Williams, Christopher; Yazdani, Farzaneh (2009). The Rehabilitation Paradox: Street-Working Children in Afghanistan. Diaspora, Indigenous, and Minority Education, v3 n1 p4-20 Jan. International humanitarian intervention in Afghanistan reflects a policy discourse of "rehabilitation," which is very evident in relation to nongovernmental organization (NGO) projects for street-working children. Through analysing national and international policy, professional perceptions of the children, and field visits to see how policy relates to practice in NGO projects in Kabul, this article argues that the discourse is a "rehabilitation paradox." The international goal is to return "minority" children, who are numerically the majority, to a "mainstream," which is either mythical or a transient international elite. John Gray argues that Western utopianism explains the misguided nature of recent international military interventions, and this article extends that argument to rehabilitation. Without a concept of rehabilitation, "intervention" can be an act of wanton destruction. Policymakers need to be aware of how education can… [Direct]

Hess, Juliet (2015). Unsettling Binary Thinking: Tracing an Analytic Trajectory of the Place of Indigenous Musical Knowledge in the Academy. Action, Criticism, and Theory for Music Education, v14 n2 p54-84 Aug. Six years ago, I wrote a composition about the state of indigenous music in the academy with an accompanying research paper. In this work, I attempted to trace the presence of indigenous music in the institution both musically and through an anti-colonial lens. The writing was structured around three musical snapshots entitled Subjugation, Cognitive Dissonance, and Recognition that represented what I saw as the present and future trajectory of indigenous musical knowledges in the academy. The accompanying paper wrestled theoretically with the same concepts the music represented. At the time, I was ambivalent about the work, but did not have a sophisticated enough theoretical understanding to articulate the reasons. Presently, I better understand my discomfort with the work. In this paper, I reflect on my binary thinking of six years ago, the changes in my thinking, the reasons for those changes, and my analysis of these issues presently…. [PDF]

Yuan, Huanshu (2018). Preparing Teachers for Diversity: A Literature Review and Implications from Community-Based Teacher Education. Higher Education Studies, v8 n1 p9-17. This study reviewed current issues in preparing qualified teachers for increasing diverse student populations in the U.S. and in other multicultural and multiethnic countries. Based on the framework of community-based and multicultural teacher education, this literature review paper analyzed issues and problems existed in the current curriculum, content, and practicum in traditional teacher education programs in addressing cultural knowledge and competence of preparing pre-service teachers in a multicultural society. Drawing from implications from community-based teacher education, this paper proposed several suggested strategies to reform traditional teacher education programs to meet the needs from multicultural and multiracial student populations and instructional context…. [PDF]

Judith D. Lemus (2018). Impacts of a Holistic Place-Based Community Internship on Participant Interest in Science and Conservation Pathways. Journal of STEM Outreach, v1 n1. Educational approaches that provide meaningful, relevant opportunities for place-based learning have been shown to be effective models for engaging indigenous students in science. The Laulima A?Ike Pono (LAIP) collaboration was developed to create a place-based inclusive learning environment for engaging local community members, especially Native Hawaiians and Pacific Islanders, in scientific research at a historically significant ancient Hawaiian fishpond. The LAIP internship focused on problem-solving activities that were culturally relevant to provide a holistic STEM research experience. The 3-year program was successful in engaging a high proportion of native Hawaiian and other underrepresented minority participants. Interns reported high levels of increased interest, understanding, and competency in several areas of environmental and field science. The program also influenced interest and participation in natural science, environmental studies, resource management, and community… [PDF]

Kurniawan, Iwan Setia; Toharudin, Uus (2017). Values of Local Wisdom: A Potential to Develop an Assessment and Remedial. International Journal of Evaluation and Research in Education, v6 n1 p71-78 Mar. Development assessment and remedial needs to be done because it is an important part of a learning process. This study aimed to describe the ability of student teachers of biology in developing assessment and remedial based on local wisdom. using a quasi-experimental research methods with quantitative descriptive analysis techniques. The research sample each as much as 13 groups. Data collected by the non-test data dipeloreh of documents or reports assignments students are given a score based on the indicators are divided into several aspects Penialain, results showed that the ability of the students in developing assessment categories with an average score of 62, 23. The ability of student groups in developing remedial included in the category enough with an average score of 64.31. The highest average score for the assessment is on the aspects of integration of local wisdom values of 71.92 and the lowest score on the aspect of validity assessment amounting to 56.92. The highest… [PDF]

Blue, Levon Ellen; Pinto, Laura Elizabeth (2016). Pushing the Entrepreneurial Prodigy: Canadian Aboriginal Entrepreneurship Education Initiatives. Critical Studies in Education, v57 n3 p358-375. Globally, neoliberal education policy touts youth entrepreneurship education as a solution for staggering youth unemployment, a means to bolster economically depressed regions, and solution to the ill-defined changing marketplace. Many jurisdictions have emphasized a need for K-12 entrepreneurial education for the general population, and targeted to youth labeled "at risk." The Martin Aboriginal Education Initiative's Aboriginal Youth Entrepreneurship Program (AYEP) has been enacted across Canada. This paper applies critical discourse analysis to a corpus of texts, exposing how colonial practices, deficit discourse, and discursive neoliberalism are embedded and perpetuated though entrepreneurial education targeted at Aboriginal students via AYEP…. [Direct]

Bills, Trevor; Cheung, Ingrid; Hannant, Barbara; Hunter, Jodie; Hunter, Roberta; Kritesh, Kevin; Lachaiya, Rakesh (2016). Developing Equity for Pasifika Learners within a New Zealand Context: Attending to Culture and Values. New Zealand Journal of Educational Studies, v51 n2 p197-209 Nov. Many Pasifika students start their schooling fluent in their own language and with a rich background of knowledge and experiences. However, very quickly they join high numbers of Pasifika students failing within the education system. The reasons are diverse but many link directly to the structural inequities they encounter which cause a disconnect (and dismissal) of their cultural values, understandings, and experiences. In this article we share the findings across multiple studies of the role that language, family, and respectful relationships hold as enablers or barriers to Pasifika students' access to education. We illustrate that when educators consider the language and culture of Pasifika students and explicitly establish respectful and reciprocal relationships with the students and their family, learning is enhanced and their cultural identity positively affirmed…. [Direct]

Carter, Victor Coy, Jr. (2021). Diversifying Minnesota's Educator Workforce: A Series of Research Briefs. Region 10 Comprehensive Center Leaders across the state of Minnesota and nation proclaim to want to diversify the educator workforce. However, the reality nationwide is that less than 20% of teachers who teach a student population that is at least 51% students of color are teachers of color (Ingersoll et al., 2018). What follows are a number of research briefs organized around a theory of action for diversifying the educator workforce. Each of the components of this theory of action is supported by a brief that overviews the literature and evidenced based practices. These briefs are intended to help leaders at the local, state, and national levels not only confirm the necessity, the 'Why', of diversifying the educator workforce, but also to begin to gain a better understanding of the 'How'…. [PDF]

Knipe, Sally (2020). Indigenous and Non-Indigenous Students in Remote Locations: A National Neglect. Education and Society, v38 n2 p5-20 Dec. This research examines national data and investigates the nature of provincial education in Australia, with a particular focus on students attending schools in isolated areas. Numerous government reports and research findings have acknowledged a range of issues regarding the academic performance of students from "rural" to describe the nature of educational research undertaken in non- metropolitan Australia as inadequate, and not reflective of the way schools are classified by government agencies…. [Direct]

Arifin, Imron; Bafadal, Ibrahim; Hardika, Hardika; Juharyanto, Juharyanto; Nurabadi, Ahmad; Sultoni, Sultoni (2020). "Gethok Tular" as the Leadership Strategy of School Principals to Strengthen Multi-Stakeholder Forum Role in Improving the Quality of One-Roof Schools in Remote Areas in Indonesia. SAGE Open, v10 n2 Apr-Jun. This study aimed at finding an effective leadership strategy carried out by one-roof school principals in remote areas. This study was conducted qualitatively with a multi-site approach. The data were obtained from the school principals as key informants and focus group discussion (FGD) involving all school principals, Indonesian Institute of Education Innovation Training and Consultant (LPKIPI), education staff, school supervisors, and stakeholders as the participants and resource persons. Findings suggested that (a) the problems encountered by one-roof school principals in the remote areas were significantly related to culture, economy, demography, geography, and historical aspects, (b) the characteristics of success of school principals in remote areas include a clear vision, high-spirit performance, "andhab asor" (low profile), active involvement in various social activities, strong motivation for continuous learning, open to feedback, having commitment to cooperate… [Direct]

Zembylas, Michalinos (2018). Decolonial Possibilities in South African Higher Education: Reconfiguring Humanising Pedagogies as/with Decolonising Pedagogies. South African Journal of Education, v38 n4 Article 1699 Nov. This article is an attempt to bring theoretical concepts offered by decolonial theories into conversation with 'humanising pedagogy.' The question that drives this analysis is: What are the links between humanisation and the decolonisation of higher education, and what does this imply for pedagogical praxis? This intervention offers valuable insights that reconfigure humanising pedagogy in relation to the decolonial project of social transformation, yet one that does not disavow the challenges–namely, the complexities, tensions and paradoxes–residing therein. The article discusses three approaches to the decolonisation of higher education that have been proposed and suggests that if the desired reform is radical, educators within the sector in South Africa will need to interrogate the pedagogical practices emerging from Eurocentric knowledge approaches by drawing on and twisting these very practices. These efforts can provide spaces to enact decolonial pedagogies that reclaim… [PDF]

Nkhoma, Nelson Masanche (2018). Producing Relevant Medical Education through Community-Engaged Scholarship. FIRE: Forum for International Research in Education, v4 n3 p151-168. Some African higher education institutions (HEIs) were founded on the notion that they would serve the specific needs of African communities. Other HEIs have borrowed the concept of community-engaged scholarship (CES) from the USA as a strategy for achieving relevance. Nonetheless, African HEIs continue to be criticized as imitators of Western universities. Drawing on Bhabha's (1985, 1994) concepts of "hybridity" and "resistance", this paper explores Malawian faculty members' perspectives on how they use CES as a strategy to make medical higher education relevant to their academic work. This study draws from postcolonial theory to show that faculty use CES to interpret truth claims around medical knowledge production and comply with the demands of a relevant and engaged university. The study also shows the complexities and paradoxes characterizing the ways in which academics strive to include subjugated knowledge or forge collaborations in higher education in… [PDF]

Henning, John E.; Martin, Bruce; Smucker, Thomas; Velempini, Kgosietsile; Ward Randolph, Adah (2018). Environmental Education in Southern Africa: A Case Study of a Secondary School in the Okavango Delta of Botswana. Environmental Education Research, v24 n7 p1000-1016. This study explored the extent to which teachers integrate environmental education and local environmental knowledge into the curriculum of a secondary school in the Okavango Delta of Botswana. In doing so, the study explored the potential value of place-based education in redressing concerns brought to light in postcolonial critiques of education in southern Africa. The study found that teachers sought to integrate environmental education into the curriculum through lessons that included references to local place names and local flora and fauna, lessons addressing issues related to environmental resource management in the region, and the acknowledgment and celebration of traditional lifestyle activities in the schools. The study also found that efforts to integrate environmental education into the curriculum were limited by a lack of educational resources needed to support these endeavors as well as a lack of adequate teacher training promoting this educational goal. The results… [Direct]

Fletcher, Jo; Macfarlane, Angus Hikairo; Macfarlane, Sonja; Taleni, Tufulasifa'atafatafa Ova (2018). Tofa liuliu ma le tofa saili a ta'ita'i Pasefika: Listening to the Voices of Pasifika Community Leaders. New Zealand Journal of Educational Studies, v53 n2 p177-192 Nov. The kaupapa on raising engagement and achievement of Pasifika students motivates Pasifika leaders, families and Pasifika communities to work alongside school leaders, teachers and educators. Pasifika leaders are driven by their aspirations for all Pasifika students to be successful in education and life-long learning. This article explores the voices of nine Pasifika leaders living within New Zealand and what they perceive are critical issues for advancing outcomes in a culturally responsive practices and understandings. The research uses a Pasifika methodology, known as Talanoa that affords a culturally suitable situation for the researcher and research participants to talk in a spontaneous manner about whatever arises. The research investigation found seven key concepts: Strengthening culturally responsive leadership; Pasifika 'heart'; Deep knowledge of Pasifika cultural world views; Provision of quality teaching and learning; Strengthening community engagement and partnership;… [Direct]

Gibbons, Andrew (2018). Neoliberalism, Education Policy and the Life of the Academic: A Poetics of Pedagogical Resistance. Policy Futures in Education, v16 n7 p918-930 Oct. The papers in this special issue on the spaces of pedagogy speak to the failures of neoliberal thinking when applied to education. Their pedagogical critique of neoliberalism contributes to a considerable body of work focused on challenging the driving discourses of education (or more accurately, school) systems. The source of the tensions between four decades of policy-supported educational marketization and the accompanying objections, rejections and warnings, require careful questioning in terms of what the very debate reveals about education, learning, school, pedagogy and so on. In this paper, these questions are asked in relation to neoliberal thinking about indigeneity, knowledge and the individual. The idea of what to do, how to approach things differently, draws together these critiques of neoliberalism in higher education. The purpose of this paper is to amplify the collective critique of neoliberalism. Analyses and challenges to educational relationships that deploy… [Direct]

Roy, Partha (2019). A Critical Review of 11th Five Year Plan on Higher Education in India. Online Submission, International Journal of Multidisciplinary Educational Research v8 n10(3) p10-24 Oct. Development of any nation solely depends on the quality of human resources and good human resource is produced through quality education. Education provides people with an opportunity to reflect on the social, cultural, moral, economic, and spiritual issues and contributes towards the development through propagation of specialized knowledge and skills. Higher education is a relative term expressing that in the progression of learning, where the utility of a skill cannot be achieved without the acquisition of previous skills, or previous knowledge, which was derived, and proven through theories, to become 'higher' knowledge. Here we discuss about some past Five Year Plan and 11th FYP (2007- 2012) on Higher Education in India. And also criticize of this plans and present problems. Lastly, I suggest some point of view to overcome these problems…. [PDF]

Areesophonpichet, Sornnate; Glass, Chris R.; Wongtrirat, Rachawan (2020). Developing Engaged Scholars through Glocal Learning: A Case Study of the Thailand Global Citizenship and Civic Engagement Initiative. Journal of Higher Education Outreach and Engagement, v24 n3 p73-85. With the development of Thailand 4.0, it is critical for engaged scholars to address the role of higher education in Thailand's social and economic development with an understanding of how local histories (local) and economic globalization (global) shape their work. We discuss the Thai context for community engagement, then describe the purpose and learning goals for the Global Citizenship and Civic Engagement (GCCE) initiative, as well as the methodological approach used to assess the initiative's impact and long-term sustainability. The findings highlight how glocal learning fostered Thai and U.S. graduate students' valuing local knowledge and linking economic inequality to environmental injustice. Students transformed in their understanding of the need to revitalize marginalized knowledge and include experiences of other-than-human beings. The findings contribute valuable non-Western perspectives on how international partnerships between universities prepare graduate students as… [PDF]

Cerd√ -Navarro, Antoni; Comas-Forgas, Rub√©n; Morey-L√≥pez, Merc√®; Salv√ -Mut, Francesca (2020). Natives and Immigrants Enrolled in Spanish Intermediate Vocational Education and Training: A Comparative Study. Research in Post-Compulsory Education, v25 n3 p295-317. This article looks at the differences and similarities between Spanish-born and immigrant students enrolled in the first year of Intermediate Vocational Education (IVET) programmes in Spain. We analyse and compare their sociodemographic and academic backgrounds, their reasons for choosing IVET courses, their dropout intention and, finally, their commitment and engagement with the IVET programs in which they are enrolled. Data were obtained from a sample of 1,119 students, aged between 16 and 18, enrolled in first year IVET courses in the regions of Balearic Islands and Catalonia (Spain). The sampling strategy adopted was convenience sampling. Among other conclusions, the results point to students with an immigrant background having greater financial difficulties and a higher likelihood of having unemployed parents when compared with native ones. Also, immigrant students, mostly chose the IVET programmes in which they are enrolled to improve their employability. Finally, students from… [Direct]

Alvarado, Jose Luis; Pang, Valerie Ooka; Preciado, Jose R.; Schleicher, Al R. (2021). Culturally Relevant Education: "Think Local" within a Holistic Orientation. Multicultural Perspectives, v23 n1 p3-16. Students bring valuable cultural ways of knowing and worldviews to the classroom. Teachers who build on student cultures are able to motivate and make learning more meaningful. We believe that teachers should "Think Local" within a holistic orientation to create a student-centered and culture-centered education that arises out of student cultural knowledge, life experiences, and belief systems. Like the Farm to Table movement in agriculture, teachers need to think about reaching students using a "Think Local" perspective. We highlight three examples of culturally relevant programs and how their holistic programs are based on thinking local. From these three cases, we recommend that teachers consider utilizing five cultural competencies that will assist them in integrating the local expertise of students into schooling…. [Direct]

Amanda J. Rockinson-Szapkiw; Andrew A. Tawfik; Jaclyn J. Gish-Lieberman; Theresa M. Theiling (2021). Designing for Self-Efficacy: E-Mentoring Training for White and BIPOC Women in STEM. International Journal of Designs for Learning, v12 n3 p71-85. This design case describes the tensions and resolutions related to the iterative design of a virtual STEM peer mentoring program for White and Black, Indigenous, and People of Color (BIPOC) women in STEM study programs at Historically Black Colleges and Universities (HBCUs) and at Minority Serving Institutions (MSIs). Stakeholder feedback, along with a conceptual framework, including Tinto's Institutional Departure Model and Bandura's Theory of Self-Efficacy, guided the design work. The second iteration featured eight self-paced, eLearning modules designed to be completed as one per week in conjunction with asynchronous and synchronous communications with program peers and faculty facilitators. The design goals focused on the self-paced modules and resolved content presentation, case videos, practice, and reflection issues. The case highlights the intersection of new design elements with Bandura's (1977) four sources of self-efficacy: social persuasion, vicarious experiences,… [Direct]

(1996). Sustaining the Vision. Selected Papers from the Annual Conference of the International Association of School Librarianship (24th, Worcester, England, July 17-21, 1995). Themes of the 24th Annual International Association of School Librarianship conference included: "School Librarianship"; "Children's Literature"; "Technology"; and "Children's Literature, Literacy, and School Librarianship." The following presented papers are assembled in this proceedings: (1) "For Better or Worse? School Libraries in the UK: Problems and Developments" (Vida Conway); (2) "Teacher-Librarianship: Bridging the Gap Between Research and Practice" (Ken Haycock); (3) "Never Mind the Book, I've Seen the Video" (Margaret Perkins); (4) "Some Issues Concerning Access to Information by Blind and Partially Sighted Pupils" (Christopher F. Green); (5) "Sustaining the Vision: How Can We Ever Have Literacy for All?" (Judith Graham); (6) "Condensed and Enriched: Images of the Miniature and of the World of Children's Literature" (Susan Hancock); (7) "Where Are the Children in… [PDF]

Bowman-Farrell, Nicole R. (2018). Looking Backward but Moving Forward: Honoring the Sacred and Asserting the Sovereign in Indigenous Evaluation. American Journal of Evaluation, v39 n4 p543-568 Dec. Culturally responsive evaluation and culturally responsive Indigenous evaluation (CRIE) within the broader field of evaluation are not often included in Western literature nor are they known or used by the majority of mainstream evaluators. In order to address this literature and practice gap, this article offers an overview and a broader origin story of CRIE prior to colonial or European contact in the United States and gives an overview of the historical, theoretical, and practical foundations for conducting CRIE in a contemporary evaluation context. Examples of evidence-based models, theories, and resources are provided to connect CRIE to Western evaluation designs and provide concrete strategies for the field of evaluation going forward. The article concludes with systemic and policy evaluation considerations as agencies from federal (i.e., United States), tribal, and international governments and partners from private or nonprofit sectors collaborate to carry out Indigenous… [Direct]

Bratkovich, Meghan; Lucas, Tamara; Strom, Kathryn; Wnuk, Jennifer (2018). Inservice Preparation for Mainstream Teachers of English Language Learners: A Review of the Empirical Literature. Educational Forum, v82 n2 p156-173. The empirical literature regarding the nature and outcomes of inservice learning opportunities for mainstream teachers of ELLs reveals that such opportunities give primary emphasis to developing teachers' pedagogical knowledge and skills but also give attention to encouraging teachers to learn about their students, curriculum, and school context; engage in inquiry about their own practice; deepen their subject knowledge for teaching ELLs; analyze and change beliefs; and develop identities as teachers of ELLs…. [Direct]

Carson, Karyn; Denston, Amanda; Gillon, Gail; Macfarlane, Angus Hikairo; McNeill, Brigid; Scott, Amy; Wilson, Leanne (2019). A Better Start to Literacy Learning: Findings from a Teacher-Implemented Intervention in Children's First Year at School. Reading and Writing: An Interdisciplinary Journal, v32 n8 p1989-2012 Oct. This study investigated the feasibility of a teacher implemented intervention to accelerate phonological awareness, letter, and vocabulary knowledge in 141 children (mean age 5 years, 4 months) who entered school with lower levels of oral language ability. The children attended schools in low socioeconomic communities where additional stress was still evident 6 years after the devastating earthquakes in Christchurch, New Zealand in 2011. The teachers implemented the intervention at the class or large group level for 20 h (four 30-min sessions per week for 10 weeks). A stepped wedge research design was used to evaluate intervention effects. Children with lower oral language ability made significantly more progress in both their phonological awareness and targeted vocabulary knowledge when the teachers implemented the intervention compared to progress made when teachers implemented their usual literacy curriculum. Importantly, the intervention accelerated children's ability to use… [Direct]

Cock, Megan L.; Eadie, Tricia; Murray, Lisa; Niklas, Frank; Page, Jane; Scull, Janet; Sparling, Joseph (2019). An Abecedarian Approach with Aboriginal Families and Their Young Children in Australia: Playgroup Participation and Developmental Outcomes. International Journal of Early Childhood, v51 n2 p233-250 Aug. New approaches to support the early learning for young Indigenous children are important to government policies across Australia. This study explores whether the Abecedarian Approach Australia (3a) intervention, with strong cultural adaptations, can boost young Aboriginal children's early language and learning skills, prior to preschool. Participants in this study were Aboriginal children attending playgroups, "Families as First Teachers," in school settings in two remote communities in the Northern Territory. Implementation data on two components (Conversational Reading and LearningGames) of the Abecedarian Approach Australia (3″a") intervention are reported, and the level of exposure the children had to the programme during the study period is analysed. Child outcomes were assessed on the Brigance Early Childhood Screen II for 149 children aged from 24 to 56 months. Children's language and early learning were associated with intervention dosage. Higher exposure… [Direct]

Mohanty, Seemita; Viswanath, K. (2019). Tribal Folklore as ELT Material for First-Generation Learners. Advances in Language and Literary Studies, v10 n2 p19-26 Apr. An important component of any ELT programme is the content. A course-book ensures that the required course content is presented in a uniform format for ready implementation. In most cases where English is taught as the second or foreign language, a course-book is 'the only point of contact with the language' for learners. Available research has established that appropriate language content motivates learners to acquire language skills. In the eastern Indian state of Odisha, that has a high tribal population, a government sponsored scheme named Anwesha exists, which aims at providing quality English medium education to underprivileged rural tribal children, in urban public schools. But it is widely observed that these first-generation tribal learners in the English Medium Instruction (EMI) system are being deprived of the desired results. Finding no motivation to study a foreign language with unfamiliar content, and facing unfair competition from city-bred privileged learners, many of… [PDF]

Mangan, John; Trendle, Bernard (2019). Evaluating the Effectiveness of a Mentoring Program for Indigenous Trainees in Australia Using Propensity Score Analysis. Education Economics, v27 n3 p308-322. Traineeships have been shown to be successful in generating improved labour market outcomes and are often recommended as a policy option for disadvantaged youth. Regretfully data indicate that one such target group, Indigenous Australians, continues to have lower traineeship completion rates than the non-Indigenous. To address this issue, a program of mentoring for Indigenous students has been implemented in Australia. This paper provides the first quantitative evaluation of this mentoring program by using propensity score matching techniques. Post-matching analysis indicates the program increased the completion rate of Indigenous trainees by approximately 10%…. [Direct]

Case, Roland; Gibson, Lindsay (2019). Reshaping Canadian History Education in Support of Reconciliation. Canadian Journal of Education, v42 n1 p251-284 Spr. Scholars disagree about the implications of the Truth and Reconciliation Commission's Calls to Action for history educators and curriculum developers. Some scholars contend that responding to these Calls to Action requires rejecting the discipline of history and historical thinking approaches currently being implemented in history and social studies curricula in several Canadian jurisdictions because they are derived from an ethnocentric Western epistemology. In this article, we propose three significant and important changes to Canadian history education in support of reconciliation, some of which are already underway, albeit imperfectly, and each of which can be implemented without radical epistemological restructuring…. [PDF]

Afroze, Rawshan Sadia; Begum, Hasne Ara; Chakma, Evelina; Dewan, Limia; Perveen, Rokhsana; Tangen, Donna (2019). The Challenges of Geographical Inclusive Education in Rural Bangladesh. International Journal of Inclusive Education, v23 n1 p7-22. This paper considers the challenges of promoting inclusive education in geographically isolated rural communities in Bangladesh. Inclusion is explored from both government and non-government (NGO) providers, and identifies challenges and opportunities for implementing inclusive practices. Challenges for implementing inclusion are linked to poverty, gender inequality, ethnicity, remoteness, language barriers, issues for children with disabilities, and the negative impact of climate (e.g. monsoonal flooding, landslides, and other natural calamities that beset Bangladesh on a regular basis) as well as the current humanitarian crisis with the Rohingya children now in Bangladesh. While there is sometimes a mismatch between government policy and the literature on inclusion in relation to practical implementation at the local level, opportunities for inclusion come with the dedication and passion of educators who provide teacher training about inclusive education, assistive technologies… [Direct]

McLean, Scott (2016). From Cultural Deprivation to Individual Deficits: A Genealogy of Deficiency in Inuit Adult Education. Canadian Journal of Education, v39 n4. Adult education programs are often grounded in problematic assumptions about learners' inadequacies. The purpose of this article is to critique such assumptions through presenting a history of the manner in which representatives of Canadian governments conceptualized the education of Inuit adults from the 1940s through the 1980s. Using genealogical methods and archival data, I find three stages in the evolution of official discourses about Inuit adult education: exclusion, cultural deprivation, and individualization. This article contributes to the history of Inuit education, and to the critique of deficiency discourses as more broadly deployed in the education of adults from marginalized backgrounds…. [PDF] [Direct]