Boyd, W. E.; Lloyd, D. (2014). An Exploration of the Role of Schema Theory and the (Non-Indigenous) Construction of Indigenous Identity. Environmental Education Research, v20 n6 p795-813. Community engagement is increasingly important in environmental management. While such engagement has tended to comprise only one-way communication, genuine engagement often requires meaningful cross-cultural communication. This paper explores issues surrounding engagement with Australian indigenous communities, suggesting that the construction of the cultural identity of these communities is an important impediment to meaningful social engagement. Drawing on schema theory and the notion of Bhabha's interstitial space, we argue that environmental management needs to embrace such ideas. Using examples from a study of the non-indigenous construction of Australian Aboriginal identity through a long-established Australian newspaper, we explore implications of non-indigenous construction of Australian Aboriginal identity in environmental management. We argue, thus, that contemporary environmental management needs to encourage a focus on conscious engagement or self-critique of identity… [Direct]

Hoeberigs, Robert; Pohio, Lesley; Smith, Jill (2018). Cross-Sector Perspectives: How Teachers Are Responding to the Ethnic and Cultural Diversity of Young People in New Zealand through Visual Arts. Multicultural Education Review, v10 n2 p139-159. In 2015, cross-sector perspectives were sought on how teachers of visual arts in a sample of early childhood centres, primary schools and secondary schools in Auckland were responding to the increasing ethnic and cultural diversity of young people in New Zealand. The research was contextualised within national curricula, demographic statistics and literature on multiple approaches to pedagogy that foreground engagement with culture(s). The findings, presented through the voices of teachers and art works by children and students, provide insightful perspectives about the place of visual arts across these three sectors, and how teachers are responding in differing ways to the diversity of the young people they teach. This research provides a starting point for conversations within, and beyond New Zealand, about the role of visual arts education for equity and inclusion…. [Direct]

Chodkiewicz, Andrew; Widin, Jacquie; Yasukawa, Keiko (2008). Engaging Aboriginal Families to Support Student and Community Learning. Diaspora, Indigenous, and Minority Education, v2 n1 p64-81 Jan. Engaging families in school-related programs, such as family literacy programs, has been promoted as an effective strategy to assist students who might otherwise fail to achieve success in school. The authors in this article report on an action research initiative with an urban Australian government community school in a relatively socioeconomically disadvantaged area with a significant Aboriginal population. Drawing on a popular education framework, critical pedagogy, and a social practice theory of literacy, the authors develop insights about how strengthening family and community relations with schools can help all parties through developing practical approaches to family engagement and addressing disengagement and resistance to engagement with schools and learning. The authors conclude that educators, project workers, and researchers need to become more literate about the families and communities within and around a school, and make a consistent effort to reach out and include… [Direct]

Mara, Diane (2017). Voyaging the Oceanic Terrains: Sustainability from within Pasifika Early Childhood Education. Waikato Journal of Education, v22 n1 p37-43. Using the Pacific metaphor of the vaka, va'a, waka [canoe] this review considers the journey of Pasifika early childhood education (ECE) in Aotearoa New Zealand over the past decade. The discussion covers three major areas within the Pasifika sector: the need to celebrate the strong heritage and resilience of Pacific early childhood educators and researchers; second, contemplating our future voyages in the ECE sector with its uncertainties and the dominance of competition; third, the articulation on aspects of quality in Pasifika early childhood policy and practice required to steer the vaka forward. The Pasifika ECE sector has on many levels been 'targets' for producing outcomes that are more suited to dominant discourses. Beyond broad aims and goals there remains no comprehensive strategic plan to comprehensively implement policy or empower Pacific ECE services, including those services that desire to respond more effectively to Pacific children and fanua [family] to build upon… [PDF]

Milmilany, Elizabeth; Tamisari, Franca (2003). Dhinthun Wayawu – Looking for a Pathway to Knowledge: Towards a Vision of Yolngu Education in Milingimbi. Australian Journal of Indigenous Education, v32 p1-10. In this paper we present a brief history of education at the community of Milingimbi in northeast Arnhem Land, Northern Territory from the mission times to today. In focusing on the emergence and implementation of bicultural curriculum initiatives we explore some of the difficulties and ever present challenges encountered by Yolngu educators, leaders and elders in developing a local vision of education which, in order to meet community needs and aspirations, needs to be grounded in Yolngu stages of learning, cultural values of identity, responsibility and structures of authority…. [Direct]

Astuti, Puji; Febrian, Febrian (2018). The RME Principles on Geometry Learning with Focus of Transformation Reasoning through Exploration on Malay Woven Motif. Journal of Turkish Science Education, v15 spec iss p33-41 Dec. The use of concrete objects in a real-life situation is one of the effective ways for teachers to teach and students to explore and learn transformation geometry. The present study, which used a local wisdom or learning context (called Malay woven motif of Kepulauan Riau), focused on developing the reasoning of transformation geometry with Realistic Mathematics Education (RME) approach. The sample of this two cycles of design research consisted of grade 4 students from a state elementary school of 001 Toapaya, Bintan Regency. The questions 'How does this learning approach illustrate some characteristics?' and 'How well does it perform?' need to be responded. Hence, the RME principles (i.e., activity, reality, level, intertwinement, interactivity, and1 guidance) in the implementation of learning have been re-formulated over the years. This study showed that learning geometry through transformation reasoning with all RME principles helped students actively learn mathematics. The… [PDF]

Olsen, Max (2018). What and Who in the L2 Motivational Self System: The Interlinked Roles of Target Language and Heritage Learner Status. Canadian Modern Language Review, v74 n2 p279-301 May. Second language (L2) learning is widely acknowledged as complex due to variables such as learner, context, and target language. Such variables are particularly relevant to the learning of immigrant or indigenous languages in countries such as Canada, the United States, and New Zealand. The motivational roles of such variables are considered through a study of intergroup learner difference in 700 New Zealand university learners of foreign languages (FLs) and Maori. Learner groups were distinguished by target language and by whether they were heritage language (HL) learners of their L2. Groups differed on several L2 motivational self system (L2MSS) variables. Significant differences existed between learners of Maori and learners of FLs, and between HL and non-HL learners. Findings also indicated that the roles of target language and HL learner status were intertwined with regard to their impact on L2MSS variables…. [Direct]

Webb, Gwendalyn L.; Williams, Cori J. (2018). Factors Affecting Language and Literacy Development in Australian Aboriginal Children: Considering Dialect, Culture and Health. Journal of Early Childhood Research, v16 n1 p104-116 Mar. Australian Aboriginal children, in general, lag behind their mainstream peers in measures of literacy. This article discusses some of the complex and interconnected factors that impact Aboriginal children's early language and literacy development. Poor health and historically negative socio-political factors are known influences on Aboriginal children's participation and achievement in education. Cultural and dialectal differences are also considered in this article for the effect these variables may have on children's learning, in terms of both the child's ability to code-shift between dialects and the development of the educator-child relationship. The importance of this relationship is discussed, partly because of the valuable communicative interactions that are involved. These educator-child interactions allow children an opportunity to extend their oral language skills, which are essential precursors to literacy development. This discussion concludes with some suggestions for… [Direct]

Jang, Soon Young; Madsen, Audrey; Miguel, Jayson San; Peterson, Shelley Stagg; Styres, Sandra (2018). Infusing Indigenous Knowledge and Epistemologies: Learning from Teachers in Northern Aboriginal Head Start Classrooms. McGill Journal of Education, v53 n1 p26-46. Five Aboriginal Head Start early childhood educators from a northern Canadian community participated in interviews for the purpose of informing non-Indigenous teachers' classroom teaching. Their observations and experiences highlight the importance of learning from and on the land alongside family members, and of family stability and showing acceptance of all children. Additionally, participants talked of the impact of residential schools on their families in terms of loss of their Indigenous language, and their attempts to learn and to teach the children in their classrooms the Indigenous languages and teachings…. [Direct]

Wiltse, Lynne (2014). Leaning over the Fence: Heritage Fair Projects as "Funds of Knowledge". Alberta Journal of Educational Research, v60 n2 p361-376 Sum. This paper is a response to an article, "Creepy White Gaze: Rethinking the Diorama as a Pedagogical Activity" (Sterzuk & Mulholland, 2011), published in the "Alberta Journal of Educational Research," in which Sterzuk and Mulholland critiqued a heritage fair entry, "Great Plains Indians." I report on a school-university collaborative research project that examined the ways in which out-of-school practices and knowledges of Canadian Aboriginal students might provide these students with access to school literacy practices. Grounded in a "funds of knowledge" approach, this paper presents an alternative reading, explaining how students' linguistic and cultural resources from home and community networks were utilized to reshape school literacy practices through their involvement in a heritage fair program…. [Direct]

McCormick, Alexandra (2017). Comparative and International Learning from Vanuatu Research Moratoria: A Plurilevel, Plurilocal Researcher's Auto-Ethnography. International Education Journal: Comparative Perspectives, v16 n1 p78-92. In this article, I offer a reflexive auto-ethnography to revisit questions about knowledge and research practices in international contexts, influenced differently by aspects of globalization. Specifically, I position my experience of the Vanuatu research moratorium on "foreign" researchers of 2013/2014 as a lynchpin to analyse and contribute to long-standing, recently revived debates about ethics in research, the politics of international comparisons, and their relationships with traditional knowledge. I base analysis primarily on my plurilevel research and experiences in parts of Vanuatu, in Australia and in our shared South Pacific sub-region in global context between 2008 and 2016, and on my plurilocal personal and researcher identity. In these spaces, the salience of postcolonial identities–with those already allocated, perceived, or shared–has long been tied to different actors' research aims, application, conduct, and funding. Lenses of critical globalization and…

Beauchamp, Katina; Howland, Peter J.; Tucker, Corrina A. (2017). Learning English as an Additional Language in Early Childhood Settings: How Do Educators Support Young Children?. Early Childhood Folio, v21 n2 p33-38. New Zealand's increasingly heterogeneous population places manifold demands on the education sector to integrate children who do not speak English as a first language. Limited research exists on how minority language children acquire English within early childhood education settings and how teachers support this development. This article reports on research which shows teachers rely predominantly on centres' philosophies and sociocultural practices as per Te Whariki, and on children's perceived natural ability to learn by "osmosis". Lack of structural support and knowledge suggests there is a need for further research and targeted support for children and teachers…. [Direct]

Bow, Catherine; Christie, Michael; Devlin, Brian (2014). Developing a Living Archive of Aboriginal Languages. Language Documentation & Conservation, v8 p345-360. The fluctuating fortunes of Northern Territory bilingual education programs in Australian languages and English have put at risk thousands of books developed for these programs in remote schools. In an effort to preserve such a rich cultural and linguistic heritage, the Living Archive of Aboriginal Languages project is establishing an open access, online repository comprising digital versions of these materials. Using web technologies to store and access the resources makes them accessible to the communities of origin, the wider academic community, and the general public. The process of creating, populating, and implementing such an archive has posed many interesting technical, cultural and linguistic challenges, some of which are explored in this paper…. [Direct]

DeLaune, Dorothy M. Whitehorse; Jackson, Rachel C. (2018). Decolonizing Community Writing with Community Listening: Story, Transrhetorical Resistance, and Indigenous Cultural Literacy Activism. Community Literacy Journal, v13 n1 p37-54 Fall. This article foregrounds stories told by Kiowa Elder Dorothy Whitehorse DeLaune in order to distinguish "community listening" from "rhetorical listening" and decolonize community writing. Dorothy's stories demonstrate "transrhetoricity" as rhetorical practices that move across time and space to activate relationships between peoples and places through collaborative meaning making. Story moves historic legacies into the present despite suppression enacted by settler colonialism, and story yields adaptive meanings and cultural renewal. When communities listen across difference, stories enact resistance by building a larger community of storytellers, defying divisive settler colonialist inscriptions, and reinscribing Indigenous peoples and their epistemologies across the landscapes they historically inhabit…. [Direct]

Carter, Susan; Chant, Lisa; Laurs, Deborah; Wolfgramm-Foliaki, 'Ema (2018). Indigenous Knowledges and Supervision: Changing the Lens. Innovations in Education and Teaching International, v55 n3 p384-393. Reflecting on a New Zealand-focused research project, this article shows that cultural knowledges can empower supervision practice. Within the New Zealand context, Maori and Pasifika cultures are priority groups: the national educational agenda aims to foster equal access to success. Western and Pasifika methodologies meet here. Underpinning our indigenous focus lies a larger survey of supervisors [n226] and doctoral students [n80] gathered via two anonymous digital questionnaires and analysed using Nvivo. Data using a "talanoa" method positions this paper within an authentic cultural framework. All data was re-analysed through the lens of cultural pedagogies. We found that cultural concepts, according immediately with our priority groups, also mapped onto western knowledges and general practice. We suggest that supervisors and their candidates should draw on their heritages, looking for culturally-appropriate pedagogies and protocols, because these are apt to inspire the… [Direct]

Janhonen-Abruquah, Hille; Posi-Ahokas, Hanna; Riitaoja, Anna-Leena (2019). North-South-South Collaboration as a Context for Collaborative Learning and Thinking with Alternative Knowledges. International Journal of Development Education and Global Learning, v11 n2 p189-203. This article discusses North-South-South higher education collaboration as a context for development education. We analyse an intensive course on qualitative research methods and culturally responsive education organized by a network of five universities from global South and global North. The course aimed to enhance qualitative understanding of quality learning and educational practices through approaches of contextual and cultural relevance, in line with Sustainable Development Goal 4 (SDG4). The course initiated a research-focused learning dialogue among students and researchers and encouraged participants to reflect and critique their views and to engage with alternative knowledges. Analysis of participants' course feedback highlights the opportunities and limits of North-South-South collaboration for enhancing contextual, cultural and epistemological awareness for a better understanding of quality education…. [PDF]

Daniel G. Krutka; Sarah B. Shear (2019). Confronting Settler Colonialism: Theoretical and Methodological Questions about Social Studies Research. Theory and Research in Social Education, v47 n1 p29-51. In this conceptual piece, we situate settler colonial theory and qualitative inquiry in a discussion about the research(ing) of social studies education. The context for this article includes our visit and conversations with 9th grade Oklahoma history teachers and their teaching and curriculum within Indigneous contexts. Although not focused as an analysis of our conversations with teachers, our discussion asks many questions about how we engage in social justice work and the choices we make in our research methodology…. [Direct]

(2017). Enrolling and Non-Enrolling Teaching Positions in BC. Education Facts. British Columbia Teachers' Federation This fact sheet reports on teaching positions in British Columbia, including changes in the number of full-time equivalent (FTE) public school teachers, changes in teacher workload, and changes the number of Aboriginal students per Aboriginal education teacher…. [PDF]

Angelo, Denise; Hudson, Catherine (2020). From the Periphery to the Centre: Securing the Place at the Heart of the TESOL Field for First Nations Learners of English as an Additional Language/Dialect. TESOL in Context, v29 n1 p5-35 Nov. Indigenous learners of English as an Additional Language or Dialect (EAL/D) have historically not been the central focus of TESOL expertise here in Australia, or overseas. Despite moves towards inclusion increasing over the last two decades, there is an ongoing tendency for Indigenous EAL/D learners to remain on the periphery of current TESOL advocacy, research and practices in Australia. They are still often overlooked, as identification processes and support settings for migrant and refugee services are mismatched to Indigenous EAL/D learning contexts. Indigenous EAL/D learners, especially with un-/under-recognised contact languages (creoles and related varieties), can remain invisible in classrooms with mainstream curriculum and assessment practices (Angelo, 2013; Angelo & Hudson, 2018; Gawne et al., 2016; Macqueen et al., 2019). Hence, we argue that understanding and consideration of Indigenous EAL/D learners' needs should become a priority in TESOL initiatives. This paper… [PDF]

Smith, Bryan (2016). Mobile Applications and Decolonization: Cautionary Notes about the Curriculum of Code. Journal of Curriculum and Pedagogy, v13 n2 p144-163. The current generation of students live and learn within a pedagogical milieu saturated by digital technologies. Curriculum scholars have not ignored this, theorizing and critiquing the ways that technology both affords and limits opportunities for students. Notably absent from this conversation, however, is a consideration of how the technologies themselves are designed and the implications that this design process has on the role and use of technology in our classroom spaces. In this article, I use the development of a decolonizing mobile application designed to teach students and educators about the history of residential schools in Canada, as an example, offering a nascent theorization of computer code. In particular, I argue that the exploration of computer code is an important avenue for critical scholarship. In so doing, I suggest that there are three important considerations–obfuscated representation, translation, and the engendering of technocracy–that need to be… [Direct]

Nxumalo, Fikile (2016). Towards "Refiguring Presences" as an Anti-Colonial Orientation to Research in Early Childhood Studies. International Journal of Qualitative Studies in Education (QSE), v29 n5 p640-654. In this paper, I craft a methodological orientation for attending to the intricacies of everyday place encounters in early childhood settings with particular attention to settler colonialism and more-than-human entanglements. Drawing from my work with children and educators in childcare settings located in what is now British Columbia, Canada, I use "refiguring presences" to describe this research methodology, and its particular attention to unsettling everyday place relations in early childhood pedagogies within the context of settler colonialism. I situate refiguring presences in everyday material-discursive impacts in an effort to open up the potentialities and boundaries of political engagement in early childhood studies. I experiment with refiguring presences in relation to what I see as its most important elements. These elements include attending to colonialisms in everyday encounters, restorying contested places, foregrounding more-than-human relationalities and… [Direct]

Fedorov, Gavriil Mikhailovich (2016). Definition of the Peculiarities of the Agricultural Education in General Education Institutions. International Journal of Environmental and Science Education, v11 n18 p12637-12649. The purpose of this study is to construct a model of the development of the agricultural school in accordance with modern educational requirements ensuring the improvement of conditions, processes, and the content of agricultural education. Modern approaches to constructing the model of the organization of educational activities at agricultural schools have been provided; the purpose, directions and objectives of educational activities have been substantiated. The features of the model implementation have been studied along with the development of the draft state target program of the agricultural education development in the Republic of Sakha (Yakutia). The article summarizes the content of subprograms on the improvement of the content of agricultural education. The results of the study can be useful for agricultural schools in the development of exemplary basic educational programs forming an ethnic, regional, civic identity…. [PDF]

(2022). Education Indicators in Canada: Handbook for the Report of the Pan-Canadian Education Indicators Program. Statistics Canada This handbook updates the general descriptions for the indicators of the Pan-Canadian Education Indicators Program (PCEIP) as new sets of tables are released. It is a reference document that gives readers a broad understanding of each indicator, rather than the very specific methodological descriptions that would be necessary to reproduce the indicator using the raw data. The PCEIP tables highlight the most recent data available for five broad indicator sets: (1) A portrait of the school-age population; (2) Financing education systems; (3) Elementary and secondary education; (4) Postsecondary education; and (5) Transitions and outcomes. The following information forms the main body of the Handbook, and is presented for each of the PCEIP indicators: (1) A brief, general description; (2) The major concepts and definitions used; (3) An overview of the methodology; (4) A short review of any major data limitations, including interjurisdictional comparability as needed; and (5) The data… [PDF]

Nxumalo, Fikile; Ross, Kihana Miraya (2019). Envisioning Black Space in Environmental Education for Young Children. Race, Ethnicity and Education, v22 n4 p502-524. In this article, we bring attention to absences and deficit assumptions that continue to circulate in relation to environmental education for young Black children in North America. We focus our attention on tracing some of the ways in which racial innocence works to exclude and limit possibilities for young Black children's learning. Our analysis includes making visible connections between racialized discourses of childhood innocence, antiblackness in schooling, ongoing settler colonialism, and dominant forms of environmental education for young children. In seeking otherwise possibilities for Black childhoods in environmental education contexts, we turn to Black speculative fiction as a creative and generative mode of imagining fugitive educational spaces for young Black children…. [Direct]

Frank, Kristyn (2019). A Gender Analysis of the Occupational Pathways of STEM Graduates in Canada. Analytical Studies Branch Research Paper Series. Statistics Canada Occupations related to science, technology, engineering and mathematics (STEM) are generally associated with high pay and contribute to the development of new technology. Continued growth is expected for STEM occupations, which would provide STEM-educated workers with additional labour market opportunities. However, less is known about the extent to which STEM graduates enter into and remain in STEM occupations in Canada. This study uses data from the 2006 and 2016 longitudinal census files to examine the occupational pathways of women and men with postsecondary credentials in STEM fields. Generally, male STEM graduates were more likely than female STEM graduates to be employed in a STEM occupation. The occupational pathways of male and female STEM graduates also differed. Among STEM graduates who were employed in a STEM occupation in 2006, women were more likely than men to have moved to a non-STEM occupation by 2016. Younger STEM graduates were more likely to exit a STEM occupation… [PDF]

Adair, Jennifer Keys; Phillips, Louise; Ritchie, Jenny; Sachdeva, Shubhi (2017). Civic Action and Play: Examples from Maori, Aboriginal Australian and Latino Communities. Early Child Development and Care, v187 n5-6 p798-811. Using data from an international, comparative study of civic action in preschools in New Zealand, Australia and the US, we consider some of the types of civic action that are possible when time and space are offered for children to use their agency to initiate, work together and collectively pursue ideas and things that are important to the group. We use an example from each country and apply the work of Ranci√®re and Arendt to think about collectivity as civic action in young children's schooling lives. Play, rather than an act itself, is positioned here as political time and space that make such civic action possible in the everyday lives of children. We argue here that play is the most common (and endangered) time and space in which children act for the collective…. [Direct]

Cunningham, Dawn; Donahue, Michelle; Hambleton, Laura; Ross, Julia; Schmidt, Linda (2018). Smithsonian 2018. Smithsonian Institution This year's annual report features experts from across the Smithsonian whose work represents the best of innovation for the public good. They provide an excellent bird's-eye view of the many new approaches Smithsonian is taking, each with the goal of opening new opportunities for learning and discovery…. [PDF]

Rebeiz, Andr√© (2018). Reconciliation in Action: Creating a Learning Community for Indigenous Student Success. A Case Study Report on How One B.C. High School Is Mobilizing a Whole-Community Approach to Raise Indigenous Graduation Rates. EdCan Network This case study report provides practical examples on how the Academy of Indigenous Studies has built lasting relationships with local First Nations communities — demonstrating how existing provincial course offerings can be leveraged to create a for-credit learning track that allows Indigenous and non-Indigenous students to learn about Indigenous cultures throughout their entire high school journeys. This B.C.-based learning community model in Kelowna demonstrates how non-Indigenous educators can envelop students in a network of Indigenous teachers, adult advocates and the wider community to curtail Indigenous student dropout rates while immersing non-Indigenous students in Traditional Knowledge. Non-Indigenous educators in urban high schools can leverage this step-by-step report to create their own unique programs in consultation and collaboration with local Indigenous communities…. [PDF]

Kulnieks, Andrejs; Young, Kelly (2014). Ekphrastic Poetics: Fostering a Curriculum of Ecological Awareness through Poetic Inquiry. in education, v20 n2 p78-89 Aut. In this article, we outline the role of ekphrastic poetics in an ecological practice of poetic inquiry. Ekphrastic poetics, as a rhetorical device, involves one medium of art relating to another medium by unfolding its form and essence. Ultimately, our work involves a poetic response to an aesthetic form and it is through our ongoing collaborations that we are able to outline the importance of the poetic benefits of dwelling in natural places. We offer specific examples of how we engage in interpretive response activities that help to foster ecological habits of mind in teacher education…. [PDF]

Shotte, Gertrude (2014). Internationalisation, Regionalisation and Localisation: Reflections on Co-Habitation in 'the Third Space' in Tertiary Education. Bulgarian Comparative Education Society, Paper presented at the Annual International Conference of the Bulgarian Comparative Education Society (BCES) (12th, Sofia and Nessebar, Bulgaria, Jun 2014). Globalisation, with all its varying facets, has forced education systems around the world to look for ways and means whereby they can operate productively and progressively within a global education agenda. This paper espouses a Caribbean perspective. It takes two themes that intercept on global levels — Henry's (2012) 'internationalisation spirit' and George and Lewis' (2011) 'creation of a third space' — and analyses them against the backdrop of tertiary educational activities in global, regional and local contexts. A review of related literature is used for this purpose. The main aim of the paper is to explore the likelihood of tertiary education at the University of the West Indies (UWI) making educational gains in 'a third space' where the principles of internationalisation, regionalisation and localisation cohabit. Initial impressions from the analysis shows that different types of relationships exists between the interacting elements and that the resulting dialectics are… [PDF]