Andrea L. Berez-Kroeker; Bradley McDonnell; Bradley Rentz; Jim Yoshioka; Noella Handley; Victoria Anderson (2020). Supporting Small Languages Together: The History and Impact of the International Conference on Language Documentation & Conservation Series. Language Documentation & Conservation, v14 p642-666. The "International Conference on Language Documentation & Conservation" series, or ICLDC, has, since its inception in 2009, become the flagship conference for the field of language documentation. Every two years, conference attendees gather at the University of Hawai'i at Manoa to share their experiences working on diverse topics related to the preservation of underrepresented languages worldwide. Attendees come from a range of backgrounds: Indigenous language communities, language activism organizations, K-12 school systems, as well as students and faculty from colleges and universities. They represent dozens of countries and hundreds of languages, and they have one goal in mind: supporting small languages together. In this paper, we trace the history of the ICLDC series since the first iteration and discuss the scope of its impact on the field of language documentation and conservation according to conference attendees. We also look ahead to the changes that the… [Direct]

Boughton, Bob; Ratcliffe, Ruth (2019). The Relationship between Low Adult Literacy Levels and Aboriginal Family and Community Engagement in Educational Decision Making. Australian and International Journal of Rural Education, v29 n1 p1-16. This article draws on work with communities in the rural and remote towns of Brewarrina, Wilcannia and Enngonia, New South Wales (NSW) to explore the relationship between low adult literacy levels and the continuing alienation of Aboriginal communities from educational decision making. Building on the analysis of community-school relations conducted by scholars such as Jay Phillips, Allan Luke and Kevin Lowe, we contend that it is exceedingly difficult to address the problems which prevent more productive relationships between communities and schools in widespread and sustainable ways, without also addressing the problem of low adult literacy. Communities who have participated in the "Yes, I Can!" Aboriginal Adult Literacy Campaign help us to understand a number of important issues, including, the extent of disenfranchisement that is associated with inadequate adult literacy, the enormity of the challenges faced by previously low-literate and disengaged people to re-engage… [Direct]

Arpan, Francis (2019). Exploring Educational Journeys, Barriers, and Motivating Factors of Tribal College Students through Capabilities Approach. ProQuest LLC, Ph.D. Dissertation, South Dakota State University. Educational attainment and educational success have often been linked to an increase in opportunities in life and when viewed from the lens of lifelong earnings the greater an individual's educational attainment the greater the lifelong earnings. As a population, Native Americans have the highest poverty rate of all racial categories in the United States at 26.2% (Economic Policy Institute 2016). When looking at the connection between education and poverty then it is vital to note that only 14.1% of Native Americans over the age of 25 have a bachelor's degree or above (US Census 2015). This general lack of educational attainment falls well below the general population and the research in the area of attempting to understand the factors that affect Native American educational attainment is still modest in volume when compared to other areas of educational study. This study aims to add to the bank of information regarding Native Americans and their journeys and experiences in higher… [Direct]

Ghosh, Sujay (2015). Learning from Community: Agenda for Citizenship Education. Education, Citizenship and Social Justice, v10 n1 p21-36 Mar. Citizenship is about individual's membership in the socio-political community. Education for citizenship conceives issues such as quality education, learning society and inclusion. Educational thinking in India has long valued community as a learning resource. With empirical experiences drawn from the programme of "Ecology and Natural Resource Education" (ENRE), executed by local non-governmental organisations in three Blocks in West Bengal, India, this study argues that learning from community has potentials to contribute to quality education and democratic citizenship. Since the local community and non-governmental organisation efforts are insufficient, involvement of the state is necessary, to place it as a universal agenda for citizenship education…. [Direct]

Cramp, Richard (2015). All for One, and One for All! Assessing School Culture from a Tribal Perspective. Australian Association for Research in Education, Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Freemantle, Western Australia, Nov 29-Dec 3, 2015). Establishing and maintaining sustainable levels of success within any school setting commences with a culture of connectedness between teachers, students and parents. This is an expression of their alignment and commitment to a shared set of core educational and community values. My research explored these relationships from the perspective of 'tribal' connectedness in three stages: 1) the formulation of the 'Schools as Contemporary Tribal Cultures' paradigm (SaCTC) — a framework for analysing connectedness and school culture based on current organisational research and indigenous tribal philosophies; 2) the development of a suite of mixed-method instruments capable of assessing the level of connectedness within a school community; and 3) contextualisation of the model and the findings in a short case study. The study focused on a Queensland regional school observed to possess strong levels of connectedness between students, teachers and parents, and a history of sustained academic… [PDF]

Oskineegish, Melissa (2014). Developing Culturally Responsive Teaching Practices in First Nations Communities: Learning Anishnaabemowin and Land-Based Teachings. Alberta Journal of Educational Research, v60 n3 p508-521 Fall. First Nations schools in northern Ontario have the dual responsibility of providing students with the skills and foundation to thrive in their community as well as in higher education outside of their community. This responsibility requires teachers to be capable of developing and implementing lessons that support academic excellence and cultural enrichment. The findings within this article are from a study that asked experienced First Nations and non-Native teachers how non-Native teachers can learn to develop culturally responsive lessons in remote First Nations schools. Within the findings, Anishnaabemowin (Native language) and land-based activities are explored as rich sources for non-Native teachers to learn to develop culturally responsive lessons. The article concludes with a discussion of the importance of linguistic and cultural learning that is in relationship with [LR1] Elders, community members, and students…. [Direct]

Jeffrey Yo (2024). Bridging the Gap: The Influence of Teacher-Student Racial/Ethnic Matching in Addressing Science, Technology, Engineering, and Mathematics Underrepresentation among High School Students of Color. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. Black, Latine, and Indigenous students continue to face inequities in high school Science, Technology, Engineering, and Mathematics (STEM) outcomes in the United States (US). Racial disparities between teachers and students contribute to this issue, as teachers of color represent less than thirty percent of public-school educators, while most US youth are of color. Although prior research has emphasized the importance of racial/ethnic matching between teachers and students, limited knowledge exists about how matching can assist high school students of color in STEM high school outcomes (e.g., STEM course enrollment, math/science GPA). Additionally, previous research has traditionally focused on Black and White teachers and students, overlooking diverse teacher-student pairings (e.g., Black teacher with Latine students). Therefore, my two-study dissertation explored the mechanisms by which teacher-student racial/ethnic matching influences STEM outcomes for high school students of… [Direct]

Griffin, Tabatha; Hume, Sheila (2022). The Online Delivery of VET during the COVID-19 Pandemic: Part 2. Research Report. National Centre for Vocational Education Research (NCVER) The introduction of strict social distancing measures and mandated lockdowns necessitated by the coronavirus pandemic created new and unprecedented challenges for the vocational education and training (VET) sector. In response, approximately three-quarters (75.2%) of registered training organisations (RTOs) surveyed in early 2021 moved training to an online environment. The substantial shift to online training delivery was also identified through an analysis of total VET activity (TVA) data, with the number of subjects being delivered via an online-only mode increasing by almost 24% in 2020 compared with 2019. This project provides a picture of how the VET system responded in 2020 to the uncertainty and challenges — to training delivery and assessment — generated by the pandemic, also detailing its influence on RTOs' future training delivery plans. The findings from this research have been presented as a two-part series. In part 1 (ED615346), the incidence of online training during… [PDF]

Boyd, Melanie; Everiss, Liz; Ippel, Johanna; Nguyen, Nhung; Rosewarne, Sonja; Vladinova-Aylor, Kalina (2020). Programme Design for an Online Learning Environment: Stories from Designing and Developing the New Zealand Certificate in Early Childhood Education and Care (Level 4) Programme. Journal of Open, Flexible and Distance Learning, v24 n2 p56-70. The New Zealand Certificate in Early Childhood Education and Care (Level 4) programme was designed and developed when a Level 4 early childhood education qualification became mandatory for all educators working with children and families in the New Zealand early childhood education home-based sector. This occurred at a time when Open Polytechnic was undergoing a transformational change programme to ensure ongoing innovation in open distant flexible learning (ODFL). This paper provides insight into the design and development of a fully online, Level 4, early childhood education and care programme. Several "stories" focus on pedagogy that empowers learners in an online flexible distance learning environment, innovative teamwork, and initial feedback from stakeholders. The pedagogy underpinning the development of the programme is informed by the integration of sociocultural and constructivist theories with information communication technology (ICT), as specified by "The… [PDF]

Cowie, Bronwen; Hipkins, Rosemary; Tolbert, Sara; Waiti, Pauline (2022). Enduring Competencies for Designing Science Learning Pathways. New Zealand Council for Educational Research Science education has an important role to play in supporting our young people to meet the complex challenges of the modern age. Students need a curriculum that can prepare them to work collaboratively, competently and confidently to address the wicked "glocal" problems of our time. Rangatahi themselves recognise this – those involved in drafting the Youth Vision statement for the curriculum refresh have asked for a curriculum that will support them to think and act responsibly together, learn and grow through engaging with multiple perspectives, foster wellbeing, honour Te Tiriti, contribute positively to their communities, and be kaitiaki of their environment. "Enduring competencies for designing science learning pathways" is a collaborative report addressing the design challenges inherent in meeting this ambitious agenda. It outlines a framework developed by science curriculum experts, intended to sit alongside the work of the Science Curriculum Refresh and… [PDF]

Freeze, Rick; Howson, Curtis; Reimer, Ken; Witzke, Jaymi (2017). The Moccasin Project. International Journal for Talent Development and Creativity, v5 n1-2 p171-174 Aug-Dec. In Winnipeg, several school divisions (Winnipeg, River East Transcona, St James-Assiniboia, and Louis Riel School Division, to name a few) have opened alternative site "Off-Campus" programs and opportunities in an effort to better engage reluctant school attendees. Approximately 20 students, aged 12 to 15 years old, attended the "Off-Campus Program" showcased in this case study. Many of these students were Indigenous, often from remote communities in northern Manitoba such as Moose Lake, St. Theresa Point, Bloodvein, and Cross Lake. In 2015, Witzke invited an "Off-Campus" support teacher to conduct workshops on moccasin making with the students. Most of the students were very interested in the workshop, especially with the beading component. The students began to share the unique beading patterns of each of their home communities. Through the beading patterns, the students were able to express who they were, where they were from, and how the larger… [PDF]

Hadi, Rizali; Hasanah, Mahmudah; Supriyanto (2017). Economic Learning Media Development Based on Local Locality. International Journal of Higher Education, v6 n3 p188-194. This study aims to describe the learning medium of economic education at senior High School in Banjarmasin with media based on local wisdom. This research uses qualitative method as developed by Miles & Huberman, starting from data collection, data reduction data display, and then made conclusion. Data were collected in the order of Basic Competence (KD) of Economics lesson, from Class X, XI, and XII. The data are grouped into media that are (a) audio, (b) visual, and (c) audio & visual. Respondents are economic teachers, MGMP Economics, the school, especially the principal in question. From this research, it is known that the use of learning media based on local wisdom in high school in Banjarmasin City has been done mostly using audio, visual or audio & visual media, in every Basic Competence (KD) of economic learning. Already there are inserted with the media based on local wisdom, but has not been explored to the fullest…. [PDF]

Anggraini, Purwati; Kusniarti, Tuti (2017). Character and Local Wisdom-Based Instructional Model of Bahasa Indonesia in Vocational High Schools. Journal of Education and Practice, v8 n5 p23-29. This research aimed at establishing a character and local wisdom-based instructional model of Bahasa Indonesia. The learning model based on local wisdom literature is very important to prepared, because this model can enrich the knowledge and develop the character of students. Meanwhile, the textbook can broaden the student teachers about the importance of local knowledge and how learning model application literature in schools.The objects of this current research were the tenth graders of senior high schools. This research was conducted in SMK Muhammadiyah located in Tlogomas Malang. This research yielded character and local wisdom-based instructional model of Bahasa Indonesia. There were some driven conclusions: 1) the students were able to identify the local wisdoms and try to present them when the instructional materials were well-suited to the students' daily lives; 2) the students could follow the instructional activities successfully when the teachers chose appropriate… [PDF]

Hampton, Patrick; Khupe, Constance; Reading, Chris; Redford, Morag; Taylor, Neil; Versland, Tena; Wallin, Dawn (2019). Educating for Sustainability in Remote Locations. Rural Educator, v40 n2 p43-53. At a time when social, economic and political decisions, along with environmental events, challenge the viability of remote communities, educators need to better prepare young people in these communities to work towards sustainability. Remote locations can be defined by their inaccessibility rather than just distance from the nearest services, while the sustainability construct encapsulates a range of community needs: environmental, social, cultural and economic. This paper describes experiences that involve innovative approaches towards educating for sustainability in remote locations in six diverse countries: South Africa, Scotland, Canada, United States of America, Pacific Island Nations, and Australia. For each, the nature of what constitutes a "remote" location, as well as the detail and challenges of the innovation are presented. Readers should consider how they might more suitably educate the next generation to protect, showcase and learn from/with the local… [PDF]

Mampane, M. R. (2017). Resilience of the Socio-Educational Afterschool and Community Intervention Drop-in Centre. Perspectives in Education, v35 n2 p126-141. This study seeks to describe the socio-educational afterschool intervention programme run by a drop-in centre to fight poverty, strengthen and build resilience in families and school microsystems. Indigenous psychology is used as a theoretical lens to understand the school, family and community response to contextual challenges and how resilience is conceptualised. The study took place at a drop-in centre, working with families, schools and community organisations in the Pretoria township of Mamelodi, South Africa. Methods used to collect data included a focus group with community care workers (CCWs) (n = 10) employed by the drop-in centre and a participatory reflection and action (PRA) method with caregivers (n = 18) of schoolchildren attending the drop-in centre. The focus group and PRA workshop were audio-recorded and transcribed. The community intervention programme uses a systems approach to fight poverty, build capacity and sustainability in families and school systems…. [Direct]

Gishen, Faye; Lokugamage, Amali U.; Wong, Sarah H. M. (2021). 'Decolonising the Medical Curriculum': Humanising Medicine through Epistemic Pluralism, Cultural Safety and Critical Consciousness. London Review of Education, v19 n1. The Decolonising the Curriculum movement in higher education has been steadily gaining momentum, accelerated by recent global events calling for an appraisal of the intersecting barriers of discrimination that ethnic minorities can encounter. While the arts and humanities have been at the forefront of these efforts, medical education has been a 'late starter' to the initiative. In this article, we describe the pioneering efforts to decolonise the undergraduate medical curriculum at UCL Medical School (UCLMS), London, by a group of clinician educators and students, with the aim of training emerging doctors to treat diverse patient populations equitably and effectively. Throughout this process, students, faculty and members of the public acted as collaborative 'agents of change' in co-producing curricula, prompting the implementation of several changes in the UCLMS curriculum and rubric. Reflecting a shift from a diversity-oriented to a decolonial framework, we outline three… [PDF]

Johansson-Fua, Seu'ula (2016). The Oceanic Researcher and the Search for a Space in Comparative and International Education. International Education Journal: Comparative Perspectives, v15 n3 p30-41. This paper argues that, despite the increasingly espoused centrality of culture and context to the field of comparative and international education, the voices from within the context remain silent and absent from the literature on comparative and international education. This paper explores the various spaces in which an Oceanic researcher may operate. It draws on Epeli Hau'ofa's Oceanic philosophy and Homi Bhabha's theory of hybridity to begin shaping possible actionable and ethical spaces for Oceanic researchers to explore the future of comparative and international education research for the Pacific…. [PDF] [Direct]

Hettema, Lieuwe Jan, Comp.; Outakoski, Hanna, Comp. (2020). S√°mi: The S√°mi Language in Education in Sweden, 2nd Edition. Regional Dossiers Series. Mercator European Research Centre on Multilingualism and Language Learning This regional dossier aims to provide a concise description of the European minority language, S√°mi in Sweden, in education. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements and support structures, as well as quantitative aspects such as the number of schools, teachers, pupils, and financial investments. Because of this fixed structure the dossiers in the series are easy to compare. This information serves several purposes and are relevant for policymakers, researchers, teachers, students and journalists who wish to explore developments in minority language schooling in Europe. They can also serve as a first orientation towards further research, or function as a source of ideas for improving educational provisions in their own region. Every Regional dossier begins with an introduction about the region concerned, followed by six sections that each deals with a specific level of the education system (e.g…. [PDF]

Glasgow, Ali; Rameka, Lesley (2017). Tua-Kana/Te-Ina Agency In Early Childhood Education. Early Childhood Folio, v21 n1 p27-32. Tuakana/teina is an important feature of a traditional Polynesian kinship model. Historically it referred to a pairing of older and younger male siblings and cousins, and older and younger female siblings and cousins. In contemporary early childhood education (ECE) contexts, tuakana/teina describes the practice of older, more expert children caring, teaching and taking responsibility for those younger or less expert. This article explores the tuakana/teina understanding and practices that were evident in a recent Teaching and Learning Research Initiative (TLRI)-funded research project, Te Whatu Kete Matauranga: Weaving Maori and Pasifika Infant and Toddler Theory and Practice in Early Childhood Education (2015-16), and highlights the importance of children learning tuakana/teina roles and responsibilities in ECE contexts. We argue that tuakana/teina is not just a culturally responsive pedagogical approach: it also supports children's agency and learning by empowering them to take… [Direct]

Bazemore-James, Cori M.; Dunn, Merrily (2020). The Modern Era of Indigenous College Student Support in Primarily White Institutions. Journal of Student Affairs Research and Practice, v57 n1 p15-27. Some institutions have incorporated Indigenous Student Affairs (ISA) programs as an approach to retaining Indigenous college students–but how well do we understand and support ISA work? We interviewed six ISA directors at PWIs across the United States about their roles and experiences on campus and focus on a theme of how the directors' work is understood and supported within the institutional context of their campuses. We found that while ISA supports increased Indigenous student retention, PWIs still create institutional barriers for both ISA directors and their work. Implications show many potential methods of improvement…. [Direct]

Bainbridge, Roxanne; Benveniste, Tessa; Langham, Erika; McCalman, Janya; Van Beek, Alexandra (2020). Can It Be Done? An Evaluation of Staff Perceptions and Affordability of a School-Based Multi-Component Integrated Intervention for Improving the Resilience of Aboriginal and Torres Strait Islander Boarding Students. Australian and International Journal of Rural Education, v30 n1 p33-50. Internationally, schools have recognised the need for supporting and improving the resilience of students, particularly those facing a multiplicity of challenges. However, social and emotional learning programmes, including those aimed at enhancing resilience, are often not evaluated thoroughly nor detail process and economic evaluations. This paper evaluates a multi-component integrated intervention designed to strengthen the resilience of remote-living Aboriginal and Torres Strait Islander students attending boarding schools. This evaluation is largely process-based, focussing on the acceptability, feasibility, preliminary outcomes and affordability of implementation of the intervention. Fourteen boarding or teaching staff members, eight female and six who identified as Aboriginal, were interviewed. The interviews were conducted with staff members at eight Queensland boarding sites where the intervention was delivered. Qualitative inductive thematic analysis was used to evaluate… [Direct]

(2020). British Columbia Early Learning Framework: A Guide for Families. British Columbia Ministry of Education The Early Learning Framework is a document written primarily for educators and others involved in and supporting early learning, with a focus on children from birth to age eight (approximately grade 3). The Framework recognizes that families have the most important role in the development of their children's well-being and learning. Nurturing a sense of well-being and belonging is based on children's relationship with their families, communities, and their cultures, environments and the world. Families are the first teachers of their children. Through families, children may hear stories, poems, rhythms, chants, and songs that connect to their cultures and traditions. Throughout the Early Learning Framework, educators are encouraged to collaborate, communicate and wonder about children's learning with families. Families may choose to begin a dialogue with their child's educator to learn more about the Early Learning Framework, and how it supports their child's early learning. This… [PDF]

Govender, Thaiurie; Lungu, Bwalya Nyangu; Mheta, Gift (2018). Decolonisation of the Curriculum: A Case Study of the Durban University of Technology in South Africa. South African Journal of Education, v38 n4 Article 1635 Nov. The call for the decolonisation of universities and curricula in South Africa was at the centre of the 2015 Fallist protests. The protests, which left a trail of destruction and many universities closed for periods of time, had as one of their positive outcomes the precipitation of a renewed interest in the decolonisation of university education debate. The debate on decolonisation at the Durban University of Technology (DUT) in South Africa is long overdue, given that the Western model of academic organisation on which it, like most South African universities, is based, remains largely Eurocentric. This paper adds to the debate by discussing what decolonisation might mean to the DUT's students, staff and the greater community. It explores the importance of decolonisation and how this process can be taken forward at DUT. The purpose is not to prescribe how decolonisation is to be done but to open up ways of (re)thinking university curricula and opportunities for further discussion… [PDF]

Blinkhorn, Anthony S.; Blinkhorn, Fiona A.; Hawke, Fiona; Smith, Leanne (2018). Prevention of Dental Caries in Indigenous Children from World Health Organization-Listed High-Income Countries: A Systematic Review. Health Education Journal, v77 n3 p332-348 Apr. Objective: To systematically review evidence for interventions to prevent early childhood caries (ECC) in Indigenous children in high-income countries. Search strategy: In November 2016, we searched Medline (from 1946), Embase (from 1980), the Cochrane Central Register of Controlled Trials (CENTRAL), PubMed (from 1996) and the Cumulative Index to Nursing and Allied Health Literature (CINAHL) (from 1982) for randomised and quasi-randomised controlled trials including children aged 0-5 years. Outcomes included the decayed, missing and filled teeth (dmft) index or similar index; the number of children with reported pain or emergency dental visits because of pain; the number of children referred for dental care; plaque scores; the amount of oral debris present; change in parent/carer attitude or knowledge towards baby teeth; reported regular dental visits and adverse outcomes. Two authors independently screened for inclusion and assessed the risk of bias. Main results: Four trials… [Direct]

Lisa Delpit; Muhammad Khalifa (2018). Culturally Responsive School Leadership. Race and Education. Harvard Education Press "Culturally Responsive School Leadership" focuses on how school leaders can effectively serve minoritized students–those who have been historically marginalized in school and society. The book demonstrates how leaders can engage students, parents, teachers, and communities in ways that positively impact learning by honoring indigenous heritages and local cultural practices. Muhammad Khalifa explores three basic premises. First, that a full-fledged and nuanced understanding of "cultural responsiveness" is essential to successful school leadership. Second, that cultural responsiveness will not flourish and succeed in schools without sustained efforts by school leaders to define and promote it. Finally, that culturally responsive school leadership comprises a number of crucial leadership behaviors, which include critical self-reflection; the development of culturally responsive teachers; the promotion of inclusive, anti-oppressive school environments; and engagement… [Direct]

Windle, Joel (2020). Recontextualising Race, Politics and Inequality in Transnational Knowledge Circulation: Biographical Resignifications. Research in Comparative and International Education, v15 n3 p291-304 Sep. This article examines shifts in the meaning and relevance of institutionalised knowledge about social inequalities as it circulates globally. In so doing, it contributes to research critiquing an unequal geopolitics of knowledge that grants greatest authority to theories produced in the global north (Connell, 2007; Mignolo, 2003). I discuss the resignification of globally circulating texts in terms of their entextualisation and reflect on my own role in this process through an auto-ethnographic narrative. I focus on two widely circulating texts that explicitly deal with questions of social power and globalisation: 'On the cunning of imperialist reason' (Bourdieu and Wacquant, 1999) and 'A pedagogy of multiliteracies' (The New London Group, 1996). Examination of their re-entextualisation in Brazil points to the need to bring to bear additional epistemological resources attuned to social and political struggles in order to address the racial inequalities that have come to be at the… [Direct]

Vaughan, Norman; Wah, Jessica Lee (2020). The Community of Inquiry Framework: Future Practical Directions – Shared Metacognition. International Journal of E-Learning & Distance Education, v35 n1. Metacognition is a required cognitive ability to achieve deep and meaningful learning that should be viewed from both an individual and social perspective. Recently, the transition from the earliest individualistic models to an acknowledgement of metacognition as socially situated and socially constructed has precipitated the study of metacognition in collaborative learning environments. This metacognitive construct was developed using the Community of Inquiry framework as a theoretical guide and tested applying qualitative research techniques by way of developing a metacognition questionnaire. The results indicate that in order to better understand the structure and dynamics of metacognition in teacher education programs; we must go beyond individual approaches to learning and consider metacognition in terms of complementary self- and co-regulation that integrates individual and shared regulation. This research study examines this shared metacognition framework and the use of… [PDF]

Goodyear-Ka'opua, Noelani; Oliveira, Katrina-Ann R. Kapa'anaokalaokeola Nakoa; Reyes, Nicole Alia Salis; Wright, Erin Kahunawaika'ala (2020). Embodying Haumea: Wahine Scholars Cultivating Kanaka Independence/ts in the Academy. International Journal of Qualitative Studies in Education (QSE), v33 n2 p240-249. In this paper, we, a collective of wahine 'Oiwi (Native Hawaiian women), reflect on how we may ho'oko (fulfill) our kuleana lahui (nation-building responsibilities) through our positions in the academy. While doing this work has always already been tenuous given the occupied state of ka Lahui Hawai'i (the Hawaiian nation), this tenuousness and the stakes of this work are perhaps even higher within the current political climate of the United States. Through dialogue, we consider the ways that we have striven to ku'e (resist, stand up) through our research, teaching, and service and express our hopes for the students and broader community we hope to serve…. [Direct]

Hood, Elena Ann (2019). College Motivation and Preparation of Culturally Engaged Native American Youth. ProQuest LLC, Ed.D. Dissertation, University of California, San Diego. Access to higher education can help tribal communities maintain political sovereignty, protect traditional knowledge and languages, and help close economic and social gaps (Adelman, et al., 2013, Brayboy, et al., 2012). Statistics indicate that too few Native Americans participate in post-secondary institutions and considerable research has gone into exploring this challenge (Barnhardt, 1994, Bosse, et al., 2011, Guillory, et al., 2008, Lee, et al., 2010, Pavel, 1999). Native American communities have implemented strategies to support their students; including academic support, traditional teachings and providing safe spaces with positive role models during non-school hours. Although programs vary in primary purpose for working with youth, they are commonly grounded in a cultural enrichment approach that honors Native American knowledge, tradition, history, and pedagogy. Using a combination of Brayboy's (2006) Tribal Critical Race Theory and Huffman's (2001) Transculturation Theory,… [Direct]

Narayanan, Rama; Rao, Nitya (2019). Adult Learning for Nutrition Security: Challenging Dominant Values through Participatory Action Research in Eastern India. Studies in the Education of Adults, v51 n2 p213-231. National statistics point to the severe problem of hunger and undernutrition within indigenous communities in India. Several state interventions exist, in terms of both supplementary feeding and nutritional literacy, yet not much progress is visible. This paper explores the experiences of a participatory, educational, action research programme on nutrition for indigenous women and men in Eastern India. Spanning a period of three years, it examines the adult learning approaches involved in the process and their implications for gender relations as well as improved nutritional outcomes. It became clear, that to bring change, the facilitators needed to listen to women's voices and question their own assumptions about ethnicity/caste, class and gender, as well as nutrition. Based mainly on their field reports, this paper seeks to highlight the emergent insights in terms of indigenous women's priorities, their focus on the 'collective', and emphasis on recognition and reciprocity,… [Direct]