Bennett, Anna; Brosnan, Caragh; Kelly, Brian; Lempp, Heidi; Outram, Sue; Southgate, Erica; Wright, Sarah (2017). Travels in Extreme Social Mobility: How First-in-Family Students Find Their Way into and through Medical Education. Critical Studies in Education, v58 n2 p242-260. Higher education is understood as essential to enabling social mobility. Research and policy have centred on access to university, but recently attention has turned to the journey of social mobility itself–and its costs. Long-distance or "extreme" social mobility journeys particularly require analysis. This paper examines journeys of first-in-family university students in the especially high-status degree of medicine, through interviews with 21 students at an Australian medical school. Three themes are discussed: (1) the roots of participants' social mobility journeys; (2) how sociocultural difference is experienced and negotiated within medical school; and (3) how participants think about their professional identities and futures. Students described getting to medical school "the hard way", and emphasised the different backgrounds and attitudes of themselves and their wealthier peers. Many felt like "imposters", using self-deprecating language to… [Direct]

Bussert-Webb, Kathy; Diaz, Maria E. (2017). Latino Youth's Out-of-School Math and Science Experiences: Impact on Teacher Candidates. International Journal of Research in Education and Science, v3 n2 p624-635 Sum. This qualitative study examines the learning and interaction processes between Latino/a teacher candidates (TCs) and youth during a community service-learning program involving science and math. Knowing and affirming nondominant youth's strengths are essential from funds of knowledge and Third Space perspectives. Participants were 11 TCs and their tutees, 30 youth in first through tenth grades. The study took place in a Texas border colonia, or unincorporated settlement lacking basic services. Data sources were participant observations, youth's interviews and TCs' pre- and final reflections, rapport-building analyses, a focus group, and lesson plans. We found TCs incorporated the youth's funds to develop and implement authentic math and science lessons with them. Implications relate to how community service-learning projects can help TCs' future math and science teaching and can create a Third Space to explore math and science in culturally-relevant ways…. [PDF]

Gladman, Justin; Perkins, David (2013). Training Australian General Practitioners in Rural Public Health: Impact, Desirability and Adaptability of Hybrid Problem-Based Learning. Health Education Journal, v72 n5 p522-529 Sep. Context and Objective: Australian rural general practitioners (GPs) require public health knowledge. This study explored the suitability of teaching complex public health issues related to Aboriginal health by way of a hybrid problem-based learning (PBL) model within an intensive training retreat for GP registrars, when numerous trainees have no PBL experience. Methods: A mixed method evaluation. Pre-training surveys on PBL experience and post-training semi-structured telephone interviews exploring the impact of the model and its desirability. Thematic and discourse analysis of interview statements, coded independently by two researchers. Results: Seventeen GP trainees and four tutors participated. Six main themes emerged: experience; PBL impact; learning modalities; educational needs; educational expectations; and educational planning. Discussion: No discernible differences were identified between Australian and international graduates, the knowledge impact of the hybrid model or… [Direct]

Walsh, Catherine E. (2015). Decolonial Pedagogies Walking and Asking. Notes to Paulo Freire from Abyayala. International Journal of Lifelong Education, v34 n1 p9-21. Catherine Walsh is senior professor and director of the doctoral programme in Latin American Cultural Studies at the Universidad Andina Simon Bolivar in Ecuador. Her present work is focused on the political, epistemic and ethical project of critical interculturality, and on concerns of decoloniality, taking as key the themes of knowledge, ancestrality, race and gender, education, law, state re-founding, and decolonial thought and pedagogy. For Walsh, Paulo Freire is a grandfather and ancestor of sorts; she writes here that she yearns now to once more dialogue with him. She says that she longs to tell him of her own shifts, movements, unlearnings and relearnings, since they last met. Above all, she desires to share with him her praxical thoughts on the what, why, and how of decolonial pedagogies walking and asking. It is in this context and that she writes the following notes to Paulo and to others who wish to read them…. [Direct]

King, Anna; Reed, Richard; Whiteford, Gail (2015). Re-Conceptualising Sustainable Widening Participation: Evaluation, Collaboration and Evolution. Higher Education Research and Development, v34 n2 p383-396. This article discusses the future of university-based programmes aimed at enabling the access and successful participation of students from traditionally under-represented backgrounds in higher education. It builds a case for adopting three strategies in ensuring the sustainability of widening access and participation work: (1) embedding broad-ranging and reflexive evaluation practices; (2) developing partnerships with industry partners; and (3) evolving the conceptual and strategic framework of widening participation. The article's reflections are contextualised within the framework of current higher education policy and practice in Australia, and its arguments are advanced from a close reflection on a mentorship programme aimed at media students from Aboriginal and Torres Strait Islander and culturally and linguistically diverse backgrounds at Macquarie University…. [Direct]

Pillai, Gayathri Prabhakar (2015). Te Kotahitanga: The Effective Teaching Profile and Its Impact on Maori Student Achievement. Kairaranga, v16 n1 p52-57. Te Kotahitanga is a Kaupapa Maori research and development programme that aims at improving Maori student achievement. Through interviews with students, teachers and whanau, the characteristics of teachers who made a difference were identified. These characteristics were drawn together to form the Effective Teaching Profile (ETP). This literature review provides a brief background on the Te Kotahitanga programme with an emphasis on the ETP, and it impact on Maori students' achievement in secondary schools. The educational disparities that exist and perpetuate for indigenous (Maori) learners in Aotearoa/New Zealand are discussed as a rationale for implementing Te Kotahitanga in schools. This literature review explores the principles of the ETP and how these impact on Maori achievement. The ETP is also considered from a Resource Teacher: Learning and Behaviour (RTLB) viewpoint…. [PDF]

Marasinghe, Basil (2016). Ethnochemistry and Ethnomedicine of Ancient Papua New Guineans and Their Use in Motivating Students in Secondary Schools and Universities in PNG. Universal Journal of Educational Research, v4 n7 p1724-1726. For more than 50,000 years of Papua New Guinea's human history, Papua New Guineans have been making significant contributions to Science, particularly in the fields of Chemistry and Medicine. However, because of the absence of any written language for over 800 dialects, the information has not been recorded and the contributions of ancient Papua New Guineans have largely gone unnoticed and unrecognized. However, during the past 40 years, some researchers, Holdsworth[1], Woodley [2], Timi[3], Dindi [4], Rai[5] have conducted scientific studies on medicinal plants in PNG which probably would have been used by ancient Papua New Guineans to treat deceases. Identification of the plants were carried out with the help of villagers initially and then with botanists and chemists Papua New Guinea. Chemical characterization was carried out by chemists in Papua New Guinea. Nine years ago, the author was able to introduce a Unit in the Grade 11 and 12 Chemistry Syllabus under the title… [PDF]

Depaepe, Marc; Simon, Frank; Vinck, Honor√© (2015). "New Education" for the Congo? The Indigenist Approach, New Education and Prescriptive Pedagogy. Prospects: Quarterly Review of Comparative Education, v45 n1 p95-111 Mar. This article responds to a question put forward approximately a decade ago by the history of education research group at the Katholieke Universiteit Leuven: Did the child-centred ideas of New Education, as promoted by Ovide Decroly, influence the education policy in the former Belgian colony of Congo? Naturally, ideas were circulating that could have been linked with indigenism, taking into account African traditions and local oral traditions. Some hold that in everyday educational practice, as much in Belgium as in the Belgian Congo, the paternalistic perspective remained uninterrupted. Offering a more nuanced picture, this article is based on the biography of Gustaaf Hulstaert, a noted missionary educator, and also analyzes his textbooks and manuals…. [Direct]

Beatty-Guenter, Patricia; Cowin, Bob; James, Ted (2018). Admissions of High School Non-Graduates to Post-Secondary Institutions in BC. British Columbia Council on Admissions and Transfer The project presented in this report examined how the public post-secondary education system in British Columbia (BC) uses various means to admit applicants who have not achieved high school graduation — the normal criterion for admission — to universities, colleges and institutes in the province. The criteria by which post-secondary institutions admit non-graduates — and every public post-secondary in the province does enrol such students — reflect not only the institution's mission and educational philosophy, but also the philosophies held about non-graduates. While some philosophies take into account the life situations of non-graduates (such as chronic illness during the teenage years or chaotic family situations) and developmental considerations (such as the readiness of youngsters in remote settlements to relocate to continue their education), others may apply when non-graduation is viewed as resulting primarily from a lack of academic ability or motivation. In a similar… [PDF]

Carmo, Mafalda, Ed. (2022). Education and New Developments 2022 — Volume 1. Online Submission This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2022), organized by the World Institute for Advanced Research and Science (WIARS). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and… [PDF]

Miller, Melinda; Petriwskyj, Anne (2013). New Directions in Intercultural Early Education in Australia. International Journal of Early Childhood, v45 n2 p251-266 Aug. Early education in Australia encompasses both early education and care (ECEC) and the early years of school. Educational approaches to cultural and linguistic diversity have varied not only by sector but also by jurisdiction based on distinct curriculum frameworks and policies. In Australian early education, provision for cultural and linguistic diversity has been framed largely by multicultural discourse, as defined by a complex history of progressive, yet often superficial reforms. Current initiatives serve to change this trajectory and the positioning of stakeholders. The incorporation of intercultural rather than multicultural approaches offers new possibilities for early education and directs attention to real challenges for ECEC. They re-position Aboriginal and Torres Strait Islanders as the First Australians, and direct attention to both Australia's social, cultural and linguistic diversity and to the role of early childhood educators in enacting more inclusive pedagogies…. [Direct]

Kosciw, Joseph G.; Truong, Nhan L.; Zongrone, Adrian D. (2020). Erasure and Resilience: The Experiences of LGBTQ Students of Color. Native and Indigenous LGBTQ Youth in U.S. Schools. Gay, Lesbian and Straight Education Network (GLSEN) Existing research has illustrated that Native American, American Indian, and Alaska Native youth (referred to, henceforth, as Native and Indigenous youth in this report) as well as lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth often face unique challenges at school related to their marginalized identities. A long history of violence and cultural erasure targeting indigenous communities has contributed to Native and Indigenous youths' experiences of discrimination and harassment at school from both peers and school personnel. These experiences may contribute to disparities in high school completion as well as troubling rates of substance use and suicide among Native and Indigenous youth. Similarly, LGBTQ youth often face unique challenges related to their sexual orientation, gender identity, and gender expression. LGBTQ youth often report experiencing victimization and discrimination, and have limited access to inschool resources that may improve school climate…. [PDF]

Hamlin, Maria L. (2013). "Yo Soy Ind√≠gena": Identifying and Using Traditional Ecological Knowledge (TEK) to Make the Teaching of Science Culturally Responsive for Maya Girls. Cultural Studies of Science Education, v8 n4 p759-776 Dec. This study examines how traditional ecological knowledge–TEK–can be identified and utilized to create culturally responsive science learning opportunities for Maya girls from a community in the Guatemalan highlands. Maya girls are situated in a complex socio-historical and political context rooted in racism and sexism. This study contextualizes the current situation of Maya women and girls in Guatemala and emphasizes the important need for educators to create science-learning opportunities that are culturally congruent. The author posits that when considering how to make the teaching and learning of science culturally responsive for Maya girls, educators must begin with the scientific knowledge inherent within Maya communities. Indigenous communities have a wealth of TEK that can be used to contextualize science curricula that can be purposely designed to meet the nuanced cultural needs of traditional Maya girls within and outside Guatemala…. [Direct]

Jacob, W. James; Xiong, Weiyan; Ye, Huiyuan (2016). Minority Language Issues in Chinese Higher Education: Policy Reforms and Practice among the Korean and Mongol Ethnic Groups. Frontiers of Education in China, v11 n4 p455-482. The purpose of this study is to compare Korean and Mongol minorities in the People's Republic of China in terms of their native language preservation and educational experiences at the higher education level, and to investigate differences and similarities between Korean and Mongol minorities' language issues. Content area experts on Chinese minority education from China, South Korea, and the United States were interviewed for this study. Findings include suggestions for helping to formulate government educational policies regarding issues related to language in Chinese minority education at the higher education level. This information is helpful to better understand and educate others in school and home settings where Chinese ethnic minority students reside. The advancement of Chinese minority education knowledge related to higher education will significantly strengthen and empower individuals, families, and communities throughout the People's Republic of China…. [Direct]

Samier, Eugenie (2017). Towards a Postcolonial and Decolonising Educational Administration History. Journal of Educational Administration and History, v49 n4 p264-282. This article examines the increasing postcolonial and decolonising literature as it relates to non-Western countries and the history of their educational systems undergoing internationalisation and globalisation. The first section reviews a number of historiographical developments in the twentieth century that laid a foundation for a more cultural and global view and to include marginalised populations. The second section examines the critiques of educational history from postcolonial and decolonising perspectives, and the colonisation of mind critiques, including the recent indigenous research methodology movement. The third section explores two main challenges for the field of educational administration history are discussed: developing ways of understanding countries that operate under very different paradigms than Western states, and which are undergoing societal changes and stresses that Western states are not experiencing; and a revised research and methodology that captures… [Direct]

Mochere, Joyce M. (2017). The Future of Music Education in Kenya: Implementation of Curriculum and Instructional Teaching Strategies. Journal of Education and Practice, v8 n6 p171-180. This paper is an evaluation of the parameters of the concept of music curriculum that examines principles underlying the teaching and learning of music. The paper also discusses the practical nature of music education and the need for experiential learning. Music educators worldwide advocate for methods that allow for discovery learning and hence nurture creativity. Findings of other studies in this paper reveal a state of apathy toward music in Kenya and majority of teachers are handicapped in handling music in general. These studies also reveal a weakness in methodologies of teaching music and under-utilization of available resources in music teaching. In all cases, it is conceptualized that music is dismally performed due to the perennial challenges in the curriculum implementation. The study is a focus on Nairobi County, Kenya where secondary schools both private and public teaching and learning music were involved. A descriptive survey was conducted on both groups. Purposive… [PDF]

Valdivia, Andrea (2017). What Was out of the Frame? A Dialogic Look at Youth Media Production in a Cultural Diversity and Educational Context in Chile. Learning, Media and Technology, v42 n1 p112-125. This article accounts for an experience of digital storytelling workshops with indigenous adolescents in Chile, and proposes a theoretical and methodological approach to analyze digital creations with a dialogic and ethnographic point of view. Based on this, it discusses the possibilities of digital media production as a strategy for the self-expression of children and adolescents, particularly immersed in unequal and ethnically diverse educational contexts. The specific case of two Mapuche girls reveals complex ways of organizing and positioning their voices, where "girl power" and "post-girl power" discourses are relevant, but not so their ethnicity. The results show that television, with its main audiovisual genres, styles and stereotypes, appears clearly on the teenagers' creations, while the absence of Mapuche signs along the creation process and also into the digital stories seems to be related with two important features of the Chilean educational system:… [Direct]

(2017). Education in Canada: Key Results from the 2016 Census. Statistics Canada The report presents the data from the 2016 Census on the education of Canadians. In 2016, 22.4% of the Canadian population aged 25 to 64 had a college diploma as the highest educational qualification, compared with an estimated 8% among Organization for Economic Cooperation Development countries overall. In 2016, 40.7% of young women aged 25 to 34 had a bachelor's degree or higher, up from 32.8% in 2006. Young men have responded to job opportunities and earnings incentives by moving into the skilled trades sector. The proportion of young men with an apprenticeship certificate increased from 4.9% in 2006 to 7.8% in 2016. First Nations people, M√©tis and Inuit all made gains in postsecondary education at every level. In 2016, 10.9% of Aboriginal people overall aged 25 to 64 had a bachelor's degree or higher, up from 7.7% in 2006. The proportion of Aboriginal people with a college diploma rose from 18.7% in 2006 to 23.0% in 2016. In 2016, gains in education were also evident among… [PDF]

Hart, Victor; McLaughlin, Juliana; Sharma-Brymer, Vinathe; Whatman, Susan (2012). Pre-Service Teachers' Pedagogical Relationships and Experiences of Embedding Indigenous Australian Knowledge in Teaching Practicum. Compare: A Journal of Comparative and International Education, v42 n5 p703-723. This paper argues from the standpoint that embedding Indigenous knowledge and perspectives in Australian curricula occurs within a space of tension, "the cultural interface", in negotiation and contestation with other dominant knowledge systems. In this interface, Indigenous knowledge is in a state of constancy and flux, invisible and simultaneously pronounced depending on the teaching and learning contexts. More often than not, Indigenous knowledge competes for validity and is vexed by questions of racial and cultural authenticity and, therefore, struggles to be located centrally in educational systems, curricula and pedagogies. Interrogating normative western notions of what constitutes authentic or legitimate knowledge is critical to teaching Indigenous studies and embedding Indigenous knowledge. The inclusion (and exclusion) of Indigenous knowledge at the interface is central to developing curriculum that allows teachers to test and prod and create new knowledge and… [Direct]

Boughton, Bob; Durnan, Deborah (2014). Cuba's "Yes, I Can" Mass Adult Literacy Campaign Model in Timor-Leste and Aboriginal Australia: A Comparative Study. International Review of Education, v60 n4 p559-580 Sep. In the field of international adult education, mass literacy campaigns enjoyed wide support in the 20th century, when they were seen as a way to increase the participation of previously marginalised and excluded populations in national development. Cuba's 1961 campaign achieved iconic status, but was only one of many successful campaigns in Latin America, Africa and Asia. In the 1990s, while mass literacy campaigns continued in many countries, scholarly interest in them declined under the influence of World Bank empirical critiques of their effectiveness and increasing postmodern scepticism towards the socialist "grand narrative" of liberation which underpinned some of the more famous examples. Recently, the mass campaign model has gained new impetus through Cuba's international literacy missions, which use an approach known by its Spanish name, "Yo, S√≠ Puedo" [Yes, I Can]. This paper reports on the deployment of this model in two very different settings, one… [Direct]

Davis, Niki; Higgins, Andrew (2015). Researching Possible Futures to Guide Leaders towards More Effective Tertiary Education. Journal of Open, Flexible and Distance Learning, v19 n2 p8-24. This research aimed to inform institutional leaders by producing and disseminating a system wide view of what tertiary education might look like in Aotearoa New Zealand, five years into the future. The researchers were responding to a challenge in a speech at the DEANZ 2010 conference by a highly respected national leader (Dr. Peter Coolbear). The outcome became known as the DEANZ2016 scenario set. Using JISC scenario planning methodologies, including interviews of 16 national and international education leaders, the scenario set was developed on an X axis depicting the tension between facing the academy vs facing New Zealand employers, professions and iwi, and a Y axis depicting the tension between standardized education vs customization to personalise learning. Each of the four quadrants aimed to expose and contrast potential future scenarios. These were entitled: "Articulation," "The "Supermarket"," "Quality Branded Consortia," and… [PDF]

Hristova, Adelina; Owiny, Sylvia A.; Semali, Ladislaus M. (2015). Integrating "Ubunifu," Informal Science, and Community Innovations in Science Classrooms in East Africa. Cultural Studies of Science Education, v10 n4 p865-889 Dec. This study examines the relationship between informal science and indigenous innovations in local communities in which students matured. The discussion considers methods for bridging the gap that exists between parents' understanding of informal science ("Ubunifu") and what students learn in secondary schools in Kenya, Tanzania, and Uganda. In an effort to reconcile the difference between students' lived experiences and Science, Technology, Engineering, and Mathematics (STEM) taught in classrooms, this study presents an experiential iSPACES instructional model as an example of curriculum integration in science classrooms. The culmination is presentation of lessons learned from history, including Africa's unique contributions to science, theory, and indigenous innovations, in the hope that these lessons can spur the development of new instructional practices, standards, curriculum materials, professional and community development, and dialogue among nations…. [Direct]

Fasavalu, Talitiga Ian; Reynolds, Martyn (2019). Relational Positionality and a Learning Disposition: Shifting the Conversation. International Education Journal: Comparative Perspectives, v18 n2 p11-25. In the complex and diverse region of Oceania, researchers often work across more than one cultural understanding. Thus, a researcher's position with regard to their research requires careful ongoing negotiation because position, when understood through relationality, is fluid. Negotiating position requires acute reflexivity of the researcher but also offers opportunities for ongoing development and agency. In this article, we use the literature of relational positionality and autoethnographic methodology to discuss two researchers' deliberate re-positioning in relation to their field of education, focusing on deliberate self-change and the application of new conceptual learning. The context is Pasifika education, a space which sits between different knowledge systems as the education of Pacific-origin people in Aotearoa New Zealand. The article demonstrates how storying can support new understandings which, in turn, can help negotiate positionality. The argument draws on data from a… [PDF]

Kliewer, Brandon W.; Ndirangu, Beth Wanjiku (2019). Advancing Reciprocity in Cross-Cultural Leadership Coaching. Journal of Leadership Education, v18 n4 p178-187 Oct. Leadership coaching is a method of learning and development. This brief describes a leadership practice that was effective in navigating culture when it became a relevant factor in maintaining a reciprocal leadership learning and development partnership. Using a community-based inquiry method, we utilized and examined leadership coaching practice as it attempted to support cross-cultural leadership learning and development that was running alongside an international development project in Kenya. Readers will gain a better understanding of a cross-cultural leadership coaching practice…. [Direct]

Boon, Helen J.; Lewthwaite, Brian E. (2016). Teacher Ethics: The Link between Quality Teaching and Multi-Ethnic and Multiracial Education. Athens Journal of Education, v3 n4 p331-344 Nov. Many current economic and social challenges lead to waves of migrating people. The countries where migrants seek refuge can be ethnically homogeneous and monolingual such as Greece, or more frequently, ethnically diverse with local Indigenous populations which have been subjugated and marginalized, such as the US or Australia. In either context, a significant corollary of migration is the absorption of children into the local educational system. Migrant children, much like the local Indigenous marginalized children of the host countries, have language barriers and different customs from those of the host country. Cultural mismatches between the culture of the child and that of its teacher have been empirically shown to result in a range of negative outcomes for the child, including behavioural infractions, low academic outcomes and dropping out of school. This research illustrates findings from the second phase of an extended study. The study aim was to identify what constitutes… [PDF]

(2015). National Aboriginal and Torres Strait Islander Education Strategy 2015. Education Council Despite determined effort much more needs to be done to close the gap in Aboriginal and Torres Strait Islander education outcomes. Aboriginal and Torres Strait Islander people are the first Australians with the oldest continuing cultures in human history. Governments across Australia affirm the right of Aboriginal and Torres Islander people to maintain languages and cultures and acknowledge their deep cultural associations with the land and water. This strategy will guide the education of all Aboriginal and Torres Strait Islander children and young people from birth through to further education and employment pathways…. [PDF]

Bernardes DaSilva, Edmar; Kvasnak, Robert Neil (2015). "Latin" and "Anglo" America Geographic Regions Do Not Exist. Geography Teacher, v12 n3 p132-137. The regional divisions termed as "Latin America" versus "Anglo-America" used by many geographers do not fully reflect the cultural and political trends in the world today. "Latin" is a term that was coined by the French Emperor Napoleon the III in order to justify Mexico's being ruled by Maximillian, and later picked up by political movements in different countries in an endeavor by political powers to cement the rule of a class of people of European origin over native and Afro-descendent peoples. The basis of this was the dominance of the Spanish and Portuguese languages (romance languages–also called "Latin" languages together with French, Italian, Romanian, etc.) in many countries. The intent of this review article is directed mostly to geography educators at grades K-12 and college geography professors and is an attempt at explaining why the terms "Latin" and "Anglo" Americas are not the best when applied to the… [Direct]

Dachyshyn, Darcey M. (2015). Being Mindful, Heartful, and Ecological in Early Years Care and Education. Contemporary Issues in Early Childhood, v16 n1 p32-41 Mar. We have been in the postmodern turn for some time in early years care and education. As a result, much has been said and written about what policies, theories, and practices we no longer wish to see govern us. However, alternative ways of being in the world with young children still are reticent to take hold. Proposed here is a turn "East," a turn "inward," and a return to our "roots" for wisdom to guide, inspire, and challenge us. Moment to moment living and "being with self," others, and the Earth in deep humility, compassion, and empathy is explored as a pedagogical alternative to the "doing ways" of conventional early childhood practice…. [Direct]

Coombe, Leanne; Lee, Vanessa; Robinson, Priscilla (2015). Building Capacity through Action Research Curricula Reviews. Higher Education Research and Development, v34 n2 p324-337. In Australia, graduates of Master of Public Health (MPH) programmes are expected to achieve a set of core competencies, including a subset that is specifically related to Indigenous health. This paper reports on the methods utilised in a project which was designed using action research to strengthen Indigenous public health curricula within MPH programmes at Australian universities. This aim is achieved through the use of three interlinked "action-reflection" cycles, involving individual Indigenous public health academics who, through their membership in a scholarly network, have undertaken a series of curriculum reviews, which have in turn influenced organisational change in universities. The project results demonstrated how action research can successfully strengthen Indigenous public health curricula…. [Direct]

Drabble, Anne; Lyndon, Louise; Middleton, Sarah; Wilkins, Maddison; Zahra, Nathan (2015). Teacher Identity through Autobiographical Reflections of Preservice Teachers' Wider Field Experience. Australian Association for Research in Education, Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Freemantle, Western Australia, Nov 29-Dec 3, 2015). Preservice teachers enrolled in teacher education programs are required to engage in reflective practice to develop understanding of the teaching profession and to develop a personal teacher identity. Reflective practices are particularly useful during rural and remote Supervised Professional Experiences (SPE). Preservice teachers also reflect on Wider Field Experiences (WFE) which provide them with additional experiences that extend their professional learning. This study examines the value of shared autobiographical reflections of a group of preservice teachers as they completed Wider Field Experience (WFE) in an Aboriginal community school in a rural area. Preservice teachers indicated that the WFE had an impact on their professional learning and contributed to developing a positive understanding of teaching Aboriginal students. However, it was the opportunity to participate in shared autobiographical reflections on the WFE that contributed significantly to their teacher identity,… [PDF]