Donald, Stephanie Hemelryk (2019). Follow the Yellow Brick Road: The "Passeur," the Gatekeeper and the Young Migrant Film-Maker. Film Education Journal, v2 n1 p48-61. In the first part of this article, the author reflects on her experience of making film-making workshops with young people in Australia, China and the UK an integral component of a research project on the representation of child migrants and refugees in world cinema. She then sets her approach to these workshops in the context of Alain Bergala's ideas about film education, of which she had initially been unaware. In discussing a couple of further workshops that she ran in the UK and Australia as part of the 'Cin√©ma, cent ans de jeunesse' programme, she focuses particularly on the benign or obstructive role of institutional gatekeepers, who act as intermediaries or agents determining the terms of access to children and young people for film educators, researchers and practitioners. The legal, protective and ethical dimensions of the relationship between educator, gatekeeper and participating students are discussed. The article cites cases in which the interaction worked well, and… [PDF]

Chakraverty, Devasmita (2022). A Cultural Impostor? Native American Experiences of Impostor Phenomenon in STEM. CBE – Life Sciences Education, v21 n1 Article 15 Mar. Using a framework of colonization in science, technology, engineering, and mathematics (STEM), this U.S.-based study examined how seven Native American PhD students/ postdoctoral scholars experienced impostor phenomenon. Participants were identified/ contacted at a national conference on minorities in STEM through purposeful sampling. Surveys computed impostor phenomenon scores on a validated scale, while interviews documented how identity and culture contributed to impostor phenomenon in academia. Using a phenomenological approach, interviews were analyzed inductively using a constant comparative method. Surveys scores indicated high to intense impostor phenomenon. Interviews with the same participants further identified the following aspects of impostor phenomenon in relation to their minoritized identity: cultural differences and lack of understanding of Indigenous culture, lack of critical mass and fear of standing out, academic environment, family background and upbringing, and… [Direct]

(2022). Student and Graduate Profiles. 2022 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) The global pandemic presented many challenges for colleges, college students and for graduates entering the labour market; (2) These challenges likely resulted in some students altering their learning goals and entry to college. As well, graduates entered a job market where many employers had shut down or were only offering minimal services. The impact on students and graduates is reflected in some of the data in this report; (3) Each year, there are approximately 500,000 students and clients in Ontario's public colleges. More than 260,000 are full-time… [PDF]

Caelli, Nicole; Graham, Veronica; Hunter, Ernest; McCalman, Janya; Travers, Helen (2023). Towards Best Practice during COVID-19: A Responsive and Relational Program with Remote Schools to Enhance the Wellbeing of Aboriginal and Torres Strait Islander Students. School Psychology International, v44 n2 p214-235 Apr. Purpose: From 2018, the Schools Up North (SUN) programme worked with three remote Australian schools to enhance their capability and resilience to support the wellbeing and mental health of Aboriginal and Torres Strait Islander students and staff. This paper explores the implementation of SUN during the first two years of COVID-19 (2020-2021). Method: Using grounded theory methods, school staff, other service providers and SUN facilitators were interviewed, with transcripts and programme documents coded and interrelationships between codes identified. An implementation model was developed. Results: The SUN approach was place-based, locally informed and relational, fostering school resilience through staff reflection on and response to emerging contextual challenges. Challenges were the: community lockdowns and school closures; (un)availability of other services; community uncertainty and anxiety; school staff capability and wellbeing; and risk of educational slippage. SUN strategies… [Direct]

Avery, Leanne M.; Hains, Bryan J. (2017). Oral Traditions: A Contextual Framework for Complex Science Concepts–Laying the Foundation for a Paradigm of Promise in Rural Science Education. Cultural Studies of Science Education, v12 n1 p129-166 Mar. The overarching goal of this paper is to bring a diverse educational context–rural sayings and oral traditions situated in ecological habitats–to light and emphasize that they need to be taken into consideration regarding twenty-first century science education. The rural sayings or tenets presented here are also considered alternative ways of learning and knowing that rural people (elders and children) acquire outside of school in rural places of home and habitat. Throughout this paper we explore the complex nature of rural sayings or tenets that have been shared by community elders and examine their historic scientific roots. In so doing, we uncover a wealth of information regarding the diverse rural sociocultural and ecological connections and the situated macro and micro-contexts from which these tenets arise. We argue for a preservation and educational revitalization of these tenets for current and future generations. We show how this knowledge both augments and differs from… [Direct]

Brown, Deborah; Campos-Remon, Hannah; Ellerton, Peter; Hegazy, Hind; Mazzola, Claudio; Zaphir, Luke (2023). Working from Theory: Developing the Bases of Teachers' Critical Thinking Pedagogies through Action Research. Educational Action Research, v31 n1 p78-93. This paper describes how an action research process, centred around a professional development program for teaching critical thinking, enabled teachers in a specialised program for high-achieving Aboriginal and Torres Strait Islander students (Solid Pathways) to develop their pedagogical practices to support student cognition. It argues that a well-structured action research approach supports and enables teachers to link theory to practice in developing their pedagogy, especially where such development implies a shift away from content and curriculum-oriented pedagogy. Principal among these mechanisms are the grounding of practice in theory, well-designed practical activities, special materials that help bridge theory and practice, and collaboration among practitioners in undertaking transformative pedagogical change. The conclusions from this study support the claim that these four key mechanisms are crucial to the implementation of a critical thinking pedagogy and describe how… [Direct]

Aulia Fitri, Ika; Ferdiansyah, Sandi; Wulandari, Ayunda (2022). Photovoice as a Means of Self-Reflection: Portraying Sociocultural Adaptation in Service Learning. Intercultural Education, v33 n6 p630-638. This article reports on a preliminary finding of sociocultural adaptation experienced by two pre-service teachers (PSTs) during a service-learning program. They wrote photo-voices, a photo-mediated self-reflection, to share how they adapted to the sociocultural life of their first two-week service learning. Using the U-heuristic analysis model, this study found three contributing factors that helped them build sociocultural adaptation skills: peer support, self-motivation, and assimilation. Meanwhile, the PSTs' photo-voices also shared their concern when maintaining sociocultural engagement, such as language differences and indigenous traditions. The findings suggest intercultural awareness development of PSTs to build sociocultural adaptation in the context of service learning…. [Direct]

Barry, Kaya; Bissell, David; Brennan-Horley, Chris; Buckle, Caitlin; Cretney, Raven; Duffy, Michele; Fabian Hasna, Mohd; Harada, Theresa; Kelly, David; Kon-yu, Natalie; Lobo, Michele; Shahani, Fatemeh; Sumartojo, Shanti; Van Holstein, Ellen; Witcomb, Andrea; Wolifson, Peta (2020). Practising Lively Geographies in the City: Encountering Melbourne through Experimental Field-Based Workshops. Journal of Geography in Higher Education, v44 n3 p406-426. This article explores diverse ways of experiencing the city through an experimental field-based workshop supported by the Institute of Australian Geographers and this journal. The two-day methods practice workshop attracted 40 participants and aimed to train doctoral students and early career researchers in practices of observing, feeling, listening, mapping and visualizing the city. This paper aims to demonstrate how learning new methods that include Embodied Observation, Qualitative GIS, Locative Media Ethnography and Sonic Methodologies enabled 16 participants to encounter and experience the City of Melbourne in novel ways. The group learning environment and co-authored pieces that assemble diverse reflections demonstrate that the workshop is a form of innovative teaching and learning that has implications for Higher Education in Geography, but is yet to be explored more fully in the pedagogic literature. The experimental workshop has ongoing pedagogical benefits given the… [Direct]

November, Nancy; Sturm, Sean; Wolfgramm-Foliaki, 'Ema (2020). Pathways to the Past: Effective Pedagogies for Maori and Pasifika Students in the Historical Disciplines. Teaching and Learning Research Initiative Current research into, and definitions of, historical literacy do not adequately acknowledge the cultural backgrounds of indigenous learners across the historical disciplines and levels. Nor do they recognise the vital role of historical literacy in empowering indigenous students. In talanoa (conversations) with Maori and Pasifika students and teachers of a range of ethnicities from across the historical disciplines, the authors asked: How can we inspire indigenous students to feel at home in the historical disciplines, do well in them, and make them their own? In this report, the authors argue that pedagogy in the historical disciplines that sustains Maori and Pasifika students culturally enables them to perform their culture through historical literacy–and thus to see history (both history per se and their histories) as open to their knowledge, critique, and ownership. This study explored the role of culturally sustaining pedagogy in teaching historical literacy in two ways…. [PDF]

Darryl Monteau (2020). Defining Success on Their Own Terms: Narratives of American Indian/Alaska Native Master's Degree Recipients from a Predominantly White Institution. ProQuest LLC, Ed.D. Dissertation, University of Kansas. This is a qualitative, basic interpretive study of American Indian/Alaska Native (AI/AN) tribal college/university (TCU) alumni of Haskell Indian Nations University who have subsequently completed and graduated with their master's degree from a large, predominantly white research university, the University of Kansas between 2013-2019. The purpose of this study is to understand their experiences and successes as graduate students completing their programs at a predominantly white institution. A sub-goal is to identify factors that were effective in their persistence as master's students. Harper's Anti-Deficit Achievement Framework (2010) was the inspiration in developing the interview. This study highlights the positive aspects of AI/AN graduate students experiences, shares the success of the students. and includes the challenges and barriers commonly referenced in research studies and scholarly articles for context. The findings from this study shows the main factor in AI/AN graduate… [Direct]

Fisher, Dahlia; Kurniawan, Iwan Setia; Toharudin, Uus (2021). Sundanese Traditional Game 'Bebentengan' (Castle): Development of Learning Method Based on Sundanese Local Wisdom. European Journal of Educational Research, v10 n1 p199-210. This study seeks to develop a learning method based on local wisdom that is developed to support the learning process. One of the pearls of wisdom used in developing learning methods is the traditional games of the Sundanese people, namely the Bebentengan game. This study aims to see the improvement of student learning outcomes by implementing the Bebentengan learning method. The mix-method, quantitative data and qualitative data are described based on the research findings. It involves as many as 298 students at various levels; Elementary School (ES), Junior High School (JHS), and Senior High School (SHS) and nine teachers. Data analysis using ANCOVA. The results showed that there was no significant increase in learning outcomes at all levels (sig. 0.020 <[alpha]). There is a significant difference in the learning of students who get Sundanese local wisdom-based learning methods at each level (ES, JHS and SHS). Based on the comparison between ES and JHS (Sig = 0.079> [alpha]),… [PDF]

Engman, Mel M.; Hermes, Mary (2021). Land as Interlocutor: A Study of Ojibwe Learner Language in Interaction on and with Naturally Occurring 'Materials'. Modern Language Journal, v105 suppl 1 p86-105 Jan. Ecological approaches to language learning and materials use represent educational settings as complex and dynamic systems by applying relational perspectives from the natural world in the classroom. For young bilingual Ojibwe learners, the natural world (i.e., local, rural, and reservation land) is a significant language learning resource unto itself. In the underrepresented context of Indigenous language reclamation in the Upper Midwest of the United States, local land is central to ways of knowing and being, thus it is also central to learning. This study examines the 'intra-actions' among land-based materials, an Ojibwe Elder, and immersion school youth on local forestland. Focusing on the interrelated nature of human and nonhuman elements, we rely on Indigenous perspectives of relationality and sociomateriality to expand and clarify the roles of land in Indigenous language learning for reclamation. This study highlights Ojibwe practices of relational consensual engagement with… [Direct]

John Iromea; Martyn Reynolds (2021). Access, Ethical Leadership and Action in Solomon Islands Education: A "Tok Stori". International Education Journal: Comparative Perspectives, v20 n3 p31-44. This article presents an investigation of a "grass roots" understanding of the relationship between ethical leadership in Solomon Islands and access, equity and quality in education. Access to education, a key element of the United Nations' Millennium Development Goals, is generally an aspirational matter framed by concrete factors such as new building programs, increased numbers of teachers, and so on. However, discussion about access can helpfully be extended by paying attention to ethical educational leadership because it supports students to attend school, especially when associated with the related concepts of equity and quality. This article re-thinks access through a "tok stori" process in a Solomon Islands context. We propose a concept of access that employs a nuanced, strengths-based, widened lens to take account of ethical, creative and purposeful actions of school leaders. This enables education authorities to recognise and develop the "soft"… [PDF]

Makoe, Mpine; Olcott, Don, Jr. (2021). Leadership for Development: Re-Shaping Higher Education Futures and Sustainability in Africa. Journal of Learning for Development, v8 n3 p487-500. Leading change in higher education has been a major challenge in countries of limited resources, such as those in Sub-Saharan Africa. Most African universities have struggled with this transition mainly due to lack of the requisite information and communication technology (ICT) infrastructure, inadequate expertise for online pedagogies and inability to provide computers to their students and staff. When faced with the recent changes, caused mainly by the COVID-19 pandemic that forced every person to work and learn remotely, many academic leaders were completely ill-prepared to deal with changes of this magnitude. The aim of this paper is to provide recommendations for shaping the future of higher education in Africa going forward. This will be done by analysing trends and opportunities created by these changes with the aim of accentuating the need for a renewed Pan-African Ubuntu that embraces the future, respects the unique dignity, cultures, languages and heritage of nations pre-… [PDF]

Corbett, Michael (2021). Re-Placing Rural Education: AERA Special Interest Group on Rural Education Career Achievement Award Lecture. Journal of Research in Rural Education, v37 n3. This article was developed from Michael Corbett's 2020 Rural Education Special Interest Group (SIG) Career Achievement Award Lecture. There has been an encouraging influx of new work, both in the United States and in other anglophone settler societies, as well as in Europe in the emerging field of rural education, influenced by developments in sociology, geography, political science, and area studies. The development of the field in terms of its assumed core pragmatist and idealist sociogeographic theorizations, which remains mired in 19th- and early 20th-century ideascapes that are no longer up for the task of helping to appropriately understand the current moment. An important component of this lingering modernist discourse is a vision of spatial transformation that juxtaposed ascendent urbanism and a parallel rural decline, which has in turn generated a defensive and exceptionalist place-based rural literature that misunderstands and even distorts the complexity of contemporary… [Direct]

Foley, Alexis D.; Martin, Jillian; McDermid, Kiyah T.; Moore, Candace M. (2021). Culturally Conscious Assessment as Pedagogy in Study Abroad: A Case Study of the Higher Education in the Ghanaian Context Program. Frontiers: The Interdisciplinary Journal of Study Abroad, v33 n1 p168-186. The Higher Education in the Ghanaian Context (HEGC!) study abroad program was created to engage participants in a critical examination of concepts related to power, privilege, and oppression within higher education settings in Ghana and the United States. The course has three components: pre-immersion, immersion, and emersion that are guided by a central question: What can this experience teach me about contributing to a global society through the application of culturally conscious practices in my field? To answer this question, HEGC! faculty incorporate culturally conscious pedagogy and assessment presented in this paper. The authors use a case study of the pedagogical and assessment approach for HEGC! as a form of assessment as pedagogy. This paper will provide an overview of the HEGC! study abroad program and the culturally conscious pedagogy and assessment strategies used. This paper concludes with implications for study abroad and assessment practices as well as intersubjective… [PDF]

Castagno, Angelina E. (2021). From Professional Development to Native Nation Building: Opening up Space for Leadership, Relationality, and Self-Determination through the Din√© Institute for Navajo Nation Educators. Educational Studies: Journal of the American Educational Studies Association, v57 n3 p322-334. Many of us have multiple stories that would be appropriate to tell given the theme of this Special Issue. I am compelled to tell a story about my work with teachers, teacher leaders, and other allies on the Navajo Nation. The Din√© Institute for Navajo Nation Educators (DIN√â) was started by teacher leaders who envisioned a collaborative professional development institute specifically for K12 teachers on the Navajo Nation. In their rural, Indigenous-serving schools, teachers are often asked to deliver scripted curriculum that is decontextualized, dehistoricized, and therefore, dehumanizing for their students, themselves, and their communities. Their vision for the DIN√â was developed and honed over many years in response to this context. In this essay, I will briefly describe the DIN√â, how and why it began, and its current status. I will focus on three critical spaces that have opened up in and through the DIN√â: teacher leadership, connection/relationality, and… [Direct]

Harper Benjamin Keenan (2021). The Mission Project: Teaching History and Avoiding the Past in California Elementary Schools. Harvard Educational Review, v91 n1 p109-132 Spr. In this article, Harper B. Keenan investigates the treatment of violence in elementary history education through a case study of a fourth-grade unit on the colonial history of California featuring "the mission project," a long-standing tradition in California's elementary schools that has students construct a miniature model of a Spanish colonial mission. Grounded in broader social and historical contexts, the study explores how the use of model making invites children to engage with colonial history and what the assignment reveals about how adults teach children about the violent past. Keenan argues that the mission project perpetuates a societal pattern of "ritual avoidance."… [Direct]

Alcock, Sophie; Haggerty, Maggie (2016). The Changing Roles of Early Childhood Care and Education in Aotearoa New Zealand: A Shifting Policy Landscape. Global Studies of Childhood, v6 n1 p136-146 Mar. This article examines the strengthening policy impetus in Aotearoa New Zealand towards bringing children, families and teachers into conformity with a view of children as commodities and the role of early childhood care and education as preparation for school, the workforce and market-oriented social futures. Through critically examining government website activity and key policy documents, we argue that the new norms and accountabilities introduced in recent policies, foster an instrumentalist approach to children and families, impacting on early childhood care and education in narrowing and damaging ways. We call for local and international re-examining of the place, purpose and principles of early childhood care and education…. [Direct]

Warrington, Colleen (2018). Reconciliation in the Classroom. BU Journal of Graduate Studies in Education, v10 n2 p32-38. Canada is beginning to work toward reconciliation with Indigenous people. Serious mistakes have been made in the educational system which have led Canada to the current situation in which relationships with Indigenous people are in need of repair. This paper outlines the ways in which classroom teachers are integral to the reconciliation process through relationships, physical spaces, and lesson content. Through personal relationships between Indigenous and non-Indigenous people, culturally inclusive physical spaces, and curricular content that includes Indigenous perspectives, classroom teachers will contribute to reconciliation with Indigenous people in Canada…. [PDF]

Lam, Kevin D. (2019). Critical Ethnic Studies in Education: Revisiting Colonialism, Genocide, and US Imperialism–An Introduction. Equity & Excellence in Education, v52 n2-3 p216-218. A critical ethnic studies in education is a way to extend or push notions of equity and justice in education. It is necessary given the deleterious impact of neoliberal policies and practices that support an a historical, apolitical, and non-materialist understanding of history. The four articles in this symposium offer a critical comparative studies in education and provide a basis of analysis around themes like genocide, colonialism, and imperialism…. [Direct]

Spillman, David (2017). Coming Home to Place: Aboriginal Lore and Place-Responsive Pedagogy for Transformative Learning in Australian Outdoor Education. Journal of Outdoor and Environmental Education, v20 n1 p14-24 Apr. In a significant way, the growing body of place-responsive research and practice within outdoor education in Australia can be perceived as an eco-inspired response to both the devastating impact of colonization on our ecological communities and the concomitant sense of "placelessness" or lack of a sense of belonging and purpose experienced by many Australians. In this regard, there has always been an ally in Aboriginal Lore, which worked to maintain ecological and social balance and wellness in Australia for thousands of years prior to the arrival of Europeans. Yet, it has been argued that many outdoor education programmes continue to perpetuate the colonial and anthropocentric discourses clearly responsible for much of this ecological and social damage. Not surprisingly, several place-responsive proponents have flagged the value of local partnerships between outdoor educators and Aboriginal people. This paper offers a brief critique of these dominant discourses and their… [Direct]

Grainger, Peter R.; Willis, Alison S. (2020). Teacher Wellbeing in Remote Australian Communities. Australian Journal of Teacher Education, v45 n5 Article 2 p18-37 May. This paper reports on a project aimed at investigating teacher wellbeing in remote communities in Australia. It utilised a multiple case study methodology to investigate the lived experiences of remote Australian teachers, particularly how remote teachers simultaneously manage the wellbeing and academic needs of their students. Findings show how the challenges of working in remote places impact teacher wellbeing and provides six practical recommendations about how to better support remote teachers. There is a present need to develop a framework of remote teachers thriving, so systems and communities are not over-reliant upon teachers' individual resilience in hard-to-staff places…. [PDF]

Ikeda, Cathy Kanoelani (2018). Carving out Inclusive Sanctuaries for Participation in Higher Education. Policy Futures in Education, v16 n7 p866-876 Oct. The work that we do and how we do that work is formed through our view of the world, shaped within our own ways of knowing and prioritized by the needs of people and the lessons of place. This article illustrates what one educational policy, filtered through one way of knowing, and prioritized by the needs of people and place looks like in higher education. Kuahuokala, a metaphor for third space manifestation, is used to carve out inclusive sanctuaries in the university. It is a praxis of Hawaiian epistemology through four intentional guides: "ho?ai, ?aina momona, kuahuokala", and "a?o aku a?o mai". These intentions reveal a (k)new old wisdom that simplifies complexity into purpose and common sense. The defining of the metaphor as well as these intentions frame this paper to transform the dialogue at the university, raise consciousness through action, and set policy in motion…. [Direct]

Murphy, M. Shaun; Stavrou, Stavros Georgios (2019). Identity-Making through Cree Mathematizing. Canadian Journal of Education, v42 n3 p692-714 Aut. We describe mathematics classroom teaching practice in an urban Canadian prairie Cree-bilingual school using the term "Cree mathematizing," which, to us, means (re)considering Euro-Western school mathematics from the perspectives of the Cree people engaging with the content. "Cree mathematizing" takes the form of classroom lessons in which mathematical terms are translated between English and Cree, shared through stories situated in time, place, and relationships, and contextualized by the experiences of the students and teachers. In terms of the narrative conception of identity-making, "Cree mathematizing" is a process of engaging in school mathematics that necessitates Cree educators and students to understand themselves as producing mathematics through their unique experiences and stories, making "Cree mathematizing" a partial representation of identity. We argue that "Cree mathematizing" is a subversive practice that challenges… [PDF]

Gebhard, Amanda (2019). Discursive (Re)Productions of (Im)Possible Students in the Canadian Prairies. Discourse: Studies in the Cultural Politics of Education, v40 n6 p902-916. This article applies post-structural theories of discourse, power, and performativity to trouble dominant ways of knowing Aboriginal education in the Canadian Prairies that racialize student subjects. A discourse analysis of interview transcripts traces how discourses of innocent teachers and (im)possible Aboriginal learners deploy the historicity of colonial forces to (re)create the conditions of possibility for exclusionary educational practices. The author employs the concept of 'impossible student' to analyse teachers' negotiation of discourses that position Aboriginal students as everything the 'good' student is not, and thus outside the bounds of studenthood — before they even arrive at school. The concept of discursive performatives is used to offer insights into how persistent inequalities in Aboriginal education might be shifted within everyday practices, and to argue the need for rethinking what it means to be a teacher and a learner in a settler society…. [Direct]

Bhengu, Thamsanqa T.; Svosve, Evangelista (2019). Transforming Education through School-Community Partnerships: Lessons from Four Rural Early Childhood Development Schools in Zimbabwe. Africa Education Review, v16 n2 p16-35. This article presents and discusses the findings of a multi-case study that was conducted in four remote rural early childhood development (ECD) schools located in the Chiredzi district, in Masvingo province, Zimbabwe. The article explored how school heads enhanced resources mobilisation in remote rural ECD schools through school-community partnerships in order to improve teaching and learning conditions. Semi-structured interviews were conducted with the school heads, deputy heads and teachers in charge. Document reviews and observations were also used to augment data from interviews. Invitational leadership was used as an analytic tool for the study. The findings suggest that the school heads succeeded to some degree in bringing parents and various stakeholders to the ECD schools to deal with the challenges facing them. Various strategies were used including tapping into local knowledge to ensure that parents who could afford to pay fees managed to do so…. [Direct]

Patel, Leigh (2019). Fugitive Practices: Learning in a Settler Colony. Educational Studies: Journal of the American Educational Studies Association, v55 n3 p253-261. In this article, I connect the ways that learning is fundamental to life, for human and nonhuman beings. I write this article at a time of crystalline xenophobic backlash, the rise of several totalitarian regimes across the planet, as well as the formation and action from many social movements. I argue that in this moment, it is even more important for education and education studies to distinguish between the achievement-measured desires of a settler state from what learning itself is and how it is intertwined with live and sovereignty. To highlight learning as fugitive practice, I connect the ways that learning has been maintained and protected even when it has been forbidden, foreclosed and seemingly withered through colonialism…. [Direct]

Dietz, Gunther; Guilherme, Manuela (2017). Interview to Boaventura de Sousa Santos. Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, v16 n1 p17-27 Feb. In this interview, Professor Boaventura de Sousa Santos addresses, on the one hand, the process of transnationalisation of universities and the neoliberalisation of the classical model of the European university. On the other hand, he stresses that the recognition of difference and internal pluralism of science, which have pervaded the universities during the last decades, is now losing steam. However, he believes that the emergence of the Epistemologies of the South he proposes may contribute to the re-foundation of a new university more suited to the ethos of the 21st century, since the reconstruction or reinvention of confrontational politics requires an epistemological transformation. Therefore, he proposes a new, polyphonic university (or better, pluriversity) as this epistemological transformation unfolds. This means that the political alliances of the future will have an epistemological dimension characterized by an articulation or combination of different and differently… [Direct]

Bidois, Vaughan; Earle, David; Lane, Chris; Te Maro, Pania (2019). Literacy, Achievement and Success in a Maori Tourism Certificate Programme: Reading the World in Order to Read the Word. International Journal of Lifelong Education, v38 n4 p449-464. This article critiques international assessment of adult literacy using research findings from students completing a Maori tourism certificate who achieved significant gains in assessment. It is argued that the focus of literacy assessments potentially forces educators to narrow their teaching and learning approaches, manoeuvring them into teaching toward singular or "convergent literacy." This leads to utilising teaching and learning strategies drawn from the cultural and social capital of the dominant culture, which is problematic for students without abundance of such capital. Blending Kaupapa Maori research theory with appreciative inquiry, research revealed that students made significant gains in assessment scores because their educators acknowledged and utilised ways in which they made sense and meaning of their world. Educators drew upon the social and cultural capital of students and engaged them as partners in culturally based teaching and learning processes…. [Direct]