Joaqu√≠n T. Arg√ºello de Jes√∫s; Mary Rice (2024). Decolonizing Digital Accessibility within Land/Water Realities Using Minimal Computing. Learning, Media and Technology, v49 n5 p755-768. The purpose of this essay is to conceptualize accessibility in digital education for school children through a minimal computing perspective. This perspective prioritizes the contextual, social, and relational as part of the ethic of minimal computing mantra to consider "What." "We." "Need." To achieve our goals, we begin with a story from a classroom in rural New Mexico, then we problematize definitions of accessibility for computing in educational settings considering how an identification as having disabilities is situated within colonial monolingual/monocultural structures that position minds and bodies as deficient. We connect these structures to capitalistic educational technology movements like using "personalized" instructional materials that do little to support the identities of children in spaces like the rural Southwest. Finally, we highlight what accessibility might look like as conceptualized from a land/water perspective where… [Direct]

Katherine Hartmann; Michael Martin (2021). A Critical Pedagogy of Agriculture. Journal of Agricultural Education, v62 n3 p51-71. Socio-cultural issues within our agrifood system such as social inequality, personal and community health, and the environment have been the subject of interdisciplinary inquiry and curriculum from inside and outside of education, but exploration of these topics from within Agriculture Education is lacking. The importance of these issues, as well as the responsibility that agriculture educators have to fostering agency and consciousness in the next generation of agriculturalists, requires that School Based Agriculture Education formulate a pedagogical framework to address them. This paper introduces a new pedagogical approach to be applied across SBAE programs–a critical pedagogy of agriculture. In order to accomplish this, (a) the need for a critical pedagogy of agriculture is discussed, (b) the history of critical theory and critical pedagogy is explained as well as other critical pedagogies that have emerged to address similar and overlapping issues with agriculture, and (c)… [PDF] [Direct]

Ritchie, Jenny (2015). Social, Cultural, and Ecological Justice in the Age the Anthropocene: A New Zealand Early Childhood Care and Education Perspective. Journal of Pedagogy, v6 n2 p41-56 Dec. Educators have an ethical responsibility to uphold the wellbeing of the children, families and communities that they serve. This commitment becomes even more pressing as we move into the era of the Anthropocene, where human induced climate changes are disrupting the planet's systems, threatening the survival of not only humans, but of eco-systems and the earth's biodiversity. This paper draws upon examples from Aotearoa (New Zealand) to demonstrate ways in which a critical pedagogy of place informed by local traditional knowledges can inform early childhood education whilst also enhancing dispositions of empathy towards self and others, including more-than-human others…. [Direct]

Blanchard, Lynda-ann; Nix, Mike (2019). Creating Spaces for Radical Pedagogy in Higher Education. Human Rights Education Review, v2 n2 p64-83. This paper tells stories from a higher education study abroad collaboration entitled "Investigating Diversity, Human Rights and Civil Society in Japan and Australia." Starting from a pedagogical focus on students' active learning about human rights, this project has come to value relationship building–between academic institutions, civil society and community groups, and individuals. We ask 'what is human rights education?', and argue for a radical pedagogy in which knowledge about human rights and diversity is negotiated in 'third spaces' (Bhabha). In an attempt to address the 'im/possibility of engaging with alterity outside of a pedagogic relationship of appropriation or domination' (Sharma), learners 'become border crossers in order to understand otherness on its own terms' (Giroux). As the stories demonstrate, active learning also requires active unlearning (Spivak). Pivotal to our radical pedagogy is a conception of human rights education as dialogic and that creates… [Direct]

Smithers, Gregory D. (2019). Native Ecologies: Environmental Lessons from Indigenous Histories. History Teacher, v52 n2 p265-290 Feb. Since the late 1960s, the fields of indigenous and environmental history have boomed. In the United States these large, nuanced, and often-overlapping historiographies have provided college educators with enormous scope to re-evaluate the past and contextualize contemporary political and social issues related to Native peoples and the environment. Given the synergies between indigenous and environmental histories, it seems only reasonable that college instructors challenge students to think critically about the historical complexities of contemporary indigenous and environmental issues. This essay presents readers with historiographical examples of the types of reference points that might be effectively deployed in the college classroom to encourage students to develop historical frameworks that enhance civic engagement and sociopolitical decision-making on issues related to Native ecological knowledge and environmental sustainability. The author's analysis builds on the insights of… [PDF]

Stevens, Kirsten (2019). Supporting Teacher Confidence and Perceived Competence in Relation to Culturally-Responsive Pedagogy Utilising Communities of Learning Kahui Ako. Kairaranga, v20 n2 p30-39. This professional inquiry investigates how Community of Learning Ka hui Ako across-community teachers (ACT) can support teacher confidence and perceived competence in relation to their culturally-responsive pedagogy. Communities of Learning Ka hui Ako are explored in terms of defining what makes a community successful and how they can be used as a vehicle for accelerating the achievement of Ma ori learners. A review of the literature surrounding culturally-responsive pedagogy, its enablers and barriers, as well as evidence that Communities of Learning Ka hui Ako can address this, is examined. A semi-structured interview was used to explore Community of Learning Ka hui Ako ACT perceptions of culturally- responsive pedagogy and successful practice. Findings from this inquiry suggest that the mechanism of Communities of Learning Ka hui Ako though the ACT is having a positive impact on teacher confidence and perceived competence in relation to culturally-responsive pedagogy through the… [PDF]

Thaman, Konai Helu (2019). Sustainable Development for Whom? A View from Oceania. International Education Journal: Comparative Perspectives, v18 n3 p1-13. Sustainable development, like climate change, has become the new rave globally, regionally, and nationally. At the University of the South Pacific (USP), where I work, it is in your face when you open its website: "Excellence and sustainability in higher education". It is also assumed that most people in the world today know what the 17 Sustainable Development Goals (SDGs) are and most educators know about Education for Sustainable Development (ESD). Many people who talk about, teach, and do things related to ESD know that ESD is not straightforward or as easy as they would like or had expected. In this presentation, I problematize the notion of ESD by first providing a brief background of what ESD means to the international community by discussing the United Nations Decade of Education for Sustainable Development (DESD 2004-14). I then examine selected Pacific notions of ESD and their implications for formal education…. [PDF]

Lynch, Kathryn; Stapleton, Sarah Riggs (2021). Fostering Relationships between Elementary Students and the More-Than-Human World Using Movement and Stillness. Journal of Environmental Education, v52 n4 p272-289. We join scholars who criticize the Western separation of humans and the more-than-human (MtH) and believe that an emphasis on the MtH within students' local community is supported by repeated exposure. We take an ethnographic approach to study a collaborative program between a university, a local nonprofit, and a US public elementary school that organizes field trips to a local arboretum three times per year, over students' elementary career. We share longitudinal ethnographic data over four years, following the first cohort from K-4th grade, describing ways in which students appear to connect with the MtH. We propose a construct for building connection to the MtH that includes a balance between aspects and activities we call "Movement" and those we call "Stillness." We suggest that shifting between movement and stillness requires scaffolded, embodied practice. We propose that including movement and stillness aspects in EE, when scaffolded over time, can help… [Direct]

Ramos-Holgu√≠n, Bertha (2021). Comprehending Interculturality and Its Future Directions in English Language Teaching and Teacher Education in the Colombian Context. HOW, v28 n3 p93-104. Interculturality has to do with the personal relational aspects of caring about the other. In this sense, interculturality confronts and challenges untruths and stereotypes that deny the existence of diversity. This article aims to provide a comprehensive view of what interculturality means, as well as to contribute to current and future trends in the field of English language teaching and teacher education in Colombia. I present examples of intercultural practices as possibilities to understand and explore interculturality in ELT, and I share a review of studies that have undertaken this complex conception of interculturality…. [PDF]

Klein, Rudi; Sinnayah, Puspha; Winchester, Maxwell (2021). Block Teaching and Active Learning Improves Academic Outcomes for Disadvantaged Undergraduate Groups. Issues in Educational Research, v31 n4 p1330-1350. In 2018, Victoria University adopted a new teaching delivery model, now known as the Block Teaching Model (BTM). The aim of this study focuses on how this new approach to teaching has impacted student learning and academic success, in particular for students who come from a disadvantaged background, compared with those who come from a non-disadvantaged background. In this study, disadvantage is defined by the following categories: non-English speaking background (NESB), first in family to attend university (FIF), low socio-economic status (SES), low Australian Tertiary Admission Rank (ATAR) and gender (male students). Results indicate that when compared to non-disadvantaged students, the newly established BTM has achieved a significantly higher reduction in student failure rates across ATAR, SES, and NESB versus ESB and gender, while the reduction in fail rates for FIF was not reduced significantly more than NFIF. This work encapsulates the University's central vision, "The VU… [PDF]

Katz, Jennifer; Sokal, Laura; Wu, Amery (2021). Academic Achievement of Diverse K-12 Students in Inclusive Three-Block Model Classrooms. International Journal of Inclusive Education, v25 n12 p1391-1409. The academic achievement of diverse kindergarten to grade 12 students in inclusive classrooms implementing the Three-Block Model (TBM) of universal design for learning was investigated. Fifty-one teachers and 684 of their students, including students with disabilities, students who were English language learners (ELL), and Indigenous students, participated in treatment and control groups. Results indicated significant differences between the two groups on measures of academic achievement, as reflected in a rubric that assessed levels of critical thinking. This was the case for typically developing students as well as those in the three subgroups, with large effect sizes in all cases. These findings suggest that the combination of social and emotional programming with universally designed instruction holds promise for improving the academic achievement of a broad spectrum of learners. Results are discussed in regards to implementation and training needs, and recommendations are made… [Direct]

Verharen, Charles C. (2020). The Future of Ethics and Education: Philosophy in a Time of Existential Crises. Ethics and Education, v15 n3 p371-389. Philosophy confronts two existential crises: the threats to its existence from scientists like Stephen Hawking who claim that philosophy is dead; and the threat to life itself from catastrophic climate change. The essay's first theoretical part critiques Nietzsche's claim that philosophy's primary function is to guarantee the future of life. The essay's second practical part claims that philosophy must meet the challenge of life's extinction through a revised model for ethics in education. Taking its start from recent conceptualizations of philosophy as a 'field discipline,' this part considers African American models for delivering ethics in education to under-resourced communities. The third part shows how these theoretical models may be actualized in the practice of an African field philosopher…. [Direct]

Rodrigues, Cae (2020). What's New? Projections, Prospects, Limits and Silences in "New" Theory and "Post" North-South Representations. Journal of Environmental Education, v51 n2 p171-182. This "in process" Conclusion to the Special Issue (SI) "Global politics of knowledge production in EER: 'New' theory and North-South representations" (The Journal of Environmental Education) aims to highlight relevant issues and acknowledged limitations and silences from the sample of critiques presented in the SI, all built from a pre-elaborated research agenda and methodological framework for reviewing/revisiting, and possibly de and reconstructing of "new" and "post" (theory). The formulated critique is presented as a prelude to shedding much more critical, praxical, conceptual and empirical "light" on discussing and challenging certain ideas, or ideals, or illusions in environmental education research. Praxis remains to be a notable (epistemological; methodological; pedagogical) limitation, as such, a prominent outstanding challenge…. [Direct]

Cassim, Fatima (2020). Decolonising Design Education through Playful Learning in a Tertiary Communication Design Programme in South Africa. International Journal of Art & Design Education, v39 n3 p523-535 Aug. This article introduces playful learning as part of the decolonising project at institutes of higher learning in South Africa with specific reference to the discipline of communication design. Not only does the article interrogate the content of design education, specifically design for development, but more specifically the way that design for social innovation is taught. The article begins with a contextualisation of the decolonisation debate both locally and internationally, which is followed by a brief historical overview of formal design education. Design education's trajectory informs the contemporary conception of design as a form of rhetoric. Design and play are then interfaced theoretically, and pragmatically through a case study to explore how deeper learning was made possible by play in a curriculum-based project. Ultimately, the article aims to highlight the value of playful learning in design higher education to nurture alternate modes of design thinking that favour… [Direct]

Ricci, Jamie L.; Riggs, Eric M. (2019). Making a Connection to Field Geoscience for Native American Youth through Culture, Nature, and Community. Journal of Geoscience Education, v67 n4 p487-504. This qualitative study examines the experience of 12 Native American youth who participated in culturally appropriate geoscience summer programs throughout California. These programs have been shown to change participating youths' perceptions of science. After the programs, the youth are more likely to describe science as something tribes use to manage natural resources and have been using for a long time, something that is not only learned in classrooms, and that they can live a cultural way of life and still be scientists. In this study we used hermeneutic phenomenology to understand the experience of the participating youth. Semistructured, life-world, pre- and postinterviews were designed to elucidate participants' program experience. These were coded and analyzed following phenomenological methodology. Our analysis shows the function of program elements in providing a supportive path for student participants into science building on a base of cultural and individual assets. The… [Direct]

Jorgensen, Robyn (2016). Playing the Game of School Mathematics: Being Explicit for Indigenous Learners and Access to Learning. Intercultural Education, v27 n4 p321-336. Drawing on studies of successful remote schools in one region of Australia, it was found that two key strategies were common in the approaches at these schools. First, to make the strategies and expectations being adopted explicit to all those involved in the learning enterprise, and second, that consistency in approaches was crucial. Bourdieu's theoretical project is used to understand how the practices are being adopted by the schools and how they contribute to the success of learners of mathematics…. [Direct]

Budiman, Agus; Rosala, Dedi (2020). Local Wisdom-Based Dance Learning: Teaching Characters to Children through Movements. Elementary School Forum (Mimbar Sekolah Dasar), v7 n3 p304-326 Dec. The character education implementation in every school becomes a program of national education system policy in Indonesia. Its orientation is more focused on advancing national character development based on local wisdom and unique culture in Indonesia. The authority of the Indonesian education system policy program in strengthening character education covers religiousness, nationalism, independency, mutual cooperation, and integrity with the development of local wisdom-based learning materials. The purpose of this research is to discover the process of dance learning implementation in students' character education development. This research employs quantitative with descriptive statistics data analysis. The data were collected through an observation of 22 primary school students during a dance learning process and in-depth interviews to two dance teachers to obtain data regarding local wisdom-based dance learning implementation to develop students' characters. The findings show that… [PDF]

Shelley, W. L. (2015). Training Tribal Lay Advocates at Sitting Bull College. Tribal College Journal of American Indian Higher Education, v27 n2 Nov. Students in Sitting Bull College's lay advocate program develop a well-rounded understanding of the law, enabling them to represent defendants in tribal courts. The program offers legal training for its students–and illustrates how American Indian nations can broaden legal representation for Native defendants in tribal courts. It is one of only three tribal colleges or universities (TCUs) in the United States that offers lay advocate certificates or degrees. A brief overview of the program is presented in this article…. [Direct]

Donovan, Michael J. (2015). Aboriginal Student Stories, the Missing Voice to Guide Us towards Change. Australian Educational Researcher, v42 n5 p613-625 Nov. Despite decades of policy and practice oriented at improving educational outcomes for Aboriginal students in Australia, achievements on most measures indicate that there is a long way to go in this endeavour. One avenue for improving Aboriginal education that has received little attention is accessing the views of Aboriginal students themselves about best practice in engaging Aboriginal students. While there is a body of research in education that attempts to privilege "student voices," little work has explicitly focussed on accessing the voices of Aboriginal students. This paper reports on my study that involved asking Aboriginal students their views on schools, teachers and the curriculum in culturally safe discussion spaces. The Aboriginal students highlighted the need for their culture to be represented at schools and the recognition of their Aboriginality in safe environments at school. These findings reinforce the importance of engaging with Aboriginal people in the… [Direct]

McKendry, Virginia (2017). The "Tse Tsa Watle" Speaker Series: An Example of Ensemble Leadership and Generative Adult Learning. New Directions for Adult and Continuing Education, n156 p9-19 Win. This chapter examines an Indigenous speaker series formed to foster intercultural partnerships at a Canadian university. Using ensemble leadership and generative learning theories to make sense of the project, the author argues that ensemble leadership is key to designing the generative learning adult learners need in an era of ambiguity…. [Direct]

Roberts, Philip (2017). A Curriculum for Whom? Rereading 'Implementing the Australian Curriculum in Rural, Regional, Remote and Distance-Education Schools' from a Rural Standpoint. Australian and International Journal of Rural Education, v27 n1 p43-61. This paper builds upon the evolving methodological perspective of a rural standpoint (Roberts, 2014b), and its related method of strategic eclecticism (Roberts & Green, 2013), to re-analyse existing data behind a previously published paper by Drummond, Halsey and van Breda (2012). It does this through an examination of the role of the rural in the Australian curriculum, drawing upon work that raises the lack of recognition of rurality in the curriculum as an important social justice issue (Roberts, 2014a; Roberts, 2015; Roberts & Downes, 2016). Through the re-analysis the paper illustrates that the rural educators who responded to the initial study had a concern for local places, and a perspective that an Australian Curriculum has the potential to marginalise local knowledges, and rural and remote schools more generally. Furthermore the re-analysis shows that age, time teaching in a rural or remote setting, distance from a major centre and jurisdiction of the school all… [Direct]

Horsthemke, Kai (2017). Transmission and Transformation in Higher Education: Indigenisation, Internationalisation and Transculturality. Transformation in Higher Education, v2 Article 12. There have been various approaches to the transmission and transformation of systems, practices, knowledge and concepts in higher education in recent decades, chief among which are drives towards indigenisation, on the one hand, and towards internationalisation, on the other. After briefly discussing and dispensing with radical versions of these, theories that reject any claim to validity or legitimacy by the rival approach, this article examines more nuanced accounts that deserve appropriately serious consideration. Thus, in the former instance, there is an emphasis on the local that nonetheless acknowledges a debt to the global, whereas conversely the emphasis on the global is seen as compatible with an acknowledgement of diversity, difference and particularity. What is gained and what is lost in these various approaches to educational transmission and transformation? After reflecting, in this regard, on lessons from both Africa and Europe — in particular, on the debates in South… [PDF]

Disbray, Samantha; MacDonald, Gretel; Martin, Barbara; O'Shannessy, Carmel (2022). Talking Together: How Language Documentation and Teaching Practice Support Oral Language Development in Bilingual Education Programs. International Journal of Bilingual Education and Bilingualism, v25 n4 p1451-1466. When an endangered or minority language is spoken by children and taught in schools, both oral and literacy skills are crucial for continued language maintenance. In school settings, literacy skills are often prioritised to support the transition to second language literacy, and rich oral language development is overlooked. This paper presents a transdisciplinary collaboration between a language researcher, curriculum support staff and educators in Warlpiri schools, designed to address this. In the project, language documentation research was re-purposed to support professional learning for oral first language development. Educators increased their metalinguistic knowledge and understandings of children's oral language development. They planned programs to meet the learning needs identified from children's data and mapped these to curriculum documents. They enhanced their capacity to develop the Warlpiri language skills of their students and promote children's bilingual, and… [Direct]

Andayani; Anindyarini, Atikah; Pratiwi, Veronika Unun; Winarni, Retno (2022). Digital Storybook to Transform Character Education of Local Wisdom Figures for Elementary School Students. Journal of Social Studies Education Research, v13 n4 p250-264. This study addresses teachers' and students' needs for digital picture storybooks based on "Punokawan" puppet characters in elementary schools in Sukoharjo Regency. The Wayang "Punokawan" storybook media was developed based on a needs analysis in Sukoharjo Regency elementary schools implementing the 2013 Curriculum. This qualitative study indicated Sukoharjo elementary schools' needs. During the COVID-19 pandemic, learning occurred online via Google Meet and with strict health protocols offline. Field study data were obtained through interviews and observations at several elementary schools in Sukoharjo Regency. Fourth graders and their teachers were studied. Technical and data triangulation were used to validate data, and data reduction, presentation, and conclusion drawing were used to analyze it. The results showed that the initial condition of storybooks at elementary schools in Sukoharjo Regency was good, but it was inadequate to satisfy all parties,… [PDF]

Dor√©, Emmanuelle; Larochelle-Audet, Julie; Magnan, Marie-Odile; Potvin, Maryse (2019). Comparative and Critical Analysis of Competency Standards for School Principals: Towards an Inclusive and Equity Perspective in Qu√©bec. Education Policy Analysis Archives, v27 n112 spec iss Sep. This article presents the results of a comparative and critical study of the competency standards of Qu√©bec school administrators compared with seven other education systems within the Organisation for Economic Co-operation and Development (OECD). An inductive-type analysis has made it possible to identify the social categories targeted in the standards, the vision of school leaders as well as the competencies that are likely to help advance educational and societal goals of equity, inclusion, and social justice. Three contrasting perspectives emerge from this analysis. In Australia, California, and the United States, principals are explicitly encouraged to take action against structures and practices that undermine the educational success and social recognition of minority groups. In British Columbia and New Zealand, statements about social diversity focus more on the transformation of individual practices. Finally, in the standards of England, Texas and Qu√©bec, only a few generic… [PDF]

Museka, Godfrey (2019). Toward the Implementation of a Multifaith Approach in Religious Education: A Phenomenological Guide. Religious Education, v114 n2 p130-142. This study explores phenomenology of religion as a potential guide for the implementation of a multifaith religious education curriculum in Zimbabwe. The study relies on document analysis, in particular the 1999 Presidential Commission of Inquiry into Education and Training report, the Curriculum Framework for Primary and Secondary Education (2015-2022), and literature on multifaith religious education and phenomenology of religion. While these documents recommend the adoption of a multifaith approach in religious education, they are silent on the methodological framework. As such, I posit that principles of phenomenology of religion are a potential guiding framework for teachers to effectively engage multifaith syllabi…. [Direct]

Halbert, Kelsey; Salter, Peta (2019). Decentring the 'Places' of Citizens in National Curriculum: The Australian History Curriculum. Curriculum Journal, v30 n1 p8-23. There is debate internationally about the production of curriculum texts and the epistemologies underpinning the knowledge legitimated in national curricula. National History curricula in particular are a source of contention bounded by calls for coherent and unifying national narratives that are inclusive and reflect the complexity of the discipline and historical consciousness of the nation to which they are bound. This paper uses critical spatial theory to highlight the 'spaces' and 'places' of the Australian Curriculum History (years 7-10) which organise and disorganise representations of identities in and out of the centre of the national narrative. Interrogating the impact of these representations within purported inclusive and cohesive national narratives draws attention to the notions of belonging presented to Australian citizens. We argue that resistance to normative national narratives and colonial legacies presented with place-based identities can reinhabit the curriculum…. [Direct]

Gizaw, Abiy Menkir; Warkineh, Turuwark Zalalam (2019). Exploring the Informal Learning Experiences of Women in a Pastoral Community in Ethiopia: The Case of Pastoral Women in "Karrayyu". Studies in the Education of Adults, v51 n2 p250-267. In Ethiopia, there has been increasing recognition of the differing educational needs and experiences of pastoralists as compared to 'settled' agricultural communities. Although the starting point has usually been how to integrate such marginalised groups into mainstream schooling, research has revealed important insights into learning outside educational institutions and the ways in which people in pastoral communities learn informally from a young age how to lead a pastoralist life. Building on a qualitative study conducted in the "Karrayyu" (also spelled as "Kereyu," "Karayu," "Karrayu," "Karrayyuu") pastoral community of Ethiopia, this article explores how Karrayyu women are engaged in intergenerational and informal learning. It considers a range of knowledge and skills learned through informal means and examines traditional midwifery in depth through a 'community of practice' lens. While the Karrayyu value their knowledge and… [Direct]

(2020). The Learning Passport: Curriculum Framework Adaption Guidance. Making Progress Possible: Improving the Quality of Education for Vulnerable Children Everywhere. Cambridge Assessment The Learning Passport (LP) curriculum framework acts as an underpinning framework for local curriculum development in education in emergency contexts. The LP framework is not a curriculum in itself, instead it provides the underpinning structure on which a curriculum can be developed. Developing a curriculum based on this learning framework requires local and regional education experts to adapt, expand, and integrate additional elements to the existing LP framework. The guidance provided in this document is intended to support local and regional education sectors in developing their bespoke local curriculum by providing a series of high level contextualisation principles which should be considered when development the LP framework into a complete and deliverable curriculum. Each principle is discussed in detail, providing relevant underpinning research and specific contextual examples. [This work was produced in partnership with Cambridge University Press.]… [PDF]

Nour al Deen, Susan Kennedy (2018). The Bedoun Archive: A Public Archive Created for the Northern Tribes Bedouin of Kuwait. Education as Change, v22 n2 Article 3435. This article describes the creation of the Bedoun Archive at the Australian Data Archive, managed by the Australian National University. The Bedoun are a Bedouin minority comprising stateless members of the main tribes of Kuwait. They have been subjected to "Othering" in scholarly literature, indicative of both Orientalism and neo-Orientalism, approaches that have contributed to their oppression by the state and omission from the official histories of Kuwait and the academic literature. The theory and methodology behind the creation of the Bedoun Archive, based on the principles of humanistic sociology and collaborative research with Indigenous Peoples, are discussed. The archive provides safe storage for data analysed in the project, which can be used by others in future. This article contributes to improving understanding of the impact of Orientalism and neo-Orientalism on perceptions of the people and history of the Middle East in general, and the Arabian Gulf and Kuwait… [Direct]