Chung, Stan (2016). The Morning after Canada's Truth and Reconciliation Commission Report: Decolonisation through Hybridity, Ambivalence and Alliance. Intercultural Education, v27 n5 p399-408. In Canada, 2015 will be remembered for the publication of the "Truth and Reconciliation Commission Report" which related to all Canadians the impacts of the Indian residential school system. The Commission invokes the United Nations Declaration on the Rights of Indigenous Peoples and uses the term reconciliation as a national strategy for moving forward. This paper employs an autoethnographic methodology and proposes that reconciliation might benefit by finding ways of confronting the Other within; I describe my reflections on a trip to the 2015 conference "Learning at Intercultural Intersections" at Thompson Rivers University. My social and cultural experiences as a Korean Canadian academic and administrator are challenged in order to consciously shift my own colonising mindset. Reconciliation in Canada will require significant personal, professional, institutional and sociocultural inquiry. What does it mean to discover the Other within? How do we walk with… [Direct]

Desai, Maharaj (2016). Critical "Kapwa": Possibilities of Collective Healing from Colonial Trauma. Educational Perspectives, v48 n1-2 p34-40. This paper is based on the experiences of the author as a student, educator, and Filipina/o. The author explores the multiple traumas in the community that he grew up in that impacted his experiences as well as those of his family and the connection of those traumas to colonialism. The author also examines the possibilities for healing from those traumas through "kapwa"–the core value of Filipina/o indigenous psychology that emphasizes interrelatedness with one another. Additionally, the author will illustrate how Filipina/o educators can and should foster spaces where Filipina/o students can collectively heal through Critical Kapwa pedagogy–an open pedagogical philosophy that came from his experiences working with Filipina/o youth in San Francisco…. [PDF]

Fuhai, An (2017). The Basis for Integrating Local Knowledge into the School Curriculum for Tibetans in Southern Gansu. Chinese Education & Society, v50 n1 p12-17. The school curriculum in Gannan Tibetan Autonomous Prefecture (Gannan) does not adequately consider the interests and needs of Tibetan students or the life options of those who fail to be chosen for a path to "legitimization." Such a curriculum is not only incompatible with what should be the objectives and requirements for transmitting ethnic heritage through school education in minority areas, but is also a primary reason for the lack of motivation and learning difficulties among Tibetan students in Gannan. Tibetan local knowledge in Gannan originates in the natural, cultural, social, and environmental awareness and understanding of the Gannan Tibetans themselves. It effectively resolves the problems faced by Gannan Tibetans in terms of the natural and human environment, and has irreplaceable value and significance to the survival and development of the Tibetan people in Gannan. Integrating local knowledge, in an appropriate format, into the school curriculum is key to… [Direct]

Exell, Mike; Oliver, Rhonda (2020). Identity, Translanguaging, Linguicism and Racism: The Experience of Australian Aboriginal People Living in a Remote Community. International Journal of Bilingual Education and Bilingualism, v23 n7 p819-832. Eight adult Aboriginal people residing in a remote community in the north-west of Australia participated in this research. The data were collected from an 'inside' perspective and, as culturally appropriate, through informal interviews (yarning) and ongoing conversations. These data were recorded as field notes and audio files which were transcribed and used to formulate case studies. Because the authors are not Aboriginal people, the voices of the participants were used to tell their personal stories and experiences. The findings indicate that each identified as Aboriginal and according to their language group. They recognized their wide-ranging linguistic repertoire which included Aboriginal English (AE), Kriol and, to various degrees, traditional languages. They believed they were more connected to their culture because of their Aboriginal dialects and languages. Their language use was fluid and they engaged in translanguaging. Not all claimed to be proficient in Standard… [Direct]

Goforth, Anisa N.; Holter, Olivia G.; Pyke, Kristen; Shindorf, Zachary R. (2020). Cultivating Perspective: A Qualitative Inquiry Examining School History Textbooks for Microaggressions against Native Americans. Journal of Educational and Psychological Consultation, v30 n3 p255-284. Native American youth face a number of challenges that affect their academic success and wellbeing. In schools, Native American youth are presented with textbooks that include stereotyped and distorted information about their peoples' history. However, there is a gap in the literature showing whether these textbooks contain microaggressive statements. The current study is a qualitative inquiry into five Montana history that explores the following questions: The first, are there microaggressions in history textbooks used across Montana, and the second — if there are microaggressions, what are those themes? Results of this study indicate that these books included 96 microinvalidations, 54 microinsults, and 11 microassaults. The themes of these microaggressive statements expanded beyond Sanchez's (2007) original themes. In turn, this study discusses the results from a perspective of White privilege, and how educational consultants can help combat this prejudice engrained in curriculum…. [Direct]

Morcom, Lindsay A. (2017). Self-Esteem and Cultural Identity in Aboriginal Language Immersion Kindergarteners. Journal of Language, Identity, and Education, v16 n6 p365-380. In gauging the success of Aboriginal language immersion education, the focus is often placed on measuring language acquisition and academic achievement. Although useful, these metrics only tell part of the story; to achieve real school success, it is also vital to develop high personal self-esteem that results in a positive concept of oneself as a learner, and high collective self-esteem, or attitude toward one's heritage, family, community, and school. This article describes the impact of Anishinaabemowin (Ojibwe) immersion education on the personal and collective self-esteem of kindergarteners, and discusses their concept of ethno-cultural identity, as compared to previously studied cohorts of Inuit learners in immersion and mainstream language schools. The results give important insights into not only the self-esteem of children in this immersion school as part of a measure of its overall success, but also the school experiences of Aboriginal children in different cultural,… [Direct]

Beyer, Carl (2015). Utilizing Situational Analysis to Demonstrate That American Missionaries Developed an Education System in Hawaii during the Nineteenth Century That Served Western Interest. American Educational History Journal, v42 n2 p237-256. The purpose of this article is to present an example of using research tools, involving multiple perspectives and situational analysis. Investigating the role of American missionaries in the spread of hegemony and colonization in the Kingdom of Hawaii between 1820 (the year the American missionaries arrived) and 1893 (the year Hawaiians lost their sovereignty) serves as the example for this study…. [Direct]

Alla-Mensah, Joyceline; Henderson, Holly; McGrath, Simon (2021). Technical and Vocational Education and Training for Disadvantaged Youth. UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training Due to its close links to the labour market, technical and vocational education and training (TVET) can play an important role to improve job opportunities and livelihoods for young people, and in particular for disadvantaged youth. However, this potential is not always fully realized, and relatively little research and evidence has been collected about the barriers disadvantaged youth face when accessing to and progressing through TVET. This paper maps some of the main barriers disadvantaged youth face in TVET and examines available evidence on strategies and approaches that are being used or can be used to meet the needs of disadvantaged youth. The paper discusses these barriers using a framework that looks at '4As': availability, accessibility, acceptability, and adaptability. The report is the outcome of a study conducted in collaboration with the University of Nottingham and other members of the UNEVOC Network…. [PDF]

Aguilar Escobar, Ang√©lica; Jensen, Bryant; P√©rez Mart√≠nez, Mar√≠a Guadalupe (2016). Framing and Assessing Classroom Opportunity to Learn: The Case of Mexico. Assessment in Education: Principles, Policy & Practice, v23 n1 p149-172. Educational policy in Mexico and throughout Latin America is shifting focus from school access to school quality. Improving "quality" is often interpreted as enhancing student learning opportunities, but three issues remain unresolved: (a) what constitutes opportunity to learn (OTL) in classrooms; (b) how to assess classroom OTL (COTL); and (c) how to address cultural and contextual differences. We synthesise international research to propose a framework of COTL, with implications for assessment and improvement. We discuss the case of Mexico, and identify three COTL elements: instructional time, generic quality and local quality. Instructional time addresses "how much" opportunity children are provided to participate in classroom activities. Generic quality addresses "how well" learning opportunities are delivered. And local quality–especially critical for rural and indigenous Mexican children–considers "how meaningfully" opportunities are… [Direct]

Douglas, Scott Roy; Rosvold, Mark; Sano, Fujiko (2018). Short-Term Study Abroad: The Storied Experiences of Teacher Candidates from Japan. LEARNing Landscapes, v11 n2 p127-140 Spr. The story extracts presented here reflect the experiences of five teacher candidates from Japan on a shortterm study abroad program focusing on developing English-language skills while exploring Canadian culture and English-language teaching methods. Narrative inquiry techniques were employed to gather data related to the participants' program experiences. These data were crafted into stories with participant input and review. The story extracts relate to intercultural interactions, First Nations culture, teaching methods, meals, and extracurricular activities. On reflection, the narrative inquiry process employed in this study worked as both a research and pedagogical tool to uncover meaningful program experiences…. [PDF]

Alonso, Roxana Aguilar (2020). Responding to Policies That Involve Aboriginal and Torres Strait Islander Students and Content: An International Pre-Service Teacher's Experience. Australian Journal of Teacher Education, v45 n10 Article 1 p1-17 Oct. Using auto-ethnography, I write my story as Mexican international student in the role of pre-service teacher in Australia. I focus on exploring my socio-political status and its relationship to assuming a position to respond to education policies about working with students from Aboriginal and Torres Strait Islander backgrounds, and teaching Aboriginal and Torres Strait Islander content. I argue that assuming a position to respond to these policies as international pre-service teacher is overlapped with a multi-layered process in which epistemological deliberation occur as a consequence of being in a state of constant position shifting. Anzald√∫a's Coyolxauqui imperative and Martin's Relatedness theory are used to analyse the structural conditions that framed the epistemological challenges that I encountered. I suggest a process to support international pre-service teachers who are ethnic minorities to assume a position in relation to these policies. Recommendations for potential… [PDF]

Anderson, Judy, Ed.; Li, Yeping, Ed. (2020). Integrated Approaches to STEM Education: An International Perspective. Advances in STEM Education. Advances in STEM Education This book provides a platform for international scholars to share evidence for effective practices in integrated STEM education and contributes to the theoretical and practical knowledge gained from the diversity of approaches. Many publications on STEM education focus on one or two of the separate STEM disciplines without considering the potential for delivering STEM curriculum as an integrated approach. This publication analyzes the efficacy of an integrated STEM curriculum and instruction, providing evidence to examine and support various integrations. The volume focuses on the problems seen by academics working in the fields of science, technology, engineering and mathematics (STEM) and provides valuable, high quality research outcomes and a set of valued practices which have demonstrated their use and viability to improve the quality of integrated STEM education…. [Direct]

Fasasi, Rasheed Adekunle (2017). Effects of Ethnoscience Instruction, School Location, and Parental Educational Status on Learners' Attitude towards Science. International Journal of Science Education, v39 n5 p548-564. This study investigated the effect of Ethnoscience instruction and moderating effects of school location and parental educational status on students' attitude to science. It employed pretest-posttest, non-equivalent control group quasiexperimental design. Participants were 352 Junior Secondary School 1 (aged 9-12 years) students from two schools, each in urban and rural areas of √åb√ d√ n, southwestern Nigeria. Instruments used are: Teachers Instructional Guide on Ethnoscience instruction, Teachers Instructional Guide on Modified Lecture Method and Attitude Toward Science Scale (r = 0.86). Three null hypotheses were tested at 0.05 level of significance. Data were analyzed using Analysis of Covariance. Significant main effect of treatment on attitude to science (F(1, 347) = 296, p < 0.05) was recorded, with Ethnoscience instruction group performing better than the Modified Lecture Method group. Effect size of treatment was strong (?[superscript 2] [subscript p] = 0.46). Also recorded… [Direct]

Kennedy, Adam S.; Lees, Anna (2017). Community-Based Collaboration for Early Childhood Teacher Education: Partner Experiences and Perspectives as Co-Teacher Educators. Journal of Early Childhood Teacher Education, v38 n1 p52-78. The relevance and effectiveness of traditional, course- and clinical-experience-based models of teacher preparation have been called into question, and institutions of teacher education must respond to the changing landscape of educational policy, which increasingly emphasizes that candidates must be prepared for challenges faced in complex, increasingly diverse classroom and community contexts through extended field experiences (Rust, 2010). In this article, we present a case for the development of mutually beneficial community partnerships as the foundation of all early childhood teacher education. First, key policies and research findings are presented that point to partnership as a key theme that must be addressed by preparation programs; next, a framework for the development of mutually beneficial partnerships between preparation programs and schools/community agencies is introduced; interview and focus group data are presented from the development and implementation of a… [Direct]

Lambert, Jared; Ritchie, Jenny (2018). Pedagogical Strategies That Support Young Children's Civic Action: An Example from Aotearoa. Early Childhood Folio, v22 n2 p8-13. The United Nations Convention on the Rights of the Child (UNICEF Office of Research-Innocenti, 2001) highlights our role as educators in the "preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples" (Article 29(1)(d)). "Te Whariki" (Ministry of Education, 2017) requires kaiako to view young children as both local kaitiaki and as global citizens. In a recent study we sought to understand how young children might enact such citizenship rights through the demonstration of civic action; that is, actions in support of those in the community of their early childhood care and education setting. Key findings were the wide range of such actions performed spontaneously by young children, and the significant role of the teachers in proactively modelling and fostering foundational dispositions of empathy, kindness, caring, and co-operation through adopting a team… [Direct]

Crawford-Garrett, Katherine (2018). Lacking Resilience or Mounting Resistance? Interpreting the Actions of Indigenous and Immigrant Youth within TeachFirst New Zealand. American Educational Research Journal, v55 n5 p1051-1075 Oct. This article draws on qualitative data collected in New Zealand over a 6-month period to examine how participants in and involved with TeachFirst New Zealand (TFNZ) rely on notions of grit and resilience to explain the underachievement of their Maori and Pasifika students. I aim to illustrate that participants face pressure not only to instill resilience in their students but also to enact resilience themselves as they face repeated failures and frustrations in the urban and rural contexts in which they teach. Although participants could interpret their students' refusal to adhere to classroom norms as modes of resistance against schooling practices that have perpetuated colonial legacies, instead they frame students as passive and apathetic recipients of content rather than as agentic actors within their education…. [Direct]

(2018). Post-Secondary Central Data Warehouse Standard Reports: May 2018 Data Submission. Ministry of Advanced Education, Skills & Training The report reflects student-level data submitted by 21 of British Columbia's (BC) public post-secondary institutions, including colleges, institutes and seven universities. It contains standardized data relating to student demographics, programs, credentials, courses, session registration and campuses for the institutions. Not included in this report is information from the University of British Columbia, University of Victoria, Simon Fraser University and University of Northern British Columbia…. [PDF]

Starr, Sandra (2017). Teacher-Talk: Supporting Teacher Practice. Kairaranga, v18 n2 p29-39. Teacher-talk is a key tool for engaging students in learning. This report examines a process whereby data was used to support teachers in reflecting on their teacher-talk. The context for the study was a small rural New Zealand area school with predominantly Maori students and staff. Emphasis was on strategies that engage, in particular, Maori students. Analysis showed that a combination of data analysis and anecdotal reflection are, in combination, powerful tools for teacher development and change. Mixed methods observations in three participant teachers' classrooms were followed up with professional learning discussions. The combination of quantitative and qualitative methodologies proved a strong base for co-constructed reflection and goal-setting. It was clear, through the process used, that Resource Teachers: Learning and Behaviour (RTLB) can provide personalised teacher-directed professional development, using the inquiry model as a framework…. [PDF]

Carroll, David R.; Li, Ian W. (2020). Factors Influencing Dropout and Academic Performance: An Australian Higher Education Equity Perspective. Journal of Higher Education Policy and Management, v42 n1 p14-30. There has been increasing access to higher education enrolment for disadvantaged individuals following the Bradley Review of Australian higher education. While progress has been made, students from equity groups are still found to lag behind their privileged counterparts in completing higher education. This study examines higher education academic outcomes for equity groups in Australia, specifically, students considering dropout, actual dropout, and marks. The influence of student satisfaction on those academic outcomes are also examined. Students from equity groups tend to have poorer academic marks and are more likely to consider dropout, with health and financial reasons found to be important determinants. These findings support the need for multi-faceted initiatives to support higher education students from equity backgrounds…. [Direct]

B. Ormson; G. K. Ward; K. Arkansas; M. J. Reinhardt; T. Moses (2020). Promising Programs and Practices. National Comprehensive Center This brief provides contextual information and descriptions of select programs and practices serving Native students, regarding state identification and support, representation of Native student interest, and locally created examples. The National Comprehensive Center's American Indian and Alaska Native Education Project developed this brief to positively impact the learning lives of Native children and youth. It is meant to enhance the effectiveness of state education agencies' work on Native education. It is one of six briefs based on thematic categories from interviews with a panel of experts in the field of American Indian and Alaska Native education to help determine current needs and interests in the field. The six categories included: (1) Native culture and language; (2) College and career readiness and access; (3) Tribal consultation and sovereignty; (4) Physical and behavioral health; (5) Teachers and leaders; and (6) Promising programs and practices…. [PDF]

White Plume, Jessica (2016). Four Legged Healers: Horse Culture as Medicine. Tribal College Journal of American Indian Higher Education, v27 n4 May. For tribal communities to overcome the health disparities that plague them, they need to honor Indigenous healthcare paradigms. The Horse Nation Initiative at Nueta Hidatsa Sahnish College embraces the people's historical connection to the horse as an avenue to wellness…. [Direct]

Ugwuozor, Felix Okechukwu (2016). Philosophical Education toward Democratization and Boko Haram Insurgency in Nigeria. International Education Studies, v9 n9 p87-98. This paper examines Nigeria's democratization dilemmas and the imperatives of an educational framework against the backdrop of the Boko Haram insurgency. It identifies and connects the pattern, character and dynamics of the existing educational system. It also discusses the system's failure in calling for a new approach to overcome the prevailing dearth of civic order and the increasing spread of dissent groups. This new method is about acculturating Nigerian youth into a more civic culture, a Nigeria where citizens can live side by side with each other in peace." While examining both theoretical and practical characteristics of this new educational agenda, the paper especially examines the link between philosophical education and the development of a civic culture, trusting that such a connection suggests an approach to education that may assist future policy makers, educators, and teachers. Specific theoretical analysis of pedagogical and philosophical education contained here… [PDF]

Pinxten, Rik (2016). Plea in Favor of "Trivial Mathematics" in a Multimathemacy Educational Perspective. Intercultural Education, v27 n2 p188-200. Sketching three different approaches to mathematics education, I choose for a pluralistic view, called multimathemacy. The focus is on cultural diversity and particular and local skills and insights in the out-of-school knowledge of the children. "Trivial mathematics" as Hardy called it can be used as a bridge between these skills and insights and the abstract thinking in so-called pure mathematics. The sociocultural learning theory of the Vygotsky school and its contemporary elaborations should be adopted in teaching procedures and curricula to that end…. [Direct]

Bennett, Dawn; Pitman, Tim; Richardson, Sarah; Roberts, Lynne (2019). An Australian Study of Graduate Outcomes for Disadvantaged Students. Journal of Further and Higher Education, v43 n1 p45-57. Whether or not disadvantaged students are realising the same benefits from higher education as their peers is of fundamental importance to equity practitioners and policymakers. Despite this, equity policy has focused on access to higher education and little attention has been paid to graduate outcomes. The Australian study reported here used national data to investigate relationships between disadvantage and graduate outcomes. The study provides critical insights into how access to higher education does, or does not, lead to improvements in post-graduation equity. The study reveals that outcomes are not equal for all students and that higher education disadvantage persists for many students after they have completed their studies. Whilst the specific findings relate to the Australian university sector the broader discussion of the article is relevant to higher education policy more generally, especially in terms of how governments align institutional processes to measure and… [Direct]

Alant, Busisiwe P.; Nwokocha, Godson; Singh-Pillay, Asheena (2017). Tapping into Basic 7-9 Science and Technology Teachers' Conceptions of Indigenous Knowledge in Imo State, Nigeria. African Journal of Research in Mathematics, Science and Technology Education, v21 n2 p125-135. The discussion on how to integrate African indigenous knowledge (IK) into mainstream Science and Technology schooling prevails. Nigeria's colonised school curriculum is antithetical to its rich IK heritage. Guided by postcolonial theory, and the need for a culturally relevant and decolonised curriculum, this paper sought to explore seven basic 7-9 Science and Technology teachers' conceptions of IK in Imo State, Nigeria, and ways they reportedly integrate IK in their classes. A qualitative approach was used to generate data from the teachers via narratives and focus group discussions. The teachers held five significant conceptions of IK: Informal Knowledge, Relational Knowledge, Traditional Knowledge, Technological Knowledge that is scientifically based and Lost Knowledge. However, only the conceptions of IK as Relational Knowledge and as scientifically based Technological Knowledge were enacted in their classroom. We advance the rationale that teachers with these conceptions and… [Direct]

Barrett, M. J.; Bors, Kirk; Flowers, Michelle; Harmin, Matthew; Maracle, Bryan; Patterson, Molly; Thomson, Christina (2017). Shifting Relations with the More-than-Human: Six Threshold Concepts for Transformative Sustainability Learning. Environmental Education Research, v23 n1 p131-143. Using the iterative process of action research, we identify six portals of understanding, called threshold concepts, which can be used as curricular guideposts to disrupt the socially constituted separation, and hierarchy, between humans and the more-than-human. The threshold concepts identified in this study provide focal points for a curriculum in transformative sustainability learning which (1) acknowledges non-human agency; and (2) recognizes that the capacity to work with multiple ways of knowing is required to effectively engage in the process of sustainability knowledge creation. These concepts are: there are different ways of knowing; we can communicate with non-human nature and non-human nature can communicate with us; knowing is relational; transrational intuition and embodied knowing are valuable and valid ways of knowing; worldview is the lens through which we view reality; and the power of dominant beliefs (represented in discourse) supports and/or undermines particular… [Direct]

Eck, Jennifer Rowse (2017). Picture This: Young Quechua Children's Reactions to Imported Picture Books in Ayacucho, Peru. ProQuest LLC, Ph.D. Dissertation, Northcentral University. Practitioners in ECE consider picture books an effective instructional tool in early childhood programming in the developed regions of the world. However, many young children from marginalized populations in the developing world have little to no access to them and thus, the effect that picture books could have upon their emergent literacy development is not yet fully known. A qualitative multiple case study was used here to explore whether or not and how the imported picture book could be used to enable young Quechua children in Ayacucho, Peru increase emergent reading comprehension skills. Participants include eleven Quechua children ages three to five years from two separate school sites and two native Quechua teachers. Children were asked to draw a picture of a house and a bug one day prior to imported picture book exposure and each of five days post exposure. Data were analyzed using a combined social constructionist and picture book theory lens. Resulting from the study… [Direct]

Tynan, Timothy J. (2017). Tribal Youth Media: Toward a Positive Tribal Youth Development Model. ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin – Madison. The low representation of Indigenous people in the sciences is often described as an effect of colonization and the result of a dominant western science paradigm that ignores or dismisses Indigenous Knowledge Systems (IKS) and Traditional Ecological Knowledge (TEK). Initiated by Indigenous faculty of the University of Wisconsin, the Tribal Youth Media Program (TYM) is a Native-science based documentary filmmaking workshop for Anishinaabe adolescents in northern Wisconsin. Several years of the TYM program were interpreted with an Organic Video Approach (OVA) and an Indigenous research method known as the 4 R's: Respect, Relationships, Relevance, and Reciprocity. Planners and facilitators from the University of Wisconsin-Madison co-directed and coordinated the program with members of the Lac Courte Oreilles and Bad River Bands of Lake Superior Chippewa as well as the Great Lakes Indian Fish and Wildlife Commission (GLIFWC). Immersed in Anishinaabe settings and institutions, TYM… [Direct]

Augustus, Camie (2015). Knowledge Liaisons: Negotiating Multiple Pedagogies in Global Indigenous Studies Courses. Canadian Journal of Higher Education, v45 n4 p1-17. Over the past few years, Canadian universities have been at the forefront of institutional changes that identify Aboriginal people, internationalization, and pedagogical change as key areas for revision. Most universities' strategic planning documents cite, at least to varying degrees, these three goals. Institutions have facilitated these changes by supporting new programs, teaching centres, and course redevelopment. While much attention has been given to those goals individually, it is rarely considered how these commitments converge in particular course offerings. This article considers the connections among Indigenous, global, and pedagogical goals by examining undergraduate comparative Indigenous studies courses, some pedagogical challenges that arise in those courses, and some strategies I have developed in meeting those challenges. Based in auto-pedagogy and a critical analysis of existing and emerging pedagogical frameworks, this article uses key concepts from Indigenous… [PDF]

Frid, Sandra; Jacob, Lorraine; Treacy, Kaye (2015). Starting Points and Pathways in Aboriginal Students' Learning of Number: Recognising Different World Views. Mathematics Education Research Journal, v27 n3 p263-281 Sep. This research was designed to investigate the conceptualisations and thinking strategies Indigenous Australian students use in counting tasks. Eighteen Aboriginal students, in years 1 to 11 at a remote community school, were interviewed using standard counting tasks and a "counting" task that involved fetching "maku" (witchetty grubs) to have enough to give a maku to each person in a picture. The tasks were developed with, and the interviews conducted by, an Aboriginal research assistant, to ensure appropriate cultural and language contexts. A main finding was that most of the students did not see the need to use counting to make equivalent sets, even though they were able to demonstrate standard counting skills. The findings highlight a need to further examine the world views, orientations and related mathematical concepts and processes that Indigenous students bring to school…. [Direct]