Annisa, Azza Ismu; Mundilarto (2020). Developing an Instrument for Assessing the Physics Cognitive Learning Achievement of High School Students through Local Wisdom-Based Fieldwork. Online Submission, Jurnal Ilmiah Peuradeun v8 n2 p299-312 May. This study aims to reveal (1) the construct and (2) the characteristics of the developed instrument for assessing Physics cognitive learning achievement of high school students in outdoor learning models through local wisdom-based fieldwork. This research was a research and development using the approach developed by Mardapi (2012: 110). The steps taken included (1) preparing instrument specifications, (2) writing the instrument, (3) reviewing the instrument, (4) doing instrument trial, (5) analyzing the instrument, (6) improving the instrument, assemble the test (8) implementing the test, and (9) interpreting measurement result. The results of the study showed that the Instrument of cognitive skills consisted of 50 items with two-tier multiple choices focused on indicators of cognitive skills. The instrument was categorized fit the PCM 1PL and the difficulty level of the items ranges from -1,00 to 1,22 which means the items were in a good category. The reliability of the items was… [PDF]

D√°vila, Erica R.; Luna, Jody M.; Reynoso-Morris, Alyssa (2018). Pedagogy of Permaculture and Food Justice. Educational Foundations, v31 n1-2 p57-85 Spr-Sum. We contend that the pedagogy of permaculture offers radical possibilities. In this article, we share our philosophical underpinnings of the pedagogy of permaculture using a case study of an international service learning project. We offer (1) a literature review creating a case for the use of permaculture with definitions for the ethics and principles, (2) we go deeper into permaculture versus conventional design and pedagogy leading into a (3) case study of a permaculture project: the rationale, design, and implementation of community surveys and a school-based aquaponics unit, then we analyze (4) the possibilities of the "Pedagogy of Permaculture," utilizing permaculture principles to help us think of our practice as critical STEM educators and finally, (5) we focus on the ways permaculture supported our work throughout the experience highlighted in this article. We make a call to you, the reader, to join our movement and apply the Pedagogy of Permaculture to your… [PDF]

Dreamson, Neal (2018). Culturally Inclusive Global Citizenship Education: Metaphysical and Non-Western Approaches. Multicultural Education Review, v10 n2 p75-93. Global citizenship education (GCE) is supposed to be culturally inclusive in its literal sense. In this metaphysical study, I argue that GCE is grounded in epistemology-driven knowledge systems that may facilitate a particular mode of being (e.g. abstract or liberal individualism) and an epistemic system (e.g. instrumentalism), and its insufficient ontological and axiological discourses may result in cultural exclusivity. By applying the three dimensions of metaphysics, namely ontology, epistemology and axiology as a methodological approach to cultural diversity, I critically review GCE literature and its pedagogical values through lenses of non-Western values embedded in Aboriginality, Buddhism, Confucianism, Hinduism, Islam and Taoism. In the conclusion, I argue that culturally inclusive GCE needs to be reconceived in a way to promote authentic intercultural interaction, and to do so, non-Western cultures/religions need to be repositioned as equal participants in culturally… [Direct]

Doab, Anna; Gorman, Edward; Gray, Joanne; Phillips, Angela; Power, Tamara; Smith, Rachel; Virdun, Claudia (2018). Ensuring Indigenous Cultural Respect in Australian Undergraduate Nursing Students. Higher Education Research and Development, v37 n4 p837-851. Like other Westernised countries, Australia's history of colonisation, racism and oppression has impacted upon Indigenous Peoples' health and well-being. It is also evident that institutional racism and ongoing colonisation are present in the Australian health system. Better preparation of health professionals to work in a culturally respectful way can contribute to addressing health disparities and prejudices. One approach to enabling the development of cultural respect is through embedding an Indigenous graduate attribute (IGA) across curricula and ensuring the process is thoughtfully developed and assessed. This paper describes and discusses the process of developing an assessment criteria template (ACT) to assess Indigenous cultural respect in an undergraduate nursing degree programme. Critical to the project was meaningful engagement with Indigenous stakeholders and Indigenous leadership to inform the development and implementation process. Although the context will vary… [Direct]

de Beer, Josef; Vaughn, Melissa Speight (2020). Contextualising Science and Mathematics Teacher Professional Development in Rural Areas. Perspectives in Education, v38 n2 p213-226. Science and mathematics teacher professional development in South Africa does not adequately address teachers' pedagogical content knowledge or ability to integrate indigenous knowledge into the curriculum. This situation is partly due to traditional teacher professional development programmes that utilise top-down and expert-driven approaches without consulting teachers. This "one- size-fits-all" model is rarely relevant to teachers' classroom realities, especially in rural areas. The research question that guided this research was: How could the professional development intervention be contextualised to better meet the educational needs of a rural environment? In this paper, we explore the design principles for teacher professional development interventions that could addressthe needs of teachers and the context, acknowledging that teachers in rural areas face different challenges compared to teachers in urban areas. We use the Hantam region of the Northern Cape Province… [Direct]

(2021). "We Believe in Collective Magic": Honoring the Past to Reclaim the Future(s) of Literacy Research. Literacy Research: Theory, Method, and Practice, v70 n1 p428-447 Nov. This article explores the concept of literacy futurisms as guided by the 2019-2021 Scholars of Color Transitioning into Academic Research Institutions cohort, who conceptualize themselves as part of an emergent literacy research collective. Drawing on the knowledges of our ancestors and children, we offer dimensions of a framework-in-the-making (grounded on intersectionality, translanguaging, decoloniality, ancestral, play, and collectivity) for reenvisioning and reclaiming the future(s) of literacy research. We invite readers to engage in multimodal play as co-conspirators in reclaiming literacy research. [This article was authored by The Literacy Futurisms Collective-in-the-Making.]… [Direct]

(2021). Student and Graduate Profiles. 2021 Environmental Scan. Colleges Ontario This report shares data relating to Ontario student and graduate profiles in the following areas: (1) College activity; (2) Numbers of Ontario college applicants, students and graduates; (3) Domestic learner demographics and characteristics; (4) Apprentices; (5) Continuing education students; (6) Graduates; (7) Perceptions; and (8) Key performance indicators. Notes on data sources are included. Among the highlighted findings are: (1) Each year, more than 500,000 students and clients are served by Ontario's public colleges. Of this group, more than 260,000 are full-time post-secondary students; (2) There were 193,823 distinct applicants for the 2019-20 academic year; (3) Fifty-five per cent of new fall 2020 entrants to Ontario post-secondary institutions enrolled in a college; (4) In 2019-20, total funded, full-time equivalent (FTE) post-secondary enrolment in the colleges was 211,441 (including funded full-time, part-time and tuition-short programs); (5) More than 95,000… [PDF]

Biesta, Gert; Carter, Jenni; Cervinkova, Hana; Forde, Deirdre; Hattam, Robert; Heugh, Kathleen; O'Keeffe, Suzanne; O'Toole, Leah; Osborne, Sam; Paige, Kathryn; Peters, Michael A.; Rasinski, Lotar; Rigney, Lester-Irabinna; Soong, Hannah; S√§fstr√∂m, Carl Anders; Tesar, Marek; Wrench, Alison (2022). Philosophy of Education in a New Key: Publicness, Social Justice, and Education; A South-North Conversation. Educational Philosophy and Theory, v54 n8 p1216-1233. Public education is not just a way to organise and fund education. It is also the expression of a particular ideal about education and of a particular way to conceive of the relationship between education and society. The ideal of public education sees education as an important dimension of the common good and as an important institution in securing the common good. The common good is never what individuals or particular groups want or desire, but always reaches beyond such particular desires towards that which societies as a whole should consider as desirable. This does, of course, put the common good in tension with the desires of individuals and groups. Neo-liberal modes of governance have, over the past decades, put this particular educational set up under pressure and have, according to some, eroded the very idea of the common good. This set of contributions reflects on this state of affairs, partly through an exploration of the idea of publicness itself — how it can be… [Direct]

Nolan, Kathleen; Weston, J. Harley (2015). Aboriginal Perspectives and/in Mathematics: A Case Study of Three Grade 6 Teachers. in education, v21 n1 p12-22 Spr. The marriage of Aboriginal perspectives and mathematics is complex and comes with multiple interpretations. Through the research presented in this paper, we propose that one possibility for a lasting relationship between Aboriginal perspectives and mathematics lies in understanding more about teachers' experiences and stories from their own mathematics classrooms, with their own students. The purpose of this paper, and of the research project informing this paper, is to understand how Grade 6 teachers in one particular Canadian province (Saskatchewan) are addressing Aboriginal-focused curriculum goals/outcomes and to listen to teachers' perspectives on teaching mathematics with a distinctly Aboriginal focus. Data collection consisted of focus group discussions, individual interviews, and classroom observations with three case study teachers (Chris, Joe, and Lindsay). In this paper, we present three brief vignettes constructed out of the data, which provide a glimpse into the… [PDF]

Yomantas, Elizabeth Laura (2021). New Possibilities for Culturally Responsive Experiential Education in Teacher Education. Journal of Experiential Education, v44 n1 p31-49 Mar. Background: Understanding how students conceptualize culturally responsive service learning (CRSL) before and after an experiential education (EE) program has the potential to inform the instructional and theoretical designs and long-term possibilities of EE programs in teacher education. Purpose: To (a) explore students' early-trip conceptions of CRSL in comparison with their end of trip conceptions while on a month-long EE program in rural Fiji and (b) examine which self-reported experiences facilitated the transformation of participant understandings of CRSL. Methodology/Approach: This study was situated in EE theory and critical pedagogy and utilized a narrative inquiry methodology. Findings/Conclusions: Students held traditional notions of service in their early-trip definitions. In their end of trip definitions, the participants' definitions transformed to include new understandings. Implications: CRSL is a complex concept that requires cyclical reflexivity and… [Direct]

Masrizal, Masrizal; Muhammad, A. R.; Suhaimi, Suhaimi; Sulaiman, Sulaiman; Zulfikar, Teuku (2021). Integration of Character Education Based on Local Culture through Online Learning in Madras Ahaliyah. Cypriot Journal of Educational Sciences, v16 n6 p3293-3304. The focus of this article's discussion is related to the integration of character education based on local culture at "Madrasah Aliyah" (Senior High School) in Aceh. The participants were determined purposively, and they were six "Madrasah" principals, and 50 teachers served at "Madrasah Aliyah" (Islamic secondary school ) throughout Aceh. The data were analyzed following the procedures of qualitative research. The results of the study suggest that the integration of character education based on local Acehnese culture was carried out through integration in learning, the preparation of a Characteristic Learning Implementation Plan (RPP) module, the role of the teacher as a role model, and the development of pesantren (boarding school) culture. The integration of character education based on local wisdom at "Madrasah Aliyah" in Aceh has implications for student character development, such as religion, integrity, critical thinking, independence,… [PDF]

Carwile, Christey (2021). Race, Power, and Place: Lakota Lessons from Pine Ridge Reservation. Michigan Journal of Community Service Learning, v27 n1 p129-153 Win. Drawing on three years of partnership with residents of the Pine Ridge Reservation in South Dakota, I discuss some of the insights and challenges of working toward a critical community engagement that is antiracist, anti-colonial, and "place-engaged" (Siemers et al., 2015). I specifically reflect on how the bridging of academic practice with Indigenous models of teaching and learning can offer a powerful way to center social justice in community engagement work. I model this approach by discussing academic concepts and pedagogies used in the classroom alongside Lakota concepts and stories shared during our engagement. I then include the voices of students as they critically reflect on lessons of racial privilege, Indigenous survivance, and reciprocity/allyship. Lastly, this article is my own attempt at some form of reciprocation, as a way to respond to the common expectation that many Lakota elders/teachers expressed during our time with them–that we share these lessons… [PDF]

Belcher, Deanna Chappell; Fitch, Katie S.; McGregor, Kristidel (2019). Reclaiming Your Time: Tools from Culturally Responsive Pedagogy (CRP) for Making General Interventions Local. Educational Forum, v83 n3 p266-277. In the last 20 years, teachers have been placed in an impossible bind: we know that classrooms are situated in geographic and sociohistorical contexts, but we are required to implement one-size-fits-all interventions. In this article, three classroom teachers turned teacher educators share ideas for how to use culturally responsive pedagogy to align mandated interventions to the needs of students. We share our own stories as examples of how these principles look in practice in classroom communities…. [Direct]

Peacock, John (2018). The Best Kind of Wisdom: Elders as Instructors and Models for the Next Generation. Tribal College Journal of American Indian Higher Education, v29 n4 Sum. When Vernon Lambert and Lorraine Greybear graduated from the Fort Totten, North Dakota, Bureau of Indian Affairs (BIA) community school in 1957 and 1959, respectively, Dakota language and culture were not even taught. Lambert's mother had stopped speaking Dakota to him at home so he wouldn't have to learn English the hard way at school as she had. Like many of his generation, he grew up understanding but not speaking the language. Dakota language and culture were just beginning to be taught in tribal schools by the time his own children started going, but there was a dearth of teachers Lambert's age to teach these subjects, so Lambert's mother began a 25-year career teaching the language to her grandchildren and subsequent generations. Eventually Lorraine Greybear would succeed her as the principal Dakota language instructor on the Spirit Lake reservation. In 2016 Lambert and Greybear became the first elders the Spirit Lake tribal council certified to be master's and Ph.D.-level… [Direct]

Baptista, Geilsa Costa Santos (2018). What Is the Purpose of Ethnobiology in Biology Teacher Training?. Science Education International, v29 n2 p96-102 Jun. This article aims to discuss the purpose of ethnobiology in biology teachers' training based on conceptions of biology teachers before and after their participation in a training course for science teachers that involved ethnobiology. The research was developed in 2009 and involved semi-structured interviews with nine biology teachers of public schools in the state of Bahia (Northeastern Brazil). Analyses were conducted inductively, using categories based on the teachers' answers and carefully studying literature on science teaching. Results indicate that teachers expanded their conceptions about ethnobiology after their participation in the training course. They perceived this science as the study of complex relationships between human beings and other living beings. They also perceived the importance of exploring their students' cultural knowledge to the intercultural dialog and having ethnobiology as a tool in this process. It is concluded that ethnobiology contributes to the… [PDF]

Stewart, Alistair James (2018). A Murray Cod Assemblage: Re/Considering Riverscape Pedagogy. Journal of Environmental Education, v49 n2 p130-141. This article enacts Deleuze and Guattari's (1987) concept "assemblage" to craft a riverScape pedagogy that is informed by, and responsive to, the Murray Cod, the river, and its circumstances. The Murray Cod, the largest fish species in Australia's Murray-Darling Basin, has diverse cultural meanings. Cod are at once a creation being of Indigenous people, a migratory predator that breeds in response to warm floodwaters, and a fish suffering significant ecological decline as a result of changes to land and water use in its habitat. Murray Cod assemblage weaves these elements together to re/create a bioegalitarian pedagogy, part thought experiment and part teaching strategy…. [Direct]

Kinloch, Valerie; San Pedro, Timothy (2017). Toward Projects in Humanization: Research on Co-Creating and Sustaining Dialogic Relationships. American Educational Research Journal, v54 n1 suppl p373S-394S Apr. In this article, we argue that co-constructing knowledge, co-creating relationships, and exchanging stories are central to educational research. Relying on humanizing and Indigenous research methods to locate relational interactions in educational research allows us to engage in transformative praxis and storying, or Projects in Humanization (PiH). We contend that PiH focus on the creation and sustenance of relationships; the human capacity to listen to, story with, and care about each other; and the establishment of more inclusive, interconnected, and decolonizing methodologies that disrupt systemic inequalities found in Western constructs of educational research. More specifically, in this article, we rely on research vignettes to argue for a necessary commitment that researchers must have to sustain, extend, and revitalize the richness of the languages, literacies, histories, cultures, and stories of and by those with whom they work…. [Direct]

Fitzpatrick, Katie (2018). Sexuality Education in New Zealand: A Policy for Social Justice?. Sex Education: Sexuality, Society and Learning, v18 n5 p601-609. In 2015, the New Zealand Ministry of Education released a new curriculum policy document for sexuality education in all schools — "Sexuality Education: A Guide for Boards of Trustees, Principals and Teachers". This policy is a rare international example of a curriculum document that explicitly values diversity, promotes inclusive school environments, and approaches sexuality education as an area of study (rather than a health promotion intervention). Since its release, the document has, however, gained little attention either of a scholarly nature or in terms of dedicated implementation in schools. One exception is a recent article in this journal by Sarah Garland-Levett, which raises some interesting and important concerns about the possibilities of such policy documents. I follow her lead here and continue the discussion about the place and potential of progressive sexuality education policy, and offer some thoughts about the content and intentions of this text…. [Direct]

Edwards, Gabrielle; Powell, Lisa Jordan; Renwick, Kerry (2021). 'We Are All in This Together': Investigating Alignments in Intersectoral Partnerships Dedicated to K-12 Food Literacy Education. Health Education Journal, v80 n6 p699-711 Oct. Background: Activities to foster food literacy in young people are increasingly common in schools, driven both by the public health sector and by curriculum mandates from education officials in government. In Canada, both Kindergarten-Grade 12 (K-12) classroom teachers and educators from community organisations deliver food literacy education programmes in schools, often framed as partnerships working in the interests of young people. Objective: The study examines the alignment between what both classroom teachers and community educators state are the desired outcomes for students of their food literacy education work and the topics/activities they engage in with students. Design, setting and method: We surveyed and interviewed teachers and community educators in British Columbia, Canada, and utilised participant observation and secondary data from food literacy education network activities. Results: Shared food literacy education goals and topics/activities were evident in the… [Direct]

Ikeda, Janice; Liebenberg, Linda; Vincent, Amber; Wood, Michele (2020). The Role of Educational Spaces in Supporting Inuit Youth Resilience. Child Care in Practice, v26 n4 p390-415. Indigenous youth in Canada grow up in communities shaped by the enduring political and economic legacies of settler colonialism. These legacies continue through systemic marginalisation, manifesting in strained sociocultural resources, intergenerational trauma, and poorer psychosocial outcomes for youth. To redress these outcomes, communities are drawing on traditional culture, together with life philosophies and frameworks, to identify relevant resources that better support young people and their development. Research findings support these approaches, demonstrating the importance of cultural continuity and related enculturation, in promoting improved psychosocial outcomes. The emerging question however, is how to foster increased engagement by children and youth. "Spaces & Places," a participatory action study positioned within a resilience framework, responds to this question. In this article, we draw on findings from one of the three participating communities to… [Direct]

Corlett, Melissa (2020). Building the Moral Imperative to Do Better by Maori Students: A Pakeha Teacher's Reflection. set: Research Information for Teachers, n2 p43-48. The goal of the Poutama Pounamu blended learning course is to promote contexts for change where equity, excellence, and belonging for Maori and all learners can be realised. In this article I share some key learnings from my own journey through this course. I reflect on my path towards honouring the Treaty of Waitangi, including the challenges I have experienced in confronting Pakeha privilege and deficit theorising. I share my developing understanding of what it means for Maori to achieve success as Maori, as well as the meaning of ako and unfinishedness. Growing my own critical praxis has been uncomfortable, but the journey I share in this article is ultimately about hope. I believe that we can collaboratively build education to do better by Maori students, to benefit all learners and the nation…. [Direct]

Chapman, James W.; Tunmer, William E. (2019). Reading Recovery's Unrecovered Learners: Characteristics and Issues. Review of Education, v7 n2 p237-265 Jun. Reading Recovery (RR) was developed in New Zealand in the early 1980s to provide 30 minutes of daily individualised literacy instruction over 20 weeks for students struggling with learning to read after one year of formal schooling. Considerable research has been undertaken on the RR programme. While results indicate short-term success for some students, each year 15-30% of students do not successfully complete the programme and are therefore 'unrecovered'. Research on the characteristics of these unrecovered students is sparse. This review examines findings on the characteristics of unrecovered students. These RR students typically have limited phonemic awareness and phonemically based decoding skills, and lower scores on RR screening measures on entry to RR than 'recovered' students. In New Zealand, unrecovered students tend to be enrolled in schools serving lower socio-economic neighbourhoods, and tend to be from Maori or Pasifika (Polynesian Pacific Island heritage) backgrounds…. [Direct]

Warren, Alison (2019). Professionalism in Early Childhood Teaching: A Posthumanist Perspective. Early Childhood Folio, v23 n2 p29-34. Professionalism in early childhood teaching is shaped within contexts, relationships, and multiple discourses of professionalism, as well as historical and enduring maternalism. This article uses posthumanist ideas from Deleuze and Guattari to reframe professionalism as produced in relationships among human and other-than-human aspects of early childhood settings, including materials, theories, and regulations. This article unpacks two data excerpts from a research study into emotions in early childhood teaching. I suggest that early childhood teachers could explore creative ways to enact professionalism as complex, fluid, shifting processes negotiated within everyday happenings, rather than properties contained within human individuals…. [Direct]

Owens, Kay (2023). Managing the Ongoing Impact of Colonialism on Mathematics Education. Mathematics Education Research Group of Australasia, Paper presented at the Annual Conference of the Mathematics Education Research Group of Australasia (MERGA) (45th, Newcastle, Australia, Jul 2-6, 2023). This paper is a brief summary of a large historic research project in Papua New Guinea (PNG). The project aimed to document and analyse the nature of mathematics education from tens of thousands of years ago to the present. Data sources varied from first contact and later records, archaeology, oral histories, language analyses, lived experiences, memoirs, government documents, field studies, and previous research especially doctoral studies. The impacts of colonisation, post-colonial aid and globalisation on mathematics education have been analysed and an understanding of the current status of mathematics education established as neocolonial. Managing neocolonial education policies may minimise the loss of cultural ways of thinking…. [PDF]

Abdul Karim, Aidah; Abdul Manaf, Siti Zuraida; Hamdan, Analisa; JZ Nun Ramlan, Noor Fazrienee; Mat Deli, Mazzlida; Mat Salleh, Nor Syazwani (2019). An Evaluation of Content Creation for Personalised Learning Using Digital ICT Literacy Module among Aboriginal Students (MLICT-OA). Turkish Online Journal of Distance Education, v20 n3 Article 4 p41-58 Jul. ICT in the Malaysian education system serves as a tool to accomplish the National Education Blueprint 2015-2025. Under this blueprint, privileged groups such as the aborigines or Malaysian aboriginals will be given equal opportunity in education. However, a specific classroom teaching method is required to maintain the aboriginal students' focus and attention on their learning experiences due to their unique paradigm of learning. This study used the Partial Least Square (PLS) and Structural Equation Modelling (SEM) tool to examine the factors influencing personalised learning and digital self-learning ICT literacy module. It also measured the impact of personalised learning and digital ICT literacy module among secondary aboriginal students. This study involved 92 aboriginal students who participated in a transferable skills and ICT programme held in a public university in Malaysia. Results show that personalised learning positively supported the use of a digital ICT literacy module… [PDF]

Devine, Nesta; Stewart, Georgina Tuari (2019). A Critique of Rata on the Politics of Knowledge and Maori Education. Waikato Journal of Education, v24 n1 p93-101. This article unpacks and critiques the scholarship of Elizabeth Rata on the politics of knowledge in education. Rata represents a widespread, though covert, influence within the global academy of an imperialist form of philosophical universalisn, which has particular significance for Aotearoa New Zealand due to her vocal opposition to Kaupapa Maori education and Maori politics more generally. This article uses critical discourse analysis (CDA) to focus on the arguments of one key article, in order to expose its philosophical weaknesses. Our analysis shows that Rafa's scholarship is based on misconceptions of several key terms and concepts, which inexorably lead to inadequate arguments and invalid conclusions, and undermine the cogency of her claims about the 'dangers' of Kaupapa Maori education…. [PDF]

Jetly, Manisha; Singh, Nandita (2019). Analytical Study Based on Perspectives of Teacher Educators in India with Respect to Education for Sustainable Development. Journal of Teacher Education for Sustainability, v21 n2 p38-55 Dec. Education for sustainable development (ESD) has been accepted worldwide as one of the most powerful paradigms of thinking, which has a potential for changing the ongoing course of unsustainable development in order to save the fate of life on Mother Earth. As we prepare ourselves to achieve the 17 sustainable development goals (SDGs) of United Nations 2030 Agenda, it is crucial to analyze and reflect on the initiatives taken, which aim at sensitizing the stakeholders of education with the holistic concept of ESD, especially when it has been reported in the literature that countries of the Asia Pacific region have been slow in formally embracing the concept of ESD in their education system. With this contextual background, the present research paper aimed at understanding the prevailing perception of ESD amongst the teacher educators of India. A qualitative deductive content analysis methodology was adopted for an in-depth analysis of the subjective responses of teacher educators,… [Direct]

Burgess, Cathie; Guenther, John; Lowe, Kevin; Moodie, Nikki; Tennent, Christine; Vass, Greg (2019). A Systematic Review of Pedagogies That Support, Engage and Improve the Educational Outcomes of Aboriginal Students. Australian Educational Researcher, v46 n2 p297-318 Apr. This review analyses studies that identify pedagogies to support, engage and improve Aboriginal and Torres Strait Islander student outcomes. Some studies focus on pedagogies to support and engage, while others describe pedagogies that are designed to improve engagement, attendance and academic skills. The role of context emerges as a key theme, particularly in remote areas. In larger studies, Aboriginal students are often a subset of a larger student group, included because of socio-economic status and achievement levels. Key findings indicate a disconnect between practice and outcomes where links to improved outcomes are by implication rather than evidence. Further, definitions and detail about pedagogies are mostly absent, relying on 'common understandings' of what pedagogy means. This review highlights that most of the research identifies effective pedagogies to engage and support Aboriginal students rather than to improve their educational outcomes…. [Direct]

Gomashie, Grace A. (2019). Kanien'keha/Mohawk Indigenous Language Revitalisation Efforts in Canada. McGill Journal of Education, v54 n1 p151-171. This paper gives an overview of ongoing revitalisation efforts for Kanien'keha / Mohawk, one of the endangered Indigenous languages in Canada. For the Mohawk people, their language represents a significant part of the culture, identity and well-being of individuals, families, and communities. The endangerment of Kanien'keha and other Indigenous languages in Canada was greatly accelerated by the residential school system. This paper describes the challenges surrounding language revitalisation in Mohawk communities within Canada as well as progress made, specifically for the Kanien'keha / Mohawk language…. [Direct]

Meehan, Lisa; Pacheco, Gail; Pushon, Zoe (2019). Explaining Ethnic Disparities in Bachelor's Degree Participation: Evidence from NZ. Studies in Higher Education, v44 n7 p1130-1152. There are substantial ethnic gaps in higher education in NZ, despite considerable policy effort aimed at this concern. This study uses newly linked administrative data to examine the underachievement of Maori and Pasifika relative to Europeans. We follow a population cohort born between 1990 and 1994 from school through to young adulthood to assess the relative contributions of prior academic performance, socioeconomic status, and parental education to these gaps. Controlling for the relevant covariates narrows the Maori-European gap, and eliminates the Pasifika-European gap in bachelor's degree participation rates. Utilising Fairlie decompositions, we find that school performance is by far the largest contributor to the ethnic gaps. Socioeconomic status and parental education are also pertinent, but less important. Our results suggest that ethnic-based policies aimed at encouraging participation are likely to have a limited effect if used in isolation, and signal the need for policy… [Direct]