan Preschools: Averting Xenocentrism. Journal of Education and Practice, v8 n9 p210-216. This qualitative study sought to prompt a critical and reflective discourse on the dismal use of mother tongue in Kenyan early childhood education (ECE) institutions in an attempt to detect existence of xenocentrism. Although the Kenyan ECE policy framework sanctions use of the language of the catchment area when teaching and communicating with the young learners, many teachers continue to use English. Though studies have tried to identify factors that deter use of mother tongue, it is not clear whether the practice could be an indicator of xenocentrism. The objectives of the study were to assess parents' and teachers' competence in mother tongue, how they valued mother tongue and their willingness to have children learn their mother tongue. The study used descriptive research design. The population comprised preschool teachers and parents with children in preschools in a rural zone in Kiambu County. Data was collected through interviews. The results revealed that parents and… [PDF]

Francis Bobongie (2017). Family+Stories=Research. Qualitative Research Journal, v17 n4 p345-355. Purpose: The purpose of this paper is to draw on the author's research involving girls who leave their Torres Strait Island communities for boarding colleges in regional Queensland, Australia, and the academic, social and cultural implications that impede the transition process between community and school. While this paper discusses some of the research outcomes, its main focus is the unique indigenous research paradigm "Family+Stories=Research", devised for and utilised within this project. This paradigm centres on the Australian indigenous kinship system and was implemented in two specific phases of the research process. These were: the preliminary research process leading up to the implementation of the research project; and the data collection phase. In turn, both phases enable the cultural significance of the kinship system to be better understood through the results. Because observations and storytelling or "yarning" were primarily used through both phases,… [Direct]

Amani Bell Ed.; Remy Y. S. Low Ed.; Suzanne Egan Ed. (2023). Using Social Theory in Higher Education. Palgrave Macmillan This open access book offers a unique and refreshing view on working with social theory in higher education. Using engaging first-person accounts coupled with critical intellectual analysis, the authors demonstrate how theory is grappled with as part of an ongoing practice rather than a momentary disembodied encounter. In a structure that creates a space for relational dialogue, each chapter is followed by a response from another author, demonstrating the varied interpretive possibilities of social theory. Collectively the authors invite the reader to engage with them in questioning the usefulness of social theory in higher education teaching and research, in considering its possibilities and limits, and in experiencing the opportunity it offers to understand ourselves and our work differently. Written in a way that is scholarly yet accessible, the contributors explore how social theories can be used to think through issues that are emerging as key social and political concerns in… [Direct]

Averill, Robin; Taeao, Sinapi (2020). "Tu'utu'u le upega i le loloto–Cast the Net into Deeper Waters": Using Research and Practice to Rethink Mathematics Pedagogy–Let's Dance!. set: Research Information for Teachers, n1 p49-57. Teaching Pasifika learners effectively to improve their educational outcomes is an education priority in New Zealand. New ways to maximise learning are needed. This article shows how dance, a cultural experience of many Pasifika learners, offers strong opportunities for enhancing learning across the curriculum while impacting positively on feelings of wellbeing and belonging. Drawing from the first author's experiences of teaching secondary school mathematics and Poly club, and a wide range of research literature on the many affordances of dance, we describe the potential of Pasifika dance as a culturally responsive and culturally sustaining mathematics pedagogy. Ways to explore the mathematics embedded in the Samoan sasa dance with students are described using a sample unit outline. Challenges and supports for teachers of mathematics for using Pasifika dance in their mathematics teaching are discussed…. [Direct]

Donovan, Sarah K., Ed.; Storms, Stephanie L. Burrell, Ed.; Williams, Theodora P., Ed. (2020). Teaching through Challenges for Equity, Diversity, and Inclusion (EDI). Rowman & Littlefield Publishers Colleges and universities cannot ignore the increasingly diverse student population in their classrooms, and how a focus on equity, diversity, and inclusion across disciplines trains students in the intercultural awareness they will need in competitive job markets. Yet while faculty may be aware of a need to understand EDI goals in relationship to their disciplines, and institutions may support EDI in theory, the onus of pedagogical training in EDI often falls on individual faculty. This book was written by faculty and administrators for educators who value the goals of EDI, and seek an intellectual community to help them develop their practice. Important to this book is an honest discussion of common challenges faculty may face when they engage in this difficult work, and effective strategies for addressing those challenges. The chapters are grouped according to six different themes: respect for divergent learning styles; inclusion and exclusion; technology and social action;… [Direct]

Takayanagi, Taeko (2019). Informal Learning and Literacy among Maasai Women: Education, Emancipation and Empowerment. Routledge Research in International and Comparative Education. Routledge Research in International and Comparative Education "Informal Learning and Literacy among Maasai Women" highlights the importance and role of informal education in the emancipation and development of Maasai village women in Kenya. At present, knowledge and research on the impact of informal learning and literacy on community development is limited, and there is a gap between policy level discussions and women's lived experiences. Using a postcolonial feminist framework, this book sets out to examine linkages between informal learning and literacy, human development and gender inequality. Despite improvements in recent years, access to traditional education remains restricted for many women in rural communities across Kenya. Takayangi's book is the first to introduce how Maasai village women utilise informal learning and literacy for collective empowerment as well as to sustain their own well-being and that of their families. It presents the perspectives of both local women and institutions and argues that women's learning is… [Direct]

Arrowsmith, Colin; Mandla, Venkata Ravibabu (2017). Institutional Approaches for Building Intercultural Understanding into the Curriculum: An Australian Perspective. Journal of Geography in Higher Education, v41 n4 p475-487. Australia is one of the most culturally diverse countries in the world. Since World War II, seven million immigrants from more than 150 countries have settled in Australia. Since that time, Federal governmental changes to its policies on immigration has recognized the importance of cultural diversity in its population. Educational institutions have also responded by initiating a variety of strategies and developing curricula aimed at achieving equitable education and social outcomes and promote the acceptance of people from ethnically diverse backgrounds. This paper first examines how Australia has developed policy that has enabled education to become its third largest export market worth more than AUD$18 billion in 2014-2015. It focuses on some of the state and federal government policies that have encouraged the internationalization within the primary, secondary and tertiary education sectors and then gives an overview of some of the institutional strategies and policies that have… [Direct]

Rubie-Davies, Christine; Te Ava, Aue (2016). Cook Islands Students' Attitudes towards Physical Education. Australian Journal of Teacher Education, v41 n4 Article 8 Apr. Teacher education has the potential to bring changes within educational systems that can shape the knowledge and skills of future generations. Teaching in a culturally responsive manner is an important part of developing teachers to serve as key change agents in transforming education and society through research, from the perspectives of student learning and achievement in health and physical education. It was expected in this study that students' recognition of cultural activities could inspire them to engage in physical education. The aim of the study was to examine student awareness of teaching that included cultural activities, with an emphasis on Cook Islands traditional cultural values. One hundred and one students and three teachers from three different schools participated in the study. Only 5% of the student population were non-Cook Islanders. A quantitative methodology was used to analyse the results and findings of the data using an initial Exploratory Factorial Analysis… [PDF]

Dennis L. Rudnick, Editor (2024). Resisting Divide-and-Conquer Strategies in Education: Pathways and Possibilities. Myers Education Press "Resisting Divide-and-Conquer Strategies in Education: Pathways and Possibilities" examines the ways in which divide-and-conquer strategies operate in the American public education system. In U.S. education, these mechanisms are endemic and enduring, if not always evident. Coordinated, strategic, well-funded, politically-viable campaigns continue to stoke fear, othering, villainization, and dehumanization of minoritized groups, pushing false and problematic narratives that inhibit progress toward social justice. Weaponizing hegemony and leveraging misinformation, reactionary agents and institutions seek to suppress truth, block access to democratic participation, and dismantle education and other sites of emancipatory possibility through the strength of divide-and-conquer mechanisms, pitting relatively disempowered groups against one another to preserve the dominant social order. Readers of this book will encounter conceptual and critical interrogations of divide and… [Direct]

Lloyd, Marion (2021). "Witch Doctors" or Professionals? The Graduates of Mexico's First Intercultural University and the Struggle for Legitimacy. Education Policy Analysis Archives, v29 n160 spec iss Nov. Since 2003, the Mexican government has opened 11 intercultural universities serving a total of 15,000 students, a majority of whom are members of Mexico's Indigenous minority. While there is a growing body of work analyzing the intercultural model from public policy and theoretical perspectives, few studies focus on the experiences of the students and graduates of these institutions. In this article, I share the findings of one such study of the Intercultural University of Mexico State, the pioneer of the intercultural universities. Through interviews with graduates, students, and deans of three undergraduate intercultural programs, I seek to answer a central question, which is rooted in critical and decolonial theory: To what degree does the intercultural model achieve its stated mission of empowering Indigenous students and to what degree does it contribute to the reproduction of inequality? In general, the findings are mixed. While many students share experiences of discrimination… [PDF]

Sabzalian, Leilani; Shear, Sarah B.; Snyder, Jimmy (2021). Standardizing Indigenous Erasure: A TribalCrit and QuantCrit Analysis of K-12 U.S. Civics and Government Standards. Theory and Research in Social Education, v49 n3 p321-359. This article details a national study of U.S. K-12 civics and government state-mandated standards, drawing specific attention to how Indigenous nationhood and sovereignty are represented. Utilizing QuantCrit methodologies informed by Tribal Critical Race Theory, this study makes visible colonial logics embedded within state civics and government standards that normalize the erasure of Indigenous nationhood, or that subtly and discursively erase Indigenous nationhood in other ways. Additional attention is also given to states that explicitly affirm contemporary Indigenous nationhood and sovereignty within the standards. By examining the ways state standards erase and/or affirm Indigenous nationhood and sovereignty, our hope is to support Indigenous and allied educators in their collective efforts to transform standards in their respective states to more responsibly reflect and support Indigenous nationhood and sovereignty…. [Direct]

Aporosa, S. Apo; Bulisala, Sianiti Nakabea; Fa'avae, David Taufui Mikato; Hemi, Keakaokawai Varner (2021). "Imua": Reflections on "Imua," "Talanoa-va" and Leadership in the Ongoing Strategic Journey of a New Zealand University. Waikato Journal of Education, v26 spec iss p11-34. The appointment of the University of Waikato's first Assistant Vice-Chancellor Pacific in February 2019 was an important milestone, not only recognising years of work and dedication by numerous Pacific and Maori staff, but triggering a new strategic direction for 'Pacific at Waikato'. This paper explains that journey, one that is underpinned by Pacific cultural legacies, strengths, values and identity; built on talanoa-va; informed by research, data analytics, student and community voice; combined with strategic thought and planning; and outworked in the pan-Pacific epithet, 'imua'. This is a story of resilience, determination, negotiating a pandemic, problem-solving and innovation in an environment that seeks a 'culture of belonging' and where Pacific learners are encouraged to be themselves in the pursuit of educational achievement. This paper will be of interest to education providers, stakeholders and policy makers…. [PDF]

(2022). Academic Integrity in the Creative Arts. Australian Government Tertiary Education Quality and Standards Agency Work produced during a course of study in the creative arts may differ from assessment in other disciplines in the following ways: (1) it is non-text-based: work may consist of a performance, video recording, digital or interactive work, music composition, audio recording, or physical artefact; and (2) it is creative: works demonstrate individual authorship, incorporating original and subjective elements. While breaches of academic integrity, such as plagiarism and contract-cheating, can occur in the creative arts, defining academic integrity, and detecting breaches of integrity in creative arts works is complex. This paper addresses the topics of academic integrity as authentic learning, embedding academic integrity in the creative arts curriculum, institutional academic integrity policy and the creative arts, and designing creative arts assessment for academic integrity…. [PDF]

Somerville, Margaret (2016). Queering Place: The Intersection of Feminist Body Theory and Australian Aboriginal Collaboration. Review of Education, Pedagogy & Cultural Studies, v38 n1 p14-28. In this article the author used an auto-ethnographic philosophical approach to construct a fragile history of the present. Margaret Somerville reports doing this through tracing key moments and movements of queering feminist poststructural theory and evolving a queering method of body/place writing through her embeddedness in Aboriginal stories. Throughout Somerville's academic work she had been deeply influenced by Australian Aboriginal oral stories and structures of language and thought. The gesture of queering place through which place became Country for her was only made possible through body/place writing that allowed her to articulate something from the incommensurable space between self and other, self and world…. [Direct]

Mufundirwa, Charles; Onwu, Gilbert O. M. (2020). A Two-Eyed Seeing Context-Based Approach for Incorporating Indigenous Knowledge into School Science Teaching. African Journal of Research in Mathematics, Science and Technology Education, v24 n2 p229-240. This paper is about using a 'Two-Eyed Seeing' approach as the process of co-learning for incorporating elements of indigenous knowledge into school science teaching. Two groups of 150 Form 3 integrated science learners drawn from six high schools in Mutare, Zimbabwe, comprised the study sample. One group of learners, the control group, was taught the concepts of forces in structures in the traditional way. The other, the experimental group, was prepared using a context-based Two-Eyed Seeing framework. A mixed-method but primarily quantitative research approach involving a pre-test-post-test control group quasi-experimental design was used to investigate the achievement differences between the two groups of learners. A content knowledge test (CKT) and a paper-and-pencil theory of practical skills test (PST) were administered to the two groups prior to and following instruction. The analysis showed that the experimental group produced significantly better results than the group… [Direct]

McKnight, Lucinda; Morgan, Andy (2020). A Broken Paradigm? What Education Needs to Learn from Evidence-Based Medicine. Journal of Education Policy, v35 n5 p648-664. The paradigm of evidence-based education continues to inform the development of policy in a number of countries. At its simplest level, evidence-based education incorporates evidence, often that provided by randomised controlled trials, into classroom practice. England's Education Endowment Foundation is in the process of exporting evidence-based school education, promoted as a medical approach, to other countries, including Australia. Australia is in the process of establishing an Education Evidence Base, informed by the government's 2016 Productivity Commission report. While the literature around evidence-based education is explicit in identifying its basis in medicine, there has been little medical input into its development. Interdisciplinary examination of the medical literature reveals the contested nature and troubled state of evidence-based medicine and what policymakers need to consider to maximise the benefits of this translation into education…. [Direct]

Quinn, Therese (2020). About Museums, Culture, and Justice to Explore in Your Classroom. School : Questions. Teachers College Press Museums are public resources that can offer rich extensions to classroom educational experiences, from tours through botanical gardens to searching for family records in the archives of a local historical society. With clarity and a touch of humor, Quinn presents ideas and examples of ways that teachers can use museums to support student exploration while also teaching for social justice. Topics include disability and welcoming all bodies, celebrating queer people's lives and histories, settler colonialism and decolonization, fair workplaces, Indigenous knowledge, and much more. This practical resource invites classroom teachers to rethink how and why they are bringing students to museums and suggests projects for creating rich museum-based learning opportunities across an array of subject areas. The book features: (1) Links museums, classroom teaching, and social movements for justice; (2) Focuses on the cultural contributions of people of color, women, and other marginalized… [Direct]

Maynard, John (2007). Circles in the Sand: An Indigenous Framework of Historical Practice. Australian Journal of Indigenous Education, v36 suppl p117-120. This paper seeks to identify and explore the differences of Indigenous approaches to historical practice. Why is history so important to Indigenous Australia? History is of crucial importance across the full spectrum of Indigenous understanding and knowledge. History belongs to all cultures and they have differing means of recording and recalling it. In essence, the paper explores the undercurrents of Australian history and the absence for so long of an Aboriginal place in that history, and the process over the past 40 years in correcting that imbalance. During the 1960s and 1970s the Aboriginal place in Australian history for so long erased, overlooked or ignored was suddenly a topic worthy of wider attention and importance. But despite all that has been published since, we have not realistically even touched the surface of what is buried within both the archives and oral memory. And quite clearly what has been recovered remains largely embedded within a white viewpoint of the past…. [Direct]

Borden, Lisa Lunney; Wiseman, Dawn (2016). Considerations from Places Where Indigenous and Western Ways of Knowing, Being, and Doing Circulate Together: STEM as Artifact of Teaching and Learning. Canadian Journal of Science, Mathematics and Technology Education, v16 n2 p140-152. The editors have challenged us to consider STEM within the Canadian educational context. We find that the push to STEM is based on stories that frame the need for STEM within an economic imperative. Though some people are questioning the prevailing story and attempting to tell stories about STEM as a more integrated approach to teaching and learning, this work remains based in Western assumptions and philosophies. Based on our work alongside Aboriginal people, peoples, and communities, we offer another take on STEM, not as a framework for teaching and learning but rather as an artifact that emerges from teaching and learning…. [Direct]

Fleer, Marilyn (2018). Child Development in Educational Settings. Cambridge University Press Child Development in Educational Settings provides a comprehensive introduction to traditional and contemporary theories of development and learning in the contexts of early childhood and primary education. Drawing upon the experiences and perspectives of children, families, educators and Aboriginal and Torres Strait Islander scholars, Marilyn Fleer provides insights into significant theories and approaches, including cultural-historical, constructivist, social constructivist, maturational and ecological systems. The book features four major case studies, which are revisited throughout, to examine how learning and development can be re-imagined within socially, culturally and linguistically diverse communities. This approach enables readers to use theories to analyse and measure learning and development in planning and curriculum, and to feel empowered to enact change in their educational settings. Written in an engaging and accessible style, Child Development in Educational Settings… [Direct]

Moeed, Azra; Rofe, Craig; Smallbone, Catherine (2017). Learning Science: Putaiao in an Indigenous School–A Review of the Theory and Practice. Science Education International, v28 n3 p199-206 Sep. This paper presents a literature review of theory and briefly presents insight from a case study. The literature review attempts to explain what Putaiao is, how it is being taught, and the learning of Putaiao. It also investigates the Putaiao curriculum and the challenges currently being faced. The literature covers students from early childhood, primary, and secondary school, and in this review, it is mainly limited to Maori immersion classrooms and schools. Further work is needed focusing on teacher education and professional development of Putaiao teachers. Putaiao as a subject is facing several challenges that may be combated through more specific interventions – rather than studies investigating Kura as a whole. Despite the challenges faced, the literature overall has a positive outlook in which Putaiao is enjoyed by students who see it relates to their own knowledge and culture. The case study took place in a Maori medium school that caters for year 9-13 students. Two teachers… [PDF]

Settee, Priscilla; Thomas-Prokop, Shelley (2007). Community University Research Agreement. Australian Journal of Indigenous Education, v36 suppl p38-44. This paper describes the process of engaging the extended Indigenous community within Saskatoon and the surrounding First Nations communities in what would be a first major research project between Indigenous communities and the University of Saskatchewan. A management committee was established comprised of all the major Saskatoon/Saskatchewan Indigenous organisations, such as the Federation of Saskatchewan Indians, Saskatoon Tribal Council, First Nations University of Canada and other community-based groups to ensure that research reflected First Nations and Metis needs. The project called "Bridges and Foundations" awarded some 35 projects close to two million dollars in research funds. The money was awarded through graduate student research bursaries, and community-based projects which highlighted the needs of Indigenous women, youth, students, elders and urban populations. The three research themes included respectful protocol, knowledge creation, and policy development…. [Direct]