Golding, David (2018). The Colonial and Neoliberal Roots of the Public-Private Education Debate in Sri Lanka. Journal for Critical Education Policy Studies, v16 n1 p145-174 Apr. The controversy surrounding Sri Lanka's privatising education system is one of the most pressing social and political issues facing the country today. This paper explores the history of this debate by drawing connections to broader processes of colonialism and neoliberalism. Particularly, this paper traces the shifting sociocultural functions of education in Sri Lanka. Colonial-era education in Sri Lanka provoked debates about access, cultural identity, and employment that somewhat resemble contemporary discourses on the role of international education in Sri Lankan society. As the world system shifted from colonialism to neoliberalism in the 20th century, Sri Lankan education began to deemphasize government employment for its graduates. Instead, the education system became oriented towards the needs of the economy, especially in terms of private sector employment. While Sri Lankan education finds new purpose in preparing students for employment in the globalizing economy, it also… [PDF]

Komatsu, Hikaru; Rappleye, Jeremy (2021). Rearticulating PISA. Globalisation, Societies and Education, v19 n2 p245-258. The OECD's PISA exercise has by now been widely critiqued. Whilst we agree with most concerns, we begin with the assumption that PISA will remain an enduring and powerful feature of the global educational landscape. Even if the PISA test itself were discontinued, a similar large-scale quantitative assessment exercise would soon arise to take its place. As such, we focus herein on strategies for rearticulating ILSAs such as PISA: the creative use of data to shift the exercise away from dissemination of one dominant worldview towards the recognition of alternatives. To do this, we discuss the approach and findings from our recent papers, and then suggest future directions. Rather than mere accommodation, re-articulation underscores an approach to critique that is generative for theory and practice, one that extends of the horizon of possibility beyond culturally saturated notions of 'good' education…. [Direct]

James, Adrienne Brant; Lunday, Tammy (2014). Native Birthrights and Indigenous Science. Reclaiming Children and Youth, v22 n4 p56-58 Win. In traditional tribal cultures, children are treated with great respect and eagerly learn from their elders. But in contemporary Western society, Native students have the highest dropout rates and are subjected to disproportionate school disciplinary exclusion, which becomes a pipeline into the justice system (Sprague, Vincent, Tobin, & Pavel, 2013). A growing literature calls for culturally appropriate approaches that build on strengths of indigenous students (Reyhner, Martin, Lockard, & Gilbert, 2013). Indians of the Americas share a worldview grounded in respect for all life. Gregory Cajete (2000) of the University of New Mexico describes Native science as the "natural laws of interdependence." In contrast, Western science has tended toward reductionism, measuring cause and effect links between isolated variables. But human harmony requires a relational–not linear–worldview (Cross, 2012). There are two contrasting systems for governing human societies–cultures… [Direct]

Smith, Natasha L.; Varghese, Jeji (2016). Role, Impacts and Implications of Dedicated Aboriginal Student Space at a Canadian University. Journal of Student Affairs Research and Practice, v53 n4 p458-469. This article draws on a case study of the University of Guelph's Aboriginal Resource Centre (ARC) to identify the role that dedicated spaces have in the lives of Aboriginal students. Three roles that were identified include how these spaces build a sense of community, foster and enhance Aboriginal identity, and provide a safe space for Aboriginal Students. Recommendations for higher education and student affairs are included…. [Direct]

Eldridge, Laurie; Ruokonen, Inkeri (2017). "Being Sami Is My Strength": Contemporary Sami Artists. International Journal of Education & the Arts, v18 n17 Apr. The aim of this case study was to discover how three Sami artists present their culture in their arts and how their art grows from Sami traditions. Our first purpose was to find out how they use their art forms' roots to create new ideas. The other purpose of this study was to bring into discussion the importance of a minority culture's arts in teacher education programmes. The data was collected from the writings of and interviews with three Sami artists for whom Sami tradition is strongly present. Sami artists can be seen as an open space for challenging preoccupations and prejudices in which traditions and artistic practices work as playful means of questioning the ways in which subjects, social interactions, and practices are constructed. In these artistic processes, subjects and cultures become hybrid and a changing force for interaction among cultural traditions, other cultural ideas, and the environment to generate new arts…. [PDF]

McCormick, Alexander; Shah, Ritesh; Thomas, Matthew A. M. (2017). Shifting Tides: Reflecting on Regional Aspects of Our Roles as Comparative and International Educators. International Education Journal: Comparative Perspectives, v16 n3 p49-68. In this paper, we critically interrogate the way in which comparative and international education coursework at two large institutions in Australia and New Zealand embody or challenge teleological, colonial, and Western/Northern-centric perspectives on education and development. Embedded within a broader and introspective examination of our roles as comparative and international educators in these universities, we deconstruct the intent behind our course objectives, readings, lecture content and assessment tasks, and place them into conversation with our own pedagogical self-reflections, observations of practice and student feedback. In doing so, we highlight ways in which we believe we are beginning to prepare a new generation of more critically conscious, and regionally-minded set of teachers, development practitioners and researchers. Specifically, by "making the familiar strange," and encouraging our students to co-construct knowledge, we argue we can begin to create… [PDF]

Coleman, Victoria; Fitzsimons, Sin√©ad; Greatorex, Jackie; Johnson, Martin; Oates, Tim (2020). The Learning Passport: Curriculum Framework (Maths, Science, Literacy). Making Progress Possible: Improving the Quality of Education for Vulnerable Children Everywhere. Cambridge Assessment The Learning Passport project is part of a joint collaborative project that involves UNICEF and the University of Cambridge based around a Programme Cooperation Agreement (PCA) between Cambridge University Press and UNICEF signed in April 2019. The goal of the project is to develop a blueprint curriculum framework as a basis for programme and materials design, with these to be used with refugee and displaced learners ('learners on the move') in Education in Emergency (EiE) contexts. This report outlines the methodology that was used to explore the development of the curriculum framework and includes the output frameworks and matrices that resulted from the development process. In Cambridge the framework development project involved several departments and collaborative partnership organisations from across the University. These partners included Cambridge Assessment, Cambridge Mathematics, Cambridge University Press, the Faculty of Education, and the Department of Psychology…. [PDF]

Liu, Xin; Stern, Ludmila (2019). See You in Court: How Do Australian Institutions Train Legal Interpreters?. Interpreter and Translator Trainer, v13 n4 p361-389. Legal and court interpreters require advanced professional skills to perform their demanding tasks. How well does Australia prepare interpreters to fulfil the linguistic needs of its numerous communities, including 'established' migrant, indigenous, 'new and emerging' and deaf, in a variety of legal settings? Based on the online data and interviews with educators, this study provides an overview of formal legal interpreter training offered by two types of educational institutions, academic and vocational. The survey of the existing courses, curricula, aims and outcomes, content and settings, teaching methods and assessment, identifies the characteristics of these two approaches, considers advantages and disadvantages of each system, and questions their effectiveness for preparing competent graduates for legal settings. Relying on the educators' opinions, we consider what roadblocks Australian educational institutions encounter in meeting the requirements of the legal system and… [Direct]

Noor, Ady Ferdian; Sugito (2019). Multicultural Education Based in the Local Wisdom of Indonesia for Elementary Schools in the 21st Century. Journal of International Social Studies, v9 n2 p94-106. Indonesia consists of a variety of tribes, religions, races, and groups that exist on islands that spread from Sabang to Merauke. The wealth of ethnic diversity in Indonesia should be an advantage to unite the nation, but the reality in the field of cultural gatherings raises new conflicts, based on increasing social conflict in the community. In 2013, there were 92 total conflicts, in 2014 here were 83 conflicts; and in 2015 in the middle quarter, social conflicts originating from ideology, politics, economics, and social culture amounted to 20 cases. Local wisdom in each community is a reflection of an integrated (holistic) philosophy of life. Citizenship learning models depend on teachers, who develop materials by integrating contexts with the values of the philosophy of local wisdom. These models can be interpreted as multicultural education based on local wisdom…. [PDF]

Salis Reyes, Nicole Alia (2019). "What Am I Doing to Be a Good Ancestor?": An Indigenized Phenomenology of Giving Back among Native College Graduates. American Educational Research Journal, v56 n3 p603-637 Jun. Although giving back is consistently recognized as a goal of Native (Native Hawaiian, Native American, and Alaska Native) college students, little in the literature describes giving back in detail. To fill this gap, this research examines the essence of giving back as it is experienced by Native college graduates. It explores, through both Indigenous and phenomenological research methodologies, how Native college graduates come to value giving back, enact giving back, and make meaning of giving back. The findings from this study contribute to what is known about how Native college graduates may contribute to the self-determination of their nations and call for a reconceptualization of postsecondary success for Native peoples…. [Direct]

Ataria, Jamie; Clarke, Te Hurinui; Derby, Melissa; Macfarlane, Angus; Macfarlane, Sonja; Manning, Richard (2019). Wetekia kia rere: The Potential for Place-Conscious Education Approaches to Reassure The Indigenization of Science Education in New Zealand Settings. Cultural Studies of Science Education, v14 n2 p449-464 Jun. "Wetekia kia rere" is an expression in the Maori language that refers to "unleashing potential". This paper discusses questions of power relevant to challenges recently identified by government officials regarding learners' experiences of science education in New Zealand schools. We begin by summarising the Treaty relationship (Treaty of Waitangi, considered to be the country's founding document first signed in 1840) that informs the framing of New Zealand's science curriculum guidelines. Next we outline some official New Zealand education strategies along with several policy guidelines relevant to the aspirations of Maori communities for a transformative science curriculum. This is followed by a discussion of how the historical processes of ecological imperialism, environmental racism and institutional racism have combined to attenuate Maori experiences of science education. A review of international literature is then presented to support calls for the… [Direct]

Shiller, Jessica T. (2020). Honoring the Treaty: School Leaders' Embrace of Indigenous Concepts to Practice Culturally Sustaining Leadership in Aotearoa. Journal of School Leadership, v30 n6 p588-603 Nov. As a field, school leadership has maintained a colorblind stance, marginalizing practitioners' awareness of culturally sustaining practice, and erasing the experiences of Indigenous and other minoritized groups of students, teachers, and families. Looking to research and practice that attempts to embrace racial and cultural difference in order to make schools more culturally sustaining places to be is imperative in order for the field to respond to the growing diversity in schools. This article specifically explores culturally sustaining and Indigenous school leadership practices. Using data collected from interviews with ten school leaders in Aotearoa (New Zealand) as well as school documents, this article presents new insights into the implementation of culturally sustaining school leadership, which has implications for theory and practice in the field of educational leadership, which has been too long dominated by white ways of knowing…. [Direct]

Cano, Daniel; Figueiredo, Ana; Madero, Cristobal (2020). The Impact of a Multicultural Exchange between Indigenous and Non-Indigenous History Teachers for Students' Attitudes: Preliminary Evidence from a Pilot Study in Chile. Multicultural Education Review, v12 n3 p215-222. This manuscript presents the results of a pilot study, Kuykuitin. A project that provides history teachers of elite schools in Chile with firsthand contact with history teachers in an intercultural school in the Araucan√≠a. This region is the conflict zone with higher levels of violence between the Mapuche and the Chilean State. The pilot study analyzes the perceptions of the students of elite schools in the city's capital — Santiago — about the Mapuche and the present-day conflict, before and after their history teachers participated in the Kuykuitin project…. [Direct]

Lucas, Lisa; Muhuro, Patricia; Naidoo, Kibashini; Trahar, Sheila; Wisker, Gina (2020). 'You Have to Change, the Curriculum Stays the Same': Decoloniality and Curricular Justice in South African Higher Education. Compare: A Journal of Comparative and International Education, v50 n7 p961-977. This article reports on a study that focuses on students from rural areas of South Africa and their experiences of higher education. These students have attracted little attention in widening participation research in South Africa, despite being one of the most marginalised groups. The article, drawing on the experiences of student co-researchers and using the concepts of decoloniality and curricular justice as a theoretical framework, argues for greater acknowledgement of epistemic reciprocity in curriculum development as a way to ensure more socially just curricula. Findings illustrate the importance that students attribute to being able to relate to curricula that reflect their experiences, curricula that they rarely experience in higher education. Students report feelings of marginalisation, lack of recognition of the importance of knowledge and skills developed in their communities and their relevance to higher education together with the challenges they face accessing and… [Direct]

Adams, Emma; Boulton, John; Carapetis, Jonathan; Cross, Donna; Fitzpatrick, James P.; Latimer, Jane; Mazzucchelli, Trevor G.; Symons, Martyn; Wagner, Bree; Watkins, Rochelle; Wright, Edie (2020). RE-AIM Evaluation of a Teacher-Delivered Programme to Improve the Self-Regulation of Children Attending Australian Aboriginal Community Primary Schools. Emotional & Behavioural Difficulties, v25 n1 p42-58. Studies in north-western Australia Aboriginal communities identified executive functioning and behavioural regulation as significant issues for children. Exposure to alcohol prenatally and adverse childhood experiences are known risk factors for impaired self-regulation and executive function, these risk factors being present in remote communities. In response, a partnership was initiated to trial a teacher-delivered self-regulation intervention based on the Alert Program Æ. While student outcomes were assessed, this paper describes the implementation and impact of the intervention on teachers through the five dimensions of the RE-AIM framework (Reach, Efficacy, Adoption, Implementation, Maintenance). Trained classroom teachers (n = 29) delivered eight Alert Program Æ lessons to students over 8- weeks. Impact and implementation outcomes were assessed through teacher training and student lesson attendance data, and pre-training and post-intervention teacher questionnaires. Data were… [Direct]

Stuhlmiller, Cynthia M.; Tolchard, Barry (2018). Outcomes of an Australian Nursing Student-Led School Vision and Hearing Screening Programme. Child Care in Practice, v24 n1 p43-52. Nursing students typically do not undertake clinical training in school settings. However, they are well placed to have a role in providing health screening and education in schools or community health venues under supervision of qualified nurses. This study provides a description and outcomes of a vision and hearing screening programme delivered by university nursing students working out of a student-led clinic situated in an underserved, largely Aboriginal and Torres Strait Islander community in regional Australia. Screening and follow-up data collected from 741 elementary school children indicated some important population patterns and trends, with nearly 30% having identified problems. Anecdotal evidence suggested children who gained treatment had improved school performance. Challenges to follow-up and confounding variables are discussed and a suggestion for future research is offered…. [Direct]

Makalela, Leketi (2018). Community Elders' Narrative Accounts of "Ubuntu" Translanguaging: Learning and Teaching in African Education. International Review of Education, v64 n6 p823-843 Dec. While South Africa has been lauded as a multilingual country that accorded official status to 11 languages, the academic notion of multilingualism has always been conceived from a monolingual perspective. Monolingual ideologies, which inadvertently favoured European languages to the detriment of local languages, were passed on to African countries through the occupation, division and colonisation of African territory by European powers in the early 1880s. Surprisingly, however, to date hardly any research has investigated African multilingualism predating the colonial era, or analysed pre-colonial narratives to offer alternative insights into African sociolinguistic and cultural realities. Aiming to shed some light on indigenous ways of knowing and the nature of translingual practices in local South African communities, the author of this article presents a study which collected and analysed storied narratives of six community elders–a glimpse into the pre-colonial period. The… [Direct]

Santamaria, Andres Peter; Santamaria, Lorri Johnson; Singh, Gurdev Kaur Pritam (2017). One against the Grain: Re-Imagining the Face of School Leadership in Aotearoa New Zealand. International Journal of Educational Management, v31 n5 p612-621. Purpose: The purpose of this paper is to reframe transformative and culturally sustaining leadership for a diverse global society by addressing the need for educational systems to better serve people of color, situated in the urban Auckland area of Aotearoa New Zealand (NZ), who have been marginalized by the societies to which they immigrate. Design/methodology/approach: Grounded in an applied critical theoretical framework, this qualitative inquiry uses raw auto-ethnographical data gleaned from a case study featuring the voice of Deva, a Malaysian Punjabi woman educator, who is also an aspiring school leader. In aspects of her auto-ethnography, she candidly shares experiences of racism, discrimination, and oppression germane to her professional educational experiences in Aotearoa NZ. Findings: Findings inform practice and policy to foster more inclusive school improvement in a bicultural and increasingly multicultural context that has historically recognized Maori (indigenous to… [Direct]

Kratka, Magdalena, Ed.; Moraova, Hana, Ed.; Novotna, Jarmila, Ed.; Stehlikova, Nad'a, Ed. (2006). Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (30th, Prague, Czech Republic, July 16-21, 2006). Volume 2. International Group for the Psychology of Mathematics Education This document contains the second volume of the proceedings of the 30th Annual Conference of the International Group for the Psychology of Mathematics Education. Conference presentations are centered around the theme "Mathematics at the Centre." This volume features 60 research reports by presenters with last names beginning between Abr and Dri: (1) The Odds of Understanding the Law of Large Numbers: A Design for Grounding Intuitive Probability in Combinatorial Analysis (Dor Abrahamson and Rose M. Cendak); (2) Imaginary-Symbolic Relations, Pedagogic Resources and the Constitution of Mathematics for Teaching in In-Service Mathematics Teacher Education (Jill Adler and Zain Davis); (3) Relationship between Pre-Service Mathematics Teachers' Teaching and Learning Beliefs and Their Practices (Hatice Akkoc and Feral Ogan-Bekiroglu); (4) Teachers' Awareness of Dimensions of Variation: A Mathematics Intervention Project (Thabit Al-Murani); (5) The Student Teacher and the Others:… [PDF]

Wurdeman, Katherine K. (2013). Nana i ke kumu: Returning to Our Ancestral Wisdom. ProQuest LLC, Ph.D. Dissertation, University of Hawai'i at Manoa. Nana i ke kumu refers to the Hawaiian practice of returning to traditional knowledge and resources to understand the underlying cultural roots of everyday words and actions used in contemporary Hawaiian settings. In this strengths-based research project, videotaped lessons in four classrooms at a Native Hawaiian-serving school were viewed and analyzed in an attempt to uncover the Hawaiian cultural roots of the classrooms' current teaching and learning practices. After viewing each of the videotapes, a focus group of five Hawaiian cultural experts commented on the Hawaiian teaching and learning practices that were evident in each of the lessons. The cultural experts then followed with suggestions for possible ways to enhance the Hawaiian cultural components of each of the existing lessons. It is my hope that the results of this study can inform future decisions made in regards to Native Hawaiian culturally based literacy education, both at this school and beyond. [The dissertation… [Direct]

Broad, Kathy; James, Usha; Nardozi, Angela; Restoule, Jean-Paul; Steele, Nancy (2014). Deepening Knowledge to Inspire Action: Including Aboriginal Perspectives in Teaching Practice. in education, v19 n3 p108-122 Spr. Deepening Knowledge Project, through Ontario Institute for Studies in Education (OISE), undertook research within the Initial Teacher Education program to explore the relationships between teacher candidates and Aboriginal content. Our research question was, "Which strategies used within OISE's Central cohort are most powerful in increasing teacher candidates' willingness and readiness to incorporate Aboriginal knowledges and pedagogies into their classroom practice?" Data consisted of surveys administered to approximately 70 teacher candidates at three key points in their program as well as two rounds of interviews with five purposively selected participants. We found that teacher candidates most appreciated the inclusion of First Voice perspectives, in-depth instruction on current and historical events, and a continuous examination of privilege as means to prepare them for incorporating Aboriginal content into their future practice. While most students reported feeling… [PDF]

Creedy, Debra; Mills, Kyly; Rowland, Dale; West, Roianne (2019). Impact of a Discrete First Peoples Health Course on Students' Experience and Development of Cultural Capabilities. Higher Education Research and Development, v38 n5 p1090-1104. As Australian universities move towards the mandatory inclusion of First Peoples content into undergraduate health professional programs, it is imperative to evaluate course impact and quality of teaching. A discrete First Peoples Health course underpinned by The Aboriginal and Torres Strait Islander Health Curriculum Framework was evaluated using the Cultural Capability Measurement Tool (CCMT). Tool items reflect the five core cultural capabilities outlined in "The Framework" (Respect, Communication, Safety and Quality, Reflection, and Advocacy). All enrolled students (n = 297) were invited to complete an online survey before and after the course. Students' experience of course quality was assessed using a university-generated online survey. Completed surveys could be matched for 87 students (29.3% response rate). Mean increase in CCMT scores from baseline to post-course was 10.85 (95% CI 8.84, 12.86). The eta squared statistic (?[superscript 2] = 0.57) indicated a large… [Direct]

Webb, Gwendalyn; Williams, Cori (2019). Interactions between Children and Their Early Childhood Educators: The Effect of Cultural Match on Communication. Australasian Journal of Early Childhood, v44 n1 p48-62 Mar. This paper describes the findings of research into children's interactions with educators who were of the same or different culture from that of the children. The research investigated the effect of cultural context on the children's communication and the quality of their interactions in one mainstream early childhood setting. Aboriginal and non-Aboriginal educators were video-recorded interacting with Aboriginal and non-Aboriginal children in an early childhood education and care setting. The interactions between the children and their educators were categorised according to whether the culture of the educator matched that of the child (cultural match), or not (cultural non-match). The interactions were transcribed and the children's communication analysed across a variety of linguistic measures. Results indicated that the children's communication with their educators differed in qualitative but not quantitative measures in response to cultural match. These findings support the need… [Direct]

Augustine, Stephen; Doucette, Mary; Root, Emily; Snow, Kathy (2019). Evidence of Co-Learning through a Relational Pedagogy: Indigenizing the Curriculum through MIKM 2701. Canadian Journal for the Scholarship of Teaching and Learning, v10 n1 Article 11 May. In the winter term of 2016, Cape Breton University launched a revised version of a second year Mi'kmaw Studies course entitled Learning from the Knowledge Keepers of Mi'kmaki (MIKM 2701). This course was designed to be led by local Elders and Knowledge Keepers with facilitation support from university faculty. It was designed by course facilitators as a dual-mode course, with the opportunity for students to participate face-to-face and online, and the excitement it generated quickly went "viral." In this paper, we describe the experiences of the participants in the course through an analysis of their own reflections on the 13 weeks of instruction. The aim of this analysis is to share course design considerations for post-secondary institutions attempting to "Indigenize the academy" at a course level, but also to evaluate the process of co-learning as it was evidenced in the course as a means to address educational complexity and decolonization efforts in the… [PDF]

Molla, Tebeje; Nolan, Andrea (2019). The Problem of Inequality in Australia's Early Childhood Education and Care Sector: A Policy Frame Analysis. Australian Journal of Education, v63 n3 p322-339 Nov. A policy problem is a discursive construction, and the way in which the problem is framed determines both the nature of the policy responses and the possibility of resolving it. In this paper, drawing on critical frame analysis, we examined three major equity policies in the Australian early childhood education and care (ECEC) sector. In mapping out framing and reasoning devices of the policies, our analytical interest is to highlight the representation of inequality as a problem and unmask underlying assumptions of the equity responses. The findings show that disadvantage in Australia's ECEC sector has been framed as a lack of access, limited navigational capacity and cultural exclusion; and the framings are underpinned by economic, educational and social rationales. The analysis also reveals problematic categories, issue-omissions and conceptual shifts within the texts. The paper draws practical implications of the frame contradictions and silences…. [Direct]

B. Ormson; G. K. Ward; K. Arkansas; M. J. Reinhardt; T. Moses (2020). Teachers and Leaders. National Comprehensive Center Learning across the disciplines (e.g., mathematics, science, art) can be enhanced for all students by grounding learning in historical and cultural (Western and Native) knowledge and context. The survival of Native knowledge in the United States depends on the leadership and teaching skills of many traditional and non-traditional educators. The Native knowledge systems that were in place and thriving in a pre-colonial context produced the great thinkers and problem solvers that were well suited to cultures and geographies of Native peoples. Though these systems have since been disrupted, Native knowledge is resilient and continues to provide theories, methodologies, and philosophies that remain relevant. Within this context, this brief explores ways in which state education agencies, local education agencies, tribal education departments, schools, and educator preparation programs can support teachers and leaders to preserve Native culture, knowledge, and language to improve the… [PDF]

Ball, Rick; Bub-Connor, Helen; Lowe, Kevin (2019). Teacher Professional Change at the Cultural Interface: A Critical Dialogic Narrative Inquiry into a Remote School Teacher's Journey to Establish a Relational Pedagogy. Australian and International Journal of Rural Education, v29 n1 p17-29. This is a co-constructed narrative between both Marie, an early career teacher, Stephen an artist and colleague in the school's creative arts faculty and Colin, an Aboriginal teacher and researcher. They met throughout 2012 and discussed issues that related to their discursive interactions that occurred in this small rural school between its teachers and the town's largely Aboriginal community. These discussions were conducted within the context, of Marie's experiences as a new scheme teacher, Stephen's reflexive observations as a teacher of many years' experience and Colin, who had worked with the school on various curriculum projects. These narratives give witness to their experiences, their failures and successes and of the discursive concerns seen to affect school student success and community relationships. These narratives connect with the town's history of race relations and the aspirations and concerns of Aboriginal people living in this community. This paper, which focuses… [Direct]

Gordon, Jane Anna (2018). Creolizing Educational Practices. Review of Education, Pedagogy & Cultural Studies, v40 n1 p58-68. Author Jane Anna Gordon begins this commentary by saying that early in her academic career she was struck by the dual character of schools as places that can damage and waste the human potential of some on one hand, and that can and should be put in the service of liberation on the other. She writes that this point was driven home to her through an experience she had as a high school student. Gordon tells the story of an AP U.S. History course, taught by a white U.S. southern conservative teacher, who prided himself on how the curriculum for the class had remained unchanged, impermeable to the movements in social and cultural history. In the absence of any other way to fulfill the national U.S. history requirement, a group of parents of primarily Black students at the school mobilized to demand the creation of an African American history class. A highly qualified teacher was hired from a historically Black college to teach the class. Gordon writes of having found the class… [Direct]

Barnes-Johnson, Joy; Hester-Croff, Carla; Leonard, Jacqueline; Mitchell, Monica; Outka-Hill, Jill; Robinson, Roland; Unertl, Adrienne (2018). Preparing Teachers to Engage Rural Students in Computational Thinking through Robotics, Game Design, and Culturally Responsive Teaching. Journal of Teacher Education, v69 n4 p386-407 Sep-Oct. This article examines teacher preparation and teacher change in engineering and computer science education. We examined culturally responsive teaching self-efficacy (CRTSE), culturally responsive teaching outcome expectancy (CRTOE) beliefs, and attitudes toward computational thinking (CT) as teachers participated in one of three treatment groups: robotics only, game design only, or blended robotics/game design. Descriptive data revealed that CRTSE gain scores were higher in the robotics only and blended contexts than in the game design only context. However, CRTOE beliefs were consistent across all treatment groups. In regard to CT attitudes, teachers' gain scores were higher in the game design only and blended contexts than in the robotics only context. In addition, there were differences by treatment group related to STEM (science, technology, engineering, and mathematics) practices, while cultural artifacts were evident in each learning environment. The results of this study… [Direct]

Barrett, Joe; Cherubini, Lorenzo; Robinson, Dan (2018). Enhancing Understandings of Emerging Physical Education Practical Theory: Aboriginal Teacher Candidates' Reflective Journaling Practices. McGill Journal of Education, v53 n1 p11-25. This paper describes results from a study that arose to explore, alongside Aboriginal teacher candidates, emerging physical education (PE) practical theory utilizing reflective journaling practices. Practical theory can be described as an individual's personal and dynamic set of values, knowledge, and experience that guides, in part, teaching choices and behaviours. In the thematic analysis of teacher candidates' reflective journals, care was taken to honour and confirm the voices of nine Aboriginal teacher candidates. Four key themes were identified: marginality (foreign activities and stereotypical expectations), cultural preservation through PE, Elder involvement in PE, and looking to the future. The results may serve to inform those with an interest in reflective practices in physical education teacher education (PETE) and/or Aboriginal teacher education…. [Direct]