Aitken, Judy; Gaffney, Janet S.; Villers, Helen (2018). Guided Reading: Being Mindful of the Reading Processing of New Entrants in Aotearoa New Zealand Primary Schools. set: Research Information for Teachers, n1 p25-33. Guided reading is an established and important approach in the pedagogical repertoire of teachers in Aotearoa New Zealand. Despite evidence suggesting that a strong foundation of literacy learning must be built before introducing guided reading, early initiation to this most intensive form of reading instruction has become commonplace. This study examined the guided reading practices of three exemplary literacy teachers working with small groups of the most recent new entrants in their classes. We investigated what teachers understand and what they do to support young children to construct effective processing systems for reading. Teachers were observed and video recorded as they taught three guided reading lessons with 5 year olds at entry to school, and subsequently interviewed about their teaching decisions using stimulated-video recall. Running Records of continuous text were administered as a window to monitor children's change over time in their reading processing. Finely… [Direct]

Morcom, Lindsay A. (2014). Determining the Role of Language and Culture in First Nations Schools: A Comparison of the First Nations Education Act with the Policy of the Assembly of First Nations. Canadian Journal of Educational Administration and Policy, n163 Sep. In this article, I explore the incongruence between the federal government's proposed First Nations Education Act and the approach of the Assembly of First Nations (AFN) regarding language and culture education. I also examine research concerning potential outcomes of their approaches to determine what would be most beneficial to learners. Language and culture inclusion in schools has been shown to impact significantly on academic and social outcomes for Aboriginal youth, and there are substantial financial and practical differences involved in creating and maintaining different types of language and culture programs. Therefore, this incongruence is of great practical importance for policy makers and education practitioners…. [PDF]

Harrison, Neil (2013). Country Teaches: The Significance of the Local in the Australian History Curriculum. Australian Journal of Education, v57 n3 p214-224 Nov. This article develops the case for a greater focus on the teaching of local histories in the Australian Curriculum: History. It takes as its starting point an Indigenous epistemology that understands knowledge to be embedded in the land. This connection between knowledge and country is used to examine recent literature on whether the teaching of history in schools can succeed in the context of the new Australian history curriculum. Various proposals from academics to develop a framework that can be used to select appropriate content and approaches to teaching history in Australia are explored. It questions whether a geographically dispersed and diverse body of students can ever be engaged with knowledge that is often taught far from the place of its making. This article eschews the traditional concepts used by historians to teach and interpret history, in order to observe how the country can teach the student…. [Direct]

Collins, Lauren (2019). Letting the Village Be the Teacher: A Look at Community-Based Learning in Northern Thailand. Teaching in Higher Education, v24 n5 p694-708. Higher education in the U.S. sees global learning as critical to student development. Over the last seventy years, study abroad has emerged as the method of choice for teaching global knowledge and intercultural competence. In this context, community-based global learning programs are a type of program where students live in communities to learn directly from people and place. Looking at a field studies program in Northern Thailand, this paper explores the educational mobility of study abroad and impact on host communities. It shares findings on the experiences of two communities who have hosted study abroad students for almost twenty years. Best practices and recommendations for faculty and institutions running community-based global learning programs are shared, including the centrality of community voice in curriculum, benefits of applying a range of pedagogical methods on course, the critical nature of adequately preparing students for cultural immersion, and compensating… [Direct]

Burgin, Ximena D.; Daniel, Mayra C. (2019). Exploring the Funds of Knowledge with 108 Guatemalan Teachers. GIST Education and Learning Research Journal, n18 p142-160 Jan-Jun. Using a reflective exercise designed for this study, Guatemalan educators explored their students' and their own cultural capital. The "cultural capsule exercise" served as a vehicle to bring delicate issues that are difficult to discuss, but that are essential to effective schooling, to reflective conversations. A total of 108 teachers went beyond identifying problems and detailing frustrations, to exploring possibilities for action. Participants converged in sharing perspectives that Guatemala is a culture of silence, and used examples to illustrate how this perpetuates the limitations of the country's schoolhouse. Findings reveal the teachers were challenged to focus on what can be accomplished. Qualitative data analyzes, conducted using symbolic convergence theory to establish recurrent and idea generation, suggest a need for further examination of how the sociocultural educational mandates delimit teachers' ability to adjust the curriculum in consideration of learners'… [PDF]

Bourke, Terri; Churchward, Peter; Lunn Brownlee, Jo; Rowan, Leonie; Ryan, Mary; Walker, Sue (2019). Researching Teacher Educators' Preparedness to Teach to and about Diversity: Investigating Epistemic Reflexivity as a New Conceptual Framework. Asia-Pacific Journal of Teacher Education, v47 n3 p230-250. There is growing international concern about the extent to which teachers are prepared to work with an increasingly diverse student (and community) population. To date, research into the relationship between teacher preparation and preparedness to teach diverse learners has not focused on teacher educators' understandings about teaching to/about diversity. Such understandings can be informed by epistemic aspects of professional work. Epistemic cognitions (cognitions about knowledge and knowing) allow professionals to generate perspectives necessary to tackle new and old challenges. The social lab reported in this paper investigated 12 Australian teacher educators' perspectives about teaching to/about diversity using the 3R-Epistemic Cognition (EC) framework. The findings showed that the 3R-EC framework could be useful for capturing epistemic reflexive dialogues about teaching to/about diversity, although some aspects of the framework were identified by the teacher educators as… [Direct]

Saito, Carlos Hiroo (2014). Science and Education across Cultures: Another Look at the Negev Bedouins and Their Environmental Management Practices. Cultural Studies of Science Education, v9 n4 p977-991 Dec. This is a rejoinder to the original article written by Wisam Sedawi, Orit Ben Zvi Assaraf, and Julie Cwikel about waste-related implication on the welfare of children living in the Negev's Bedouin Arab community. More specifically, the authors discuss the role of environmental education in the improvement of participants' life conditions. They do so by analyzing the impact of current precarious waste management practices on children's health and proposing the implementation of a science study unit in school that could assist them in dealing with the problem. My argument here is divided in three parts: first, based on the original article's information, I comment on some important characteristics of those unrecognized settlements and their waste production practices; second, I try to determine what kind of environmental education–if any–is necessary in that context to promote the desired changes put forward by the authors; and third, I adopt a cross-cultural approach to science and… [Direct]

Beheim, Bret; Davis, Helen; Fuerstenberg, Eric; Gurven, Michael; Kaplan, Hillard; Stieglitz, Jonathan; Trumble, Benjamin (2017). Cognitive Performance across the Life Course of Bolivian Forager-Farmers with Limited Schooling. Developmental Psychology, v53 n1 p160-176 Jan. Cognitive performance is characterized by at least two distinct life course trajectories. Many cognitive abilities (e.g., "effortful processing" abilities, including fluid reasoning and processing speed) improve throughout early adolescence and start declining in early adulthood, whereas other abilities (e.g., "crystallized" abilities like vocabulary breadth) improve throughout adult life, remaining robust even at late ages. Although schooling may impact performance and cognitive "reserve," it has been argued that these age patterns of cognitive performance are human universals. Here we examine age patterns of cognitive performance among Tsimane forager-horticulturalists of Bolivia and test whether schooling is related to differences in cognitive performance over the life course to assess models of active versus passive cognitive reserve. We used a battery of eight tasks to assess a range of latent cognitive traits reflecting attention, processing speed,… [Direct]

Dua, Enakshi; Henry, Frances; James, Carl; Kobayashi, Audrey; Li, Peter; Ramos, Howard; Smith, Malinda S. (2017). Race, Racialization and Indigeneity in Canadian Universities. Race, Ethnicity and Education, v20 n3 p300-314. This article is based on data from a four-year national study of racialization and Indigeneity at Canadian universities. Its main conclusion is that whether one examines representation in terms of numbers of racialized and Indigenous faculty members and their positioning within the system, their earned income as compared to white faculty, their daily life experiences within the university as workplace, or interactions with colleagues and students, the results are more or less the same. Racialized and Indigenous faculty and the disciplines or areas of their expertise are, on the whole, low in numbers and even lower in terms of power, prestige, and influence within the University…. [Direct]

Stone, Mike (2017). Supporting Inclusion for All; Especially for Students Vulnerable Due to Their Economic Circumstances: Introducing Manuaute o Te Huia. Kairaranga, v18 n1 p28-39. In recent years, New Zealand schools have been challenged to cater for increasing numbers of students in material hardship without comprehensive support. New Zealand once led the world in putting equity at the centre of education policy and practice, this is no longer the case. Recent Organisation for Economic Cooperation and Development (OECD) findings reveal that modern, high-performing education systems balance excellence with equity. Programmes in North America and Australasia such as Bridges Out of Poverty and others are growing in popularity although featuring an underlying deficit ideology. "Te Manuaute o Te Huia", supported by local kaumatua, is applied here in one school to support learning conversations to achieve inclusion, particularly for economically-vulnerable students. This article examines how one school, the RTLB service and its community leaders, including Ma Øori advisors, used a shared understanding of 'equity literacy' in an education setting and the… [PDF]

Ruth Lemon (2017). Te Reo Maori Ka Rere: "Talknology" and Maori Language as a Language of Choice. Teachers and Curriculum, v17 n2 p89-94. This opinion piece aims to grow awareness of a range of technological initiatives that are supporting Maori language regeneration. These initiatives have been chosen because they have communities of users. This piece could be useful to educators who want to learn about the options that are available in this area, or students of Maori language for similar reasons…. [PDF]

Bernay, Ross; Rix, Grant (2014). A Study of the Effects of Mindfulness in Five Primary Schools in New Zealand. New Zealand Journal of Teachers' Work, v11 n2 p201-220. This study investigated the effects of an eight-week mindfulness in schools programme delivered in five primary schools in New Zealand. The participants included 126 students ranging in age from 6-11 years old and six classroom teachers. The programme was developed by one of our researchers (Rix) to align with The New Zealand Curriculum (Ministry of Education, 2007) and with a bi-cultural focus in mind. A Maori model of hauora (holistic well-being), Te Whare Tapa Wha, was incorporated as a key element of the programme. Te Whare Tapa Wha describes a Maori perspective on health and well-being which suggests that the house (whare) and its parts are viewed as a metaphor for different aspects of one's health such that if one part of a house (or one's health) is not in order, then there will be an effect of the other parts of the house (an individual's health). Thus, physical health, spiritual health, family health and mental health are all interconnected for a person's well-being, which… [PDF]

Ackehurst, Maree; Erzinger, Tania; Korbel, Patrick; Misko, Josie; Polvere, Rose-Anne (2019). VET for Secondary School Students: Acquiring an Array of Technical and Non-Technical Skills. Research Report. National Centre for Vocational Education Research (NCVER) The role of vocational education and training (VET) in preparing secondary school students for employment, further training and the changing world of work has long been a topic of interest among employers, educationalists and policymakers. More recent attention has also been on VET's role in assisting in the development of non-technical skills (for example, employability skills), with employer groups vocal about the need for potential employees possessing these skills. This study is one part of a larger program of research investigating whether VET programs delivered to secondary students add value to their post-school destinations. In this report, the authors explore whether VET undertaken by secondary students, and in some cases by post-school students, equips them with the skills (including the non-technical skills) required to successfully participate in an ever-changing world of work. To do this, the authors analysed the VET programs of secondary students over the last 20 years,… [PDF]

Sheehan, Norm; Walker, Polly (2001). The Purga Project: Indigenous Knowledge Research. Australian Journal of Indigenous Education, v29 n2 p11-17. The Purga Elders Centre in Queensland (Australia) is an Aboriginal-owned meeting place where Aboriginal culture and history are lived and passed on. Research conducted there is based on Indigenous Knowledge Research (IKR), which is grounded in Indigenous realities and approaches knowledge only through respect for Indigenous epistemologies. Twenty principles of IKR and Indigenous science are described. (TD)…

Cameron, Ann; Taylor, Dale L. (2016). Valuing IKS in Successive South African Physical Sciences Curricula. African Journal of Research in Mathematics, Science and Technology Education, v20 n1 p35-44. The valuing of Indigenous Knowledge Systems (IKS) is one of the principles on which the South African school curriculum is supposed to be based. The purpose of this paper is to critique the treatment of indigenous knowledge in the South African secondary Physical Sciences curriculum against a backdrop of international debates on the relationship between IKS and science. Such debates usually take either an Inclusive perspective, where IKS are regarded as part of science, or an Exclusive perspective, where IKS and science are regarded as separate domains of knowledge. We identify a third perspective where IKS and science are viewed as intersecting domains. A document analysis of all national post-apartheid curriculum documents relevant to secondary Physical Sciences identifies only nine examples of IKS related to Physical Sciences in the latest curriculum documents (CAPS), although this is an improvement on the previous curricula. The curriculum documents reflect some confusion about… [Direct]

Martos, Alexander J. (2016). Vernacular Knowledge and Critical Pedagogy: Conceptualising Sexual Health Education for Young Men Who Have Sex with Men. Sex Education: Sexuality, Society and Learning, v16 n2 p184-198. Over 30 years after HIV was first recognised in the USA, the epidemic continues to pose a disproportionate threat to vulnerable and marginalised populations. Increasing HIV incidence among young men who have sex with men has spurred debate around the content and approach to HIV prevention interventions directed towards this vulnerable population. A comprehensive model for conceptualising the content of sexual health education is described, which can be tailored to the unique needs and experiences of young men who have sex with men through the application of social theory. Vernacular knowledge is incorporated as a manner of nesting sexual health messages within the shared understandings of young men regarding same-sex sexual practices, gender roles and expectations, community mores and conventions and other shared knowledge of sex and sexuality. Critical pedagogy is then discussed as a way of guiding one's pedagogical approach during intervention design and implementation that is most… [Direct]

Hogue, Michelle M. (2016). Aboriginal Ways of Knowing and Learning, 21st Century Learners, and STEM Success. in education, v22 n1 p161-172 Spr. Aboriginal people are alarmingly under-represented in science, technology, engineering, and mathematics (STEM)-related careers. This under-representation is a direct result of the lack of academic success in science and mathematics, an issue that begins early in elementary and middle school and often escalates in secondary school with the majority consequently doing poorly, not completing these courses and often dropping out. This makes them ineligible to pursue STEM-related paths at the post-secondary level. The greatest challenges to success in these courses are the lack of relevancy for Aboriginal learners and, as importantly, how they are taught; impediments that are also paramount to the increasing lack of success for many nonAboriginal students in STEM-related courses. This paper explores how Aboriginal ways of knowing and learning and those of the 21st century learners of today very closely parallel each other and illustrates how the creative multidisciplinary approach of a… [PDF]

Denny, Ida; Julian, Ashley (2016). Kina'muanej Knjanjiji'naq mut ntakotmnew tli'lnu'ltik (In the Foreign Language, Let Us Teach Our Children Not to Be Ashamed of Being Mi'kmaq). in education, v22 n1 p148-160 Spr. Colonialism has assimilated and suppressed Indigenous languages across Turtle Island (North America). A resurgence of language is needed for First Nation learners and educators and this resurgence is required if Indigenous people are going to revitalize, recover and reclaim Indigenous languages. The existing actions occurring within Indigenous communities contributing to language resurgence include immersion schools. Eskasoni First Nation opened its doors in September 2015 to a full immersion school separate from the English speaking educational centers. This move follows the introduction of Mi'kmaq immersion over ten years earlier within the English speaking school in the community. The Mi'kmaw immersion school includes the Ta'n L'nuey Etl-mawlukwatmumk Mi'kmaw Curriculum Development Centre that assists educators in translating educational curriculum from the dominant English language to Mi'kmaq. In this paper, stories are shared about the Eskasoni immersion program's actions… [PDF]

Mackinlay, Elizabeth (2001). Disturbances and Dislocations: Understanding Teaching and Learning Experiences in Australian Aboriginal Music. Australian Journal of Indigenous Education, v29 n2 p1-7. A White Australian professor of a class on Indigenous women's dance has her Aboriginal sister-in-law conduct workshops on Indigenous dance. The classroom dynamics resulting from the complex power relationships (teacher as White woman, Aboriginal family member, and students) disturbs Western paradigms. The responsibility of "safely delivering" Indigenous knowledge is likened to that of a midwife. (TD)…

Jaber, Michelle; Sato, Mich√®le; Silva, Regina (2018). Social Mapping and Environmental Education: Dialogues from Participatory Mapping in the Pantanal, Mato Grosso, Brazil. Environmental Education Research, v24 n10 p1514-1526. This article illustrates the steps taken to enact a new methodology for participatory social mapping by the Environmental Education, Communications and the Arts (GPEA) Research Group of the Federal University of Mato Grosso (UFMT). The aim of Social Mapping is to record the identities, territories and socio-environmental conflicts experienced by social groups, based on their own namings and narratives, rather than relying on those more typically generated or provided by researchers or theorists. As such, it offers an important dialogical pathway for environmental education practices, in that it highlights the intrinsic relationship between culture and nature, and reinforces the understanding that the loss of one implies the disappearance of the other…. [Direct]

Exley, Beryl; Willis, Linda-Dianne (2016). Language Variation and Change in the Australian Curriculum English: Integrating Sub-Strands through a Pedagogy of Metalogue. English in Australia, v51 n2 p74-85. The Language Strand of the Australian Curriculum: English (Australian Curriculum, Assessment & Reporting Authority (ACARA), 2016b) includes the sub-strand of "Language Variation and Change". This sub-strand is a marked space for discovery and discussion of the history and politics of language use. As such, this sub-strand points to an agenda of respect for different languages in use throughout Australia, including the means of communication between Indigenous Australians and those representative of multicultural Australia. We posit that this important sub-strand can be made more enduring by not being treated as a "singular" (Bernstein, 2000) but integrated with Content Descriptions from other Language sub-strands. This integration of knowledge, called "regionalization" by Bernstein (2000), "implies challenges for pedagogic practice" (Wolmarans, Luckett, & Case, 2016, p. 99). As a way forward, we consider the affordances of an… [Direct]

Budi, S.; Didik, W.; Putro, S. Eko; Sukirno (2016). Improvement of Human Resources Quality through Vocational Training in Tourism in Karimunjawa Islands (Central Java, Indonesia): A Pro-Economical Tourism Approach. International Education Studies, v9 n8 p28-35. The effort to improve human resource quality is not easy to be implemented. This effort becomes more complicated to do when implemented to the group of poor community, especially in this case marginal community of small island. This research analyzes the characteristic of poor household in small island as well as the strategy of poverty eradication through the improvement of human resource quality. This is a qualitative research supported by quantitative approach. Data was collected through in-depth interview, focus group discussion, and survey. Research result indicates that the groups of traditional farmers and fishermen spread out of Karimunjawa islands who are categorized extremely poor and having limited human resource. In one side, Karimunjawa apparently has a potential to be a tourist spot. Karimunjawa inhabitants are interested to take part in economical tourism activity. This study recommends a strategy to eradicate poverty and improve human resource quality through Pro-Poor… [PDF]

Barney, Katelyn (2018). 'We Need More Mob Doing Research': Developing University Strategies to Facilitate Successful Pathways for Indigenous Students into Higher Degrees by Research. Higher Education Research and Development, v37 n5 p908-922. Aboriginal and Torres Strait Islander students are still grossly under-represented in Higher Degrees by Research (HDRs) when compared to non-Indigenous students. Developing the pipeline of Indigenous students from undergraduate to postgraduate study remains key to increasing the number of Indigenous students undertaking HDRs. While much of the existing work has historically focused on explaining failure, more recent research has argued that the focus should instead be on deepening our understanding of the factors contributing to Indigenous student success. This paper reports on findings from a National Teaching Fellowship that explored how universities can increase the number of Indigenous students transitioning from undergraduate study to HDRs. Drawing on interviews with Indigenous HDR graduates, key success factors to enter into a HDR are examined. The paper also discusses outcomes from the fellowship that include strategies for successful pathways into HDRs for Indigenous students… [Direct]

Brady, Liam M.; David, Bruno; Manas, Louise (2003). Community Archaeology and Oral Tradition: Commemorating and Teaching Cultural Awareness on Mua Island, Torres Strait. Australian Journal of Indigenous Education, v31 n1 p41-50. Education is about learning. But it is not always about teaching. Nor is it always held in formal educational settings. Here we present an example from Mua Island in Torres Strait, where cultural knowledge was recently communicated and passed down to the younger generation through community participation rather than through formal educational institutions. The role that community research and ceremonies play in customary learning is here brought out through recent commemoration of the legendary hero Goba on Mua Island. [This article was written with the Mualgal (Torres Strait Islanders) Corporation.]… [Direct]

Armour, Danielle; Miller, Jodie; Warren, Elizabeth (2014). Confidence and Professional Learning: A Case Study of Indigenous Teacher Assistants Attending Professional Learning. Australian Association for Research in Education, Paper presented at the Joint Australian Association for Research in Education and New Zealand Association for Research in Education Conference (AARE-NZARE 2014) (Brisbane, Australia, Nov 30-Dec 4, 2014). The focus of this paper is to examine the personal impact professional learning had on ITAs within the mathematics classroom. This paper is based on a four-year longitudinal qualitative study called Representations, Oral Language and Engagement in Mathematics (RoleM). The main study focused on the teaching and learning of mathematics of Indigenous students. As part of this study, Indigenous teacher assistants (ITAs) together with their teachers participated in the RoleM professional learning model (RoleM PL). RoleM PL included professional development workshops, leadership workshops and follow-up visits in the classrooms, which were facilitated by researchers. Nineteen Indigenous teacher assistants from remote, rural and metropolitan Queensland participated in this study. Data were drawn from semi-structured interviews conducted at least once a year with ITAs. An analysis of the interview transcripts highlights the beliefs, attitudes and understandings of Indigenous teacher… [PDF]

Osborne, Barry (2003). Preparing Preservice Teachers' Minds, Hearts and Actions for Teaching in Remote Indigenous Contexts. Australian Journal of Indigenous Education, v31 p17-24. This paper examines some challenges we confront working with preservice teachers prior to serving in remote Indigenous communities. Some challenges include what preservice teachers bring to their studies – subjectivities, experiential understandings of teaching and notions of childhood/adolescence, culture and social justice, all of which involve minds, emotions and our notions of our places in society. Some challenges involve linking new notions of teaching to what they already know which may entail unlearning before relearning. Some challenges involve making sense of the theory/action dialectic – teasing out links between strongly held but unarticulated values, beliefs and actions that derive from them. Some challenges involve anticipating what it might be like to live and teach in a remote setting and preparing to work effectively across cultures. I then discuss how we might tackle them in the light of productive pedagogy and culturally relevant pedagogy (Osborne, 2001a, 2001b)…. [Direct]

Hickey, Ruth; Shopen, Glenda (2003). Meeting Teachers' Needs: Reaching Literacy through Grammar in Indigenous Schools. Australian Journal of Indigenous Education, v31 n1 p25-34. Many teachers and teaching assistants report that they lack an understanding of Standard Australian English grammar and that this hinders their work with Indigenous students who are learning English as a second language. This paper reports on the success of an accredited professional development strategy in Far North Queensland. This strategy is not based on out-of-context grammar lessons but promotes the idea that grammar is best learnt in communicative and collaborative classrooms which value fun and visual performance. The grammar activities are also embedded in current strategies for the teaching of literacy. This kind of professional development can reinvigorate teachers' practices in order to increase literacy outcomes in Indigenous schools…. [Direct]

Haavelsrud, Magnus (2015). The Academy, Development, and Modernity's "Other". International Journal of Development Education and Global Learning, v7 n2 p46-60. Epistemological preferences in Western academies over the centuries became the measuring rod for what is to count as valid knowledge in thinking about development. The genealogy of the sciences of law and economics can be traced back to the Roman and British empires. The problem is posed in this paper as to the question of how remnants of these genealogies continue to influence development models and to what extent the academy may be in need of transformation by the inclusion of epistemologies and ethics found in modernity's "other", i.e. in cultures that continue to exist outside modernity. This transformation of the academy by enlargement, it is argued, would become more feasible by scientific methodologies inspired by forms of transdisciplinarity, trilateral science, and "praxis."… [PDF]

Kepkiewicz, Lauren (2015). Pedagogy Lost? Possibilities for Adult Learning and Solidarity in Food Activism. Studies in the Education of Adults, v47 n2 p185-198 Aut. In this paper, I examine the potential for solidarity between indigenous and non-indigenous peoples within food movements working in the context of a settler colony such as Canada. I argue that it is necessary to engage with narratives provided by indigenous food activists and indigenous studies scholars and that learning from these narratives requires connecting food with land, sovereignty, and self-determination. In order to learn about these connections, I suggest that food activists and academics may need to engage in a "pedagogy of discomfort" and that doing so requires recognising complicity, rethinking relationships, and building solidarity…. [Direct]

Andrew-Ihrke, Dora; Koester, David; Lipka, Jerry; Olson, Melfried; Rubinstein, Don; Yanez, Evelyn; Zinger, Victor (2015). Indigenous Knowledge Provides an Elegant Way to Teach the Foundations of Mathematics. North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015). This unlikely cast of characters, by working collaboratively in a trusting learning community, was able to identify an approach to teaching rational numbers through measuring from the everyday practices of Yup'ik Eskimo and other elders. "The beginning of everything," as named by a Yup'ik elder, provided deep insights into how practical activities were conceptualized and accomplished by means of body proportional measuring and nonnumeric comparisons. These concepts and practices shed light on the importance of measuring as comparing and the importance of relative units of measure, and helped us imagine a way to establish an alternative learning trajectory and school-based curriculum that begins with the insights gained from Yup'ik and other elders. This approach may well provide teachers a way to teach aspects of elementary school mathematics in an integrative and elegant way. [For the complete proceedings, see ED583989.]… [PDF]