Exell, Michael; Grote, Ellen; Oliver, Rhonda; Rochecouste, Judith (2013). A Task-Based Needs Analysis for Australian Aboriginal Students: Going beyond the Target Situation to Address Cultural Issues. International Journal of Training Research, v11 n3 p246-259. While needs analyses underpin the design of second language analytic syllabi, the methodologies undertaken are rarely examined. This paper explores the value of multiple data sources and collection methods for developing a needs analysis model to enable vocational education and training teachers to address the needs of Australian Aboriginal students from remote communities who speak Australian English as an additional language (EAL). Adopting a task-based approach to needs analysis, data were gathered from educators, students, potential employers and Aboriginal community members using interviews, observation and document collection. The findings highlight the benefits of a needs analysis for triangulating multiple data sources and methods to identify the actual target tasks, including social workplace interactions as well as cultural issues. These findings have implications for all language needs analyses, particularly for EAL students from non-Western cultures…. [Direct]

Garrett, Robyne; Wrench, Alison (2016). Pedagogies for Justice in Health and Physical Education. Asia-Pacific Journal of Health, Sport and Physical Education, v7 n3 p235-250. In developed economies, such as Australia, schooling is heavily impacted by neo-liberal and neo-conservative agendas. Policies suggest a homogeneity in students that fails to reflect regional contexts of inequality. For the new Australian Curriculum, which includes Health and Physical Education (AC: HPE), this logic prioritises consistency in content and standards for students no matter location or socio-economic circumstances. Little is known about the "lived" realities of such aspirations as they relate to teaching students from disadvantaged regions. This paper reports on practitioner inquiry into a redesigned dance unit, as part of a broader investigation into the implementation of AC: HPE with disadvantaged students. We draw on literature around student engagement and Nancy Fraser's theorisation of justice to explore the pedagogical redesign. We conclude in arguing that enhanced learning outcomes for disadvantaged students are dependent upon rich and contextualised… [Direct]

Mavuru, Lydia; Ramnarain, Umesh (2017). Teachers' Knowledge and Views on the Use of Learners' Socio-Cultural Background in Teaching Natural Sciences in Grade 9 Township Classes. African Journal of Research in Mathematics, Science and Technology Education, v21 n2 p176-186. This article explores teachers' knowledge and views on the role of learners' socio-cultural background when teaching Natural Sciences to Grade 9 learners at three South African township schools. Within a socio-cultural framework, the research investigated how teachers accommodate learners' cultural norms and values, religion and beliefs, socio-economic and political issues in their science lessons. In a qualitative case study, three teachers were interviewed five times using a semi-structured interview schedule. Through a constant comparative data analysis method, three themes emerged. Firstly, teachers were aware of the learners' poor socio-economic background, and they made accommodation in their practice so that these learners would not be disadvantaged. Secondly, it emerged that teachers use their knowledge about learners' socio-cultural practices and beliefs, to create learning opportunities to harmonise the conflict between learners' worldviews and science. Lastly, the findings… [Direct]

Lowan-Trudeau, Gregory (2017). Protest as Pedagogy: Exploring Teaching and Learning in Indigenous Environmental Movements. Journal of Environmental Education, v48 n2 p96-108. This article reports on a recent study into the experiences of Indigenous and allied environmental activists with teaching and learning during and as a result of Indigenous environmental movements. This inquiry is grounded in a theoretical framework informed by decolonization and cultural revitalization, social movement learning, and repressive tolerance. Interviews with 10 participants across Canada produced rich insights related to significant life experiences, the tensions encountered by activist educators, the complexity of inter-activist relationships, interaction with police agencies, the plurality of protest, and the revitalization and sharing of Indigenous traditions as the ultimate form of resistance…. [Direct]

Heffernan, Julie; Rosiek, Jerry; Schmitke, Alison (2017). Queering Teacher Education Curriculum: A Case Study of Lessons Learned in the Transformation of a Teacher Education Program. Curriculum and Teaching Dialogue, v19 n1-2 p3-17. The University of Oregon Teacher Education Program (UOTeach) was created in response to local grassroots protests that forced the University to create new courses and degrees with an emphasis on promoting equity, diversity, and justice in schools. This case study examines the way institutional support was made more readily available for changes that addressed racial and cultural dimensions of education justice, and less readily available for gender and sexuality-based justice in schools. What follows is a story of both visibility and invisibility. At one level it is a story of a place and a context in which the needs of lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students and families have achieved a relatively high level of presence in a teacher education curriculum. On the other hand, it is a story of the precariousness of inclusiveness, of the way the need for LGBTQ-positive curriculum so easily slips from institutional memory, and of the difficulty of ensuring… [Direct]

Giacon, John; McLean, Bonnie; Smith, Hilary Anne (2018). A Community Development Approach Using Free Online Tools for Language Revival in Australia. Journal of Multilingual and Multicultural Development, v39 n6 p491-510. Australia is a 'hotspot' of Indigenous language endangerment, but has a growing number of language revival projects. We describe one such project which is using a community development approach for the revival of the Gamilaraay language in north-eastern New South Wales. As a result of colonisation there are now no fluent speakers of Gamilaraay and most use is restricted to formulaic phrases. However, there is community support for its revival, with courses being taught from pre-school to tertiary level. There is a lack of resources to support the revival, which this project seeks to address. A combination of free online tools is being used to develop digital-assisted language learning resources, through a partnership between academic researchers and Gamilaraay community members. We discuss issues relating to the context of the project and the pedagogies used in assessing whether this project is meeting the goals of an increase in Gamilaraay spoken in homes, schools, and the… [Direct]

Aguilar, Olivia M. (2018). Examining the Literature to Reveal the Nature of Community EE/ESD Programs and Research. Environmental Education Research, v24 n1 p26-49. Interest in community environmental education (EE) and community education for sustainable development (ESD) is increasing, as evidenced by the increase in studies examining community EE/ESD approaches and NAAEE's current development of the Community EE Guidelines for Excellence. Thus, the purpose of this paper is to: (1) provide a review of research which identifies as examining community EE/ESD issues from 1994 to 2013, (2) examine themes specific to community-oriented program implementation and outcomes, and (3) examine theoretical trends within this work. While no single framework emerged from the diverse studies on community EE/ESD, themes suggested greater success for programs that were rooted in community issues, involved multiple community partners, were oriented towards collaborative and civic action, and incorporated reflection on social institutions and power dynamics. These characteristics reflect an emancipatory approach to education which seeks to enhance human… [Direct]

Perry, Kekailoa (2013). Kicking the Bucket: It's All about Living. Educational Perspectives, v45 n1-2 p7-16. In Hawai'i there is a myth known as the alamihi crab syndrome. The myth is a creation of foreign origin used to explain a Western worldview of Hawaiians. It is deployed to explain everything from the 1893 overthrow of the monarchy to the reason why Hawaiians can never better their lives. Crabs in a bucket have a tendency to struggle and fight to escape early in their captivity. As time passes, the crabs in the bucket give in to their depressing state of affairs. Many are observed as docile, lifeless, and almost dead. Life in the bucket also has the potential to be dangerously comfortable because the crabs learn to become content with their captivity. Employing this analogy by considering the Hawaiians as the crabs, and the bucket as the perceived benefits of Western civilization, Perry illustrates his point that an imperial system of oppression that has been present in Hawaii for over 200 years is in no hurry to leave. He believes that the Hawaiian people should always be encouraged… [PDF]

Comino, Elizabeth; Elcombe, Emma; Grace, Rebekah; Knight, Jennifer; McDonald, Jenny; McMahon, Catherine (2017). Early Childhood Development over Time for a Cohort of Australian Aboriginal Children Living in an Urban Environment. Australian Journal of Educational & Developmental Psychology, v15 p35-53. Child development for a cohort of urban Aboriginal children was assessed at three time points: 12 months, 3 years and 4.5 years. This paper reports developmental findings and explores the impact of child, family, home and community variables over time. Overall, child development at 4.5 years was significantly below the standardised mean. Female gender, preschool attendance, and having 10+ child-appropriate books in the home were significantly related to better performance. Over time the children demonstrated strengths in the locomotor and personal-social domains. Maternal factors were most predictive of performance at 3 years. These results are discussed in relation to their meaning within the Aboriginal community…. [PDF]

Goerke, Veronica; Kickett, Marion; Taylor, Kate (2015). A Step on the Messy Path to Alignment: Developing the Aboriginal and Torres Strait Islander Intercultural Capability Framework. International Education Journal: Comparative Perspectives, v14 n2 p78-89. Like many other Australian universities, Curtin University identifies intercultural capabilities in its list of graduate attributes. Within this mandate, Curtin is increasingly foregrounding the need for graduates to develop Indigenous cultural capabilities. It is widely recognised that in order to develop these capabilities in graduates, educators at the interface need to embody these capabilities. Similarly, what has become increasingly clear is that it is not only educators but staff across the university that need intercultural skills and understanding in order to move towards a "decolonised" academic environment that will truly support the development of cultural capabilities in graduates. Within the undergraduate curriculum, one of the core principles of developing cultural capabilities is that they are a journey, requiring students to engage with material through a graduated, progressive learning experience. At Curtin, the importance of mirroring this graduated… [PDF] [Direct]

Karme, Tina; Young, Suzanne (2015). Service Learning in an Indigenous Not-for-Profit Organization. Education & Training, v57 n7 p774-790. Purpose: The purpose of this paper is to provide an understanding of how service learning pedagogy assists in student and organizational learning. Design/methodology/approach: The authors use case study reflection and ethnography approaches. Findings: The key to the success of the internship was time spent on relationship building between the parties, clear documentation of roles and responsibilities, the selection and matching process and open communication between all parties. Using Mezirow's (1991) transformational learning approach, and Kolb's (1984) learning framework, it demonstrates an example of perspective transformation where the "unfamiliar" helps participants to question the "familiar"; through embedding learning in relation to culture, values, ownership and identity. Service learning relies on collaborative pedagogy where reflection and relationships with community and educators provide a platform to test students' values and moral reasoning and build… [Direct]

'Otunuku, Mo'ale; Smith, Kevin (2015). Heliaki: Transforming Literacy in Tonga through Metaphor. SoJo Journal: Educational Foundations and Social Justice Education, v1 n1 p99-112. In this article, we discuss "heliaki," the use of metaphoric language in Tonga (Kaeppler, 2007), and its relationship to literacy. Viewing "heliaki" through the lens of critical literacy (Freire & Macedo, 2005), we argue that performances of "heliaki" not only represent an indigenous approach to reading and writing the word/world, but may also exist as a culturally relevant strategy for conducting critique. Recent reports on literacy in Tonga (The World Bank Group, 2012) define and assess Tongan students' literacy rates within a framework largely developed outside of indigenous onto-epistemological orientations to literacy, focusing nearly entirely on functional literacy. Acknowledging the cultural importance and critical potential of "heliaki" can nurture the development of pupils' and teachers' creative, critical literacies, and consciousness (Freire, 1985), providing the impetus for enhanced civic participation and greater social… [Direct]

Garrido Pereira, Marcelo (2013). The Place Where Waters Murmur: Taught and Learned Andean Space. Review of International Geographical Education Online, v3 n1 p26-55 Spr. This text studies the phenomenon of teaching and learning of space, particularly the one inhabited and produced by those who live in a place of the Andes known as "the place where waters murmur" (Lugar donde murmura el agua or Putre). Notions of Humanistic Geography and Sociology of Social Experience are used to understand education as an essentially space-related experience. Likewise, ethnography is used as a methodological tool for an effective interaction. In this respect, one can state that there is a profound and accelerated process of de-spacing, where space is predominantly considered as a mere pause in the passage of time. Teaching and learning are configured in a spatiality that tends to fragment individual and collective projects of socialization and subjectivation. The informal education of space is strained by the development of a dual model of identification that tears up the unique experience of being a Putre local (putre√±o)…. [PDF]

Ackehurst, Maree; Erzinger, Tania; Polvere, Rose-Anne (2019). VET for Secondary School Students: Acquiring an Array of Technical and Non-Technical Skills — Support Document. National Centre for Vocational Education Research (NCVER) This supporting document sets out the content analysis technique and detailed findings that underly part of the research conducted for the report titled "VET for secondary school students: acquiring an array of technical and non-technical skills." That report is the first in a set of studies that aims to understand the value of vocational education and training (VET) delivered to secondary school students. This supporting document reflects the detailed investigation of the extent to which training packages assist VET for secondary school students in the development of non-technical or generic skills. In this support document the authors provide detailed information on the findings of the content analysis technique they used to investigate the non-technical skills covered in selected training packages and Australian curriculum units reported on in the main report on "VET for secondary school students: acquiring an array of technical and non-technical skills." They… [PDF]

Kulinna, Pamela Hodges (2016). School Staff Perceptions of Factors Influencing Participation in a Whole-of-School Initiative in an Indigenous Community. Health Education Journal, v75 n7 p869-881 Nov. Objectives: The purpose of this study was to investigate teachers' perspectives on factors influencing their involvement in a Whole-of-School initiative. Methods: A survey was administered to participating teachers/school personnel (N = 81) and 30 of the teachers/school personnel also participated in mostly individual interviews. The survey was informed by Lohrmann's Ecological Model of Coordinated School Health Programs focusing on individual, interpersonal, community, organisation and policy factors. Category mean values were calculated for the survey data (along with t tests to explore differences by participant role in the schools), and interview data were analysed via analytic induction using several trustworthiness measures. Findings: Findings revealed that all survey categories ranked 3.5 or higher on a 5-point scale and there were significant differences by participant role. Interview data provided specific examples of each of the school health ecology factors. Conclusion:… [PDF] [Direct]

Vickery, Amanda E. (2016). "I Worry about My Community": African American Women Utilizing Communal Notions of Citizenship in the Social Studies Classroom. International Journal of Multicultural Education, v18 n1 p28-44. This qualitative multiple case study utilizes a Black feminist ethic of caring (Collins, 2009; Thompson, 1998) to explore how three African American women social studies teachers draw on their personal and community knowledge to conceptualize and teach the construct of citizenship to their students of color. Instead of conveying traditional notions of citizenship that value blind patriotism to the nation-state and individualism, they instead chose to teach citizenship as relational and centered on uplifting their cultural community. This study hopes to shed light on how critical notions of citizenship may be presented and utilized in classrooms…. [PDF]

Bell, Gayle; Cown, Paula; Skeoch, Roberta; Werry, Sue (2016). Nga Reo e Toru: "Trissessment"–From Invitation to Expectation. Early Childhood Folio, v20 n2 p20-25. Teachers understand the importance of whanau (family) involvement for children's learning. This understanding comes from their own experience as teachers, from an extensive published research base, and, in Aotearoa New Zealand from the national early childhood education curriculum, "Te Whariki." Early childhood teachers also know that finding acceptable ways to engage whanau on a regular and equal basis can be challenging. This article reports on the pilot stage of a new perspective on assessment that includes earlier involvement of whanau, suggesting that whanau may welcome and gain new insights from being expected to consider and comment on their children's learning before the kaiako (teacher) has offered any analysis. We have named this process "trissessment": the inclusion of children's, whanau and teachers' voices…. [Direct]

de Jager, Thelma; Keinonen, Tuula (2017). Student Teachers' Perspectives on Chemistry Education in South Africa and Finland. Journal of Science Teacher Education, v28 n6 p485-506. Globalization, in the case of science education, leads not only to an increase in homogeneity but also to an increase in cultural encounters. In this study, researchers from 2 distinct cultures, South Africa and Finland, used a qualitative approach to probe student teachers' perspectives on chemistry education. Participants were 1st-year chemistry student teachers (n = 80) from South Africa and student teachers (n = 87) from Finland who were in varying stages of their studies. Student teachers' perceptions were categorized using the 5 thematic categories of the culturally responsive teaching model: content integration, facilitating knowledge construction, prejudice reduction, social justice, and academic development. Both the South African and the Finnish student teachers mainly indicated content integration. In addition, facilitating knowledge construction and prejudice reduction were expressed in relation to the need for communication with peers. Social justice was emphasized more… [Direct]

Jones, Jennifer (2014). Nature Study, Aborigines and the Australian Kindergarten: Lessons from Martha Simpson's "Australian Programme Based on the Life and Customs of the Australian Black". History of Education, v43 n4 p487-503. This article examines an experimental kindergarten programme "Work in the Kindergarten: An Australian Programme based on the Life and Customs of the Australian Black" developed by Martha Simpson in early twentieth-century Australia. Here Simpson adapted international Revisionist Froebelian approaches to cultural epoch theory and nature study in an Australian context. Accepting that human development recapitulates, Simpson posited that Aboriginal culture could serve as stimulus for age-appropriate and improving child-centred activities. Local contingencies, including histories of violent cross-racial encounter, complicated an attempt by kindergartener Helen Beaumont to apply the programme in the Sydney slum suburb of Leichhardt. These contingencies are documented and analysed…. [Direct]

Mpofu, Vongai; Mushayikwa, Emmanuel; Otulaja, Femi S. (2014). Towards Culturally Relevant Classroom Science: A Theoretical Framework Focusing on Traditional Plant Healing. Cultural Studies of Science Education, v9 n1 p221-242 Mar. A theoretical framework is an important component of a research study. It grounds the study and guides the methodological design. It also forms a reference point for the interpretation of the research findings. This paper conceptually examines the process of constructing a multi-focal theoretical lens for guiding studies that aim to accommodate local culture in science classrooms. A multi-focal approach is adopted because the integration of indigenous knowledge and modern classroom science is complex. The central argument in this paper is that a multi-focal lens accommodates the multifaceted nature of integrating indigenous knowledge and western oriented classroom science. The objective of the paper, therefore, is to construct a theoretical framework that can be used to guide and inform the integration of indigenous knowledge and western science at classroom science level. The traditional plant healing form of indigenous knowledge is used as a case study. The paper is important for… [Direct]

Hewson, Mariana G. (2012). Traditional Healers' Views on Their Indigenous Knowledge and the Science Curriculum. African Journal of Research in Mathematics, Science and Technology Education, v16 n3 p317-332. African traditional healers (THs) were interviewed in order to explore their indigenous knowledge (IK) concerning natural science topics and science teaching, with potential implications for school science curriculum. First, THs in Lesotho were interviewed about their general ideas and these were compared with ideas obtained from THs in a previous study in South Africa. Then THs in the Western Cape (South Africa) were interviewed about more specific aspects of their IK that could usefully be taught, and also invited to demonstrate teaching methods. The traditional healers interviewed in these studies expressed a coherent view about what could be taught, how to teach it, and enthusiasm to become more engaged in the schooling of African children…. [Direct]

Evering, Brigitte (2012). Relationships between Knowledge(s): Implications for \Knowledge Integration\. Journal of Environmental Studies and Sciences, v2 n4 p357-368 Nov. This article contributes to a critical dialogue about what is currently called \knowledge integration\ in environmental research and related educational programming. Indigenous understandings in particular are seen as offering (re)new(ed) ways of thinking that have and will lead to innovative practices for addressing complex environmental issues. A conceptual review of the perceived relationships between \Indigenous Knowledge\ and \science\ includes \just one not others,\ \degrees of separation\ and a \hierarchy.\ Each of these concepts has implications for how we think about knowledge integration. I frame this critical commentary within my experiences as a non-indigenous student researcher in an Indigenous Studies PhD program. The review offers a guide for communities, students, educators and others who are interested in negotiating the literature on knowledge integration. After distinguishing between informative and decisive integration, I establish the need for an alternate… [Direct]

Stanger, Nicholas R. G.; Starr, Lisa J.; Tanaka, Michele T. D.; Tse, Vanessa V. (2013). Winter Counts as Transformative Inquiry: The Role of Creative Imagery as an Expression of Adaptive Change. Complicity: An International Journal of Complexity and Education, v10 n1-2 p87-110. Pre-service teachers face a complex educational context and Transformative Inquiry is a useful approach for negotiating this terrain. We interpret the movement of students via the adaptive cycle put forth in panarchy theory as they engage in the inquiry process through "winter counts", a Plains First Nation tradition, as expressions of their understanding. These image-based expressions demonstrate the emotional, mental, spiritual and physical movement students have made within their inquiry. Panarchy theory moves beyond interpreting systems using simplistic equilibrium models and acknowledging the more complex and dynamic set of equilibria that describes transformation in ecological, social, and economic systems and considers the multiple complexities of systems thinking while providing insight into how change occurs as a constantly adaptive cycle process. Used sparingly within social sciences until recently, we argue it as particularly relevant for seeing Transformative… [PDF]

Khudu-Petersen, Kelone; Silo, Nthalivi (2016). Hearing Ancestral Voices through Creative Art–A Tool for Environmental Education for Sustainability. International Journal of Education & the Arts, v17 n9 Apr. The research presented in this paper draws on a study in the Kgalagari region of Botswana where participant observation workshops were conducted to illustrate the impact of using the Arts in Education approach (AiE). This approach was used through traditional storytelling in lessons on environmental issues in a rural primary school in the Kgalahari region of Botswana. The BaKgalagari Standard 4 children participated in lessons in which community elders were invited to tell them stories. The lessons conducted offered the participants exemplary activities in conducting a teaching unit incorporating story-telling, dramatizing and visual art, whereby the story was embedded within the learners' contexts and in the idea of environmental appreciation. The outcome of the study demonstrated that this approach can enhance learning by yielding a more egalitarian and communicative environment, which takes into account the voices of previously socially excluded learners, into the teaching and… [PDF]

Gritter, Kristine; Scheurerman, Richard; Schuster, Carrie Jim; Strong, Cindy; Williams, Tracy (2016). Valuing Native American Tribal Elders and Stories for Sustainability Study. Middle School Journal, v47 n2 p3-12. This article outlines a framework the authors have used to infuse sustainability study into humanities teaching at the middle school level. Native American tribal elders can act as co-teachers in such classrooms, and the place-based stories that shaped their views of the environment can serve as important classroom texts to investigate sustainable philosophies. Middle school students can learn to read with a sustainable lens and learn to use the narrative wisdom of tribal elders to read across texts for sustainability themes and messages. Respect for Native American culture flourishes in such an environment. Examples of Native American storied resources for sustainability are offered in this article…. [Direct]

Tierney, Robert J. (2018). Toward a Model of Global Meaning Making. Journal of Literacy Research, v50 n4 p397-422 Dec. Drawing upon tenets of critical theory, cultural capital, global epistemologies, decolonization, Indigenous ways of knowing, mobility and translanguaging, ethics, and global citizenship, this article proposes a model of cross-cultural meaning making and worldly reading as a foundation for global epistemological eclecticism in our research and pedagogical pursuits. The imaginary represents an aspirational model in the interest of decolonizing and supporting "other"–notably confronting western exclusivity and racism and mobilizing epistemologies of southern scholars and Indigenous communities…. [Direct]

Bartleet, Brydie-Leigh; Bennett, Dawn; Marsh, Kathryn; Power, Anne; Sunderland, Naomi (2014). Reconciliation and Transformation through Mutual Learning: Outlining a Framework for Arts-Based Service Learning with Indigenous Communities in Australia. International Journal of Education & the Arts, v15 n8 Sep. Service learning is described as a socially just educational process that develops two-way learning and social outcomes for community and student participants. Despite the focus on mutuality in service learning, very little of this literature specifically deals with the intense importance of mutuality and reciprocity when working with Indigenous community partners and participants. This is problematic for Indigenous service learning projects that seek to partner respectfully with Indigenous communities in Australia and elsewhere. To address this issue, the paper draws on existing international literature and data from an Indigenous arts based service learning project conducted in the Northern Territory of Australia to propose a framework centred on relationships, reciprocity, reflexivity and representation that can be adapted for future Indigenous service learning partnerships and research…. [PDF]

Rorick, chuutsqa Layla; Rosborough, Trish; Urbanczyk, Suzanne (2017). Beautiful Words: Enriching and Indigenizing Kwak'wala Revitalization through Understandings of Linguistic Structure. Canadian Modern Language Review, v73 n4 p425-437 Nov. British Columbia (BC), Canada, is home to 34 Indigenous languages, all of them classified as endangered. Considerable work is underway by First Nation communities to revitalize their languages. Linguists classify many of the languages of BC as polysynthetic, meaning that words are composed of many morphemes, or units of meaning. While strong fluent speakers and linguists who work with these languages have knowledge and appreciation of these units of meaning, those understandings are often not reflected in the approaches for teaching and learning BC languages. Drawing on examples from Kwak'wala, a language of coastal BC, we discuss how an Indigenized approach to language revitalization can recognize and respect the highly regarded ancestral origins and messages about identity that are reflected within the language. In developing understanding of the morphemes of the language, learners can grasp literal meanings and metaphors embedded in Kwak'wala words, leading to deeper… [Direct]

Harper, Susan G. (2017). Engaging Karen Refugee Students in Science Learning through a Cross-Cultural Learning Community. International Journal of Science Education, v39 n3 p358-376. This research explored how Karen (first-generation refugees from Burma) elementary students engaged with the Next Generation Science Standards (NGSS) practice of constructing scientific explanations based on evidence within the context of a cross-cultural learning community. In this action research, the researcher and a Karen parent served as co-teachers for fourth- and fifth-grade Karen and non-Karen students in a science and culture after-school programme in a public elementary school in the rural southeastern United States. Photovoice provided a critical platform for students to create their own cultural discourses for the learning community. The theoretical framework of critical pedagogy of place provided a way for the learning community to decolonise and re-inhabit the learning spaces with knowledge they co-constructed. Narrative analysis of video transcripts of the after-school programme, ethnographic interviews, and focus group discussions from Photovoice revealed a pattern of… [Direct]

Chilisa, Bagele; Tsheko, Gaelebale N. (2014). Mixed Methods in Indigenous Research: Building Relationships for Sustainable Intervention Outcomes. Journal of Mixed Methods Research, v8 n3 p222-233 Jul. Indigenous communities raise concerns that they are overresearched and tired of research always asking the same questions and reproducing the same answers, thus pressuring researchers to open the discourse on mixed methods research so as to enable new debates and approaches to emerge. A postcolonial indigenous paradigm provides a theoretical framework that informed a mixed methods research approach to design and test the efficacy of a school-based risk-reduction intervention for 14-to 17-year-old adolescents in Botswana. Indigenous methods were used to collect cultural knowledge and to build relationships; these approaches allowed for the integration of the largely marginalized knowledge systems with dominant knowledge systems through a decolonization and indigenization research process…. [Direct]