Hare, Jan (2012). "They Tell a Story and There's Meaning behind That Story": Indigenous Knowledge and Young Indigenous Children's Literacy Learning. Journal of Early Childhood Literacy, v12 n4 p389-414 Dec. This research draws on the reflections from group discussions with indigenous families and interviews with early childhood educators and community stakeholders from five First Nations reserve communities in Canada whose young children participate in the national aboriginal Head Start On Reserve (AHSOR) programme. The purpose of the study was to examine the contributions of indigenous knowledge to young indigenous children's literacy learning. In the course of this examination what became clear is that there is a greater set of literacy activities in these families than is recognized by early learning settings. Further, there is a literacy orientation within their indigenous knowledge systems that, draws on oral tradition, land-based experiences and ceremonial practices that, when linked to the discourses of schooling and literacy, provide the basis for improving educational outcomes for indigenous children and families, whose relationship with schooling has been historically… [Direct]

Wilson, Vernon (2013). An Outlier's Dream: Improving Post-Secondary Education Opportunities for Aboriginal Inmates. Education Canada, v53 n1 Win. A conversation with a John Howard Society volunteer prompts the author to reflect on how to improve educational opportunities for his incarcerated Aboriginal peers. He relates his personal experience of completing an undergraduate degree while in prison, highlighting the ways in which the prison environment has shaped his learning process. After making recommendations on how to improve higher learning opportunities for Aboriginal prisoners, the author appeals to economic and social justice considerations for public support. He concludes by sharing his dream of an inclusive Canada that provides equal opportunity for Aboriginal prisoners who seek freedom through education. (Contains 7 endnotes.)… [Direct]

Jiar, Yeo Kee; Yong, Poon Cheng; Zanzali, Noor Azlan Ahmad (2012). Mathematics Remediation for Indigenous Students with Learning Difficulties: Does It Work?. Online Submission, US-China Education Review A 12 p1022-1033. Over-reliance on prescriptive pedagogies, such as explicit instruction, could hamper students with learning difficulties from sense-making and thus limit their acquisition of conceptual understanding. To help them in constructing mathematical knowledge, manipulative and drawing could be used to solve problems in a meaningful context. Using a case study design, teaching and learning process of a native teacher and her six indigenous students in a mathematics remediation classroom at an elementary school located in the interior area was investigated. Qualitative data were collected using observation, interview, and students' work. Research findings showed that participating teacher tended to use manipulative through explicit instruction to explain meaning of number operations. Students were taught drawing to get answers for computational problems. Problem-solving process was teacher-directed but students were capable to perform simple reasoning. However, students were weak in… [PDF]

Holm, Jennifer, Ed.; Megroureche, Charlotte, Ed. (2022). Proceedings of the 2021 Annual Meeting of the Canadian Mathematics Education Study Group = Actes de la Rencontre Annuelle 2021 du Groupe Canadien d'√âtude en Didactique des Math√©matiques (44th, Virtual, June 11-13, 2021). Canadian Mathematics Education Study Group With COVID-19 continuing to make meeting face-to-face impossible, the Canadian Mathematics Education Study Group/Groupe Canadien d'√âtude en Didactique des Math√©matiques (CMESG/GCEDM) executive decided that, for the first time, the CMESG/GCEDM meeting would be held virtually. By necessity, the program had to be much compressed with no topic sessions and no gallery walk. The 44th annual meeting took place June 11-13, 2021. These proceedings contain one plenary lecture, five working groups, one panel, 13 new PhD reports, and two ad hoc sessions. Twenty-two papers are included in these proceedings–three papers are written in both French and English; one paper is written in French; and the remainder are written in English. [For the 2019 proceedings, see ED610111.]… [PDF]

Dam, Lincoln I.; Santamar√≠a, Andr√©s P.; Santamar√≠a, Lorri J.; Webber, Melinda (2015). Partnership for Change: Promoting Effective Leadership Practices for Indigenous Educational Success in Aotearoa New Zealand. eJEP: eJournal of Education Policy, spec iss p93-109. In early 2014, a team of researchers was invited into partnership with the Maori Success Initiative (MSI), a national, indigenous led network of Maori and non-Maori principals committed to working collaboratively to raise Maori student achievement. Working with over sixty principals across six regional clusters throughout Aotearoa New Zealand, these researchers utilised critical Kaupapa Maori methodology to observe, engage, and support MSI's vision of A Change in the Hearts and Minds of Principals in mainstream contexts. Qualitative data collected from leadership surveys, hui reflective statements, and other documents were analysed to validate and strengthen MSI's efforts to establish a critical mass of effective school leadership practices that promote and sustain Maori success as Maori. This paper highlights the research and outcomes resulting from evaluating the personal and professional growth of MSI leaders. Finally, implications for effective, culturally responsive leadership… [PDF]

Barr, Jenny; Chapman, Amy; Saltmarsh, Sue (2015). Preparing for Parents: How Australian Teacher Education Is Addressing the Question of Parent-School Engagement. Asia Pacific Journal of Education, v35 n1 p69-84. Parent-school engagement is widely embraced as a policy and educational ideal, yet to date there are few studies of how teacher education prepares students for this important aspect of their professional lives. In this paper, we consider findings from a recent Australian study that explored how the issue of parent-school relations is currently addressed in Australian initial teacher education programmes. The study is situated within the broader policy context of teaching standards. Our findings challenge suggestions that parent-school engagement is largely absent from pre-service programmes, and although the study recognizes gaps and discontinuities, it also identifies four key domains in which initial teacher education currently prepares students for parent engagement. We argue that students are being prepared for parent-school engagement in a variety of ways, but that there is insufficient continuity to ensure that all beginning teachers have a thorough understanding of how to work… [Direct]

Dlaske, Kati (2016). Shaping Subjects of Globalisation: At the Intersection of Voluntourism and the New Economy. Multilingua: Journal of Cross-Cultural and Interlanguage Communication, v35 n4 p415-440 Jul. Volunteer tourism is one of the latest branches of the ever expanding globalised tourism. The initiative Workaway, an expression of this trend, was established in the late 90s with the aim of promoting "cultural understanding between different peoples and lands throughout the world". The figure of the workawayer as a new cosmopolitan subjectivity started to take shape. With the growth of the tourism industry, the Workaway scheme has started to be of interest also to tourism entrepreneurs, especially in the global peripheries such as northern Lapland, home to the indigenous minority language community of the S√°mi. By signing up as a volunteer in a heritage tourism resort, the workawayer, the cultural adventurer, becomes linked up to the network of the globalised new economy. Drawing on aspects of governmentality studies, discourse studies and ethnographic approaches, this study traces the translocal formation of the figure of the workawayer through two crucial technologies… [Direct]

Campbell, Leeanne; Gordon-Burns, Diane (2014). Indigenous Rights in Aotearoa/New Zealand–Inakitia Rawatia Hei Kakano Mo aPopo: Students' Encounters with Bicultural Commitment. Childhood Education, v90 n1 p20-28. Teacher quality and the preparation of quality teachers have been at the center of debates and discussions related to improving educational outcomes among diverse student populations across the world. In New Zealand, the education system emphasizes high-quality, bicultural practice among teachers through regulations and curriculum that call for adequate teacher preparation on bicultural pedagogical practice. This article sheds light on the gap between the policy goals and the reality of primarily monolingual and monocultural paradigms within the school system; it also brings forth the need to promote culturally inclusive understanding, knowledge, and skills among preservice teachers. The issues discussed in this article address concerns about education structures and processes that deny equity of educational opportunities to linguistically and culturally marginal student populations…. [Direct]

Worley, Jerry (2013). Inspired Art in the Bear's Paw Mountains. Tribal College Journal of American Indian Higher Education, v25 n1 Aug. This article introduces the reader to Art professor John Murie, of Stone Child College as he discusses how Native art is constantly evolving and integrating new ideas. Art symbolizes meaning–an awareness and realization of a mystical foundation of intersubjectivity, amd a communication between the artist and the admirer. Murie maintains that American Indian artists find their own ways with drawing and painting. He stresses that Native artists want to be known for their originality–just like any artist. And like art everywhere, art at Stone Child College is non-static; it is constantly evolving and combining new ideas with honored traditions…. [Direct]

Scott, David (2013). Teaching Aboriginal Perspectives: An Investigation into Teacher Practices amidst Curriculum Change. Canadian Social Studies, v46 n1 p31-43 Spr. This paper reports on a study exploring ways in which five experienced teachers interpreted and responded to a curricular initiative in Alberta calling for teachers to help students see social studies through multiple perspective lenses representing Aboriginal (and Francophone) communities. Over the course of the study, which focused primarily on how the research participants integrated Aboriginal perspectives in their teaching, the teachers generally interpreted and practiced the teaching of multiple perspectives as providing students with alternative viewpoints on contemporary issues. Of note were teachers' resistances to affording room for Aboriginal perspectives, and a general absence of engagements with these perspectives in the classroom. I argue that these resistances may stem from the legacy of a collective memory project that has worked to foster a historical consciousness that makes it hard to perceive, as well as acknowledge the relevance of engaging 'Other' perspectives…. [PDF]

Gorur, Radhika; Savage, Glenn C.; Sellar, Sam (2014). The Politics of Disagreement in Critical Education Policy Studies: A Response to Morsy, Gulson and Clarke. Discourse: Studies in the Cultural Politics of Education, v35 n3 p462-469. This paper engages with Morsy, Gulson and Clarke's response to the recent special issue of "Discourse" (Vol. 34, No. 2) that examined evolutions of markets and equity in education. We welcome Morsy, Gulson and Clarke's supplementation of the special issue with the genealogical analysis they provide of private school funding in Australia and the attention they draw to elisions of race, ethnicity, Indigeneity and whiteness in contemporary framings of equity in policy and research. We also clarify and expand on some of the aims and arguments that framed the special issue. However, we feel that any response adequate to the "event" that Morsy, Gulson and Clarke hope to stage–that is, a "debate redux" and politics of dissensus in education as an antidote to depoliticisation–must extend beyond the rehearsal of pre-existing positions; it cannot stop at endorsing or critiquing the points raised in their paper, or reiterating the rationales and arguments of the… [Direct]

Bat, Melodie; Guenther, John; Osborne, Sam (2014). Red Dirt Thinking on Remote Educational Advantage. Australian and International Journal of Rural Education, v24 n1 p51-67. The discourse of remote education is often characterised by a rhetoric of disadvantage. This is reflected in statistics that on the surface seem unambiguous in their demonstration of poor outcomes for remote Aboriginal and Torres Strait Islander students. A range of data support this view, including National Assessment Program-Literacy and Numeracy (NAPLAN) achievement data, school attendance data, Australian Bureau of Statistics Census data and other compilations such as the Productivity Commission's biennial "Overcoming Disadvantage" Report. These data, briefly summarised in this paper, paint a bleak picture of the state of education in remote Australia and are at least in part responsible for a number of government initiatives (state, territory and Commonwealth) designed to "close the gap." However, for all the rhetoric about disadvantage and the emphasis in strategic policy terms about activities designed to "close the gap," the results of the… [Direct]

Alias, Norlidah; Siraj, Saedah; Thanabalan, T. Vanitha (2014). Development of a Responsive Literacy Pedagogy Incorporating Technology for the Indigenous Learners in Malaysia. Turkish Online Journal of Educational Technology – TOJET, v13 n2 p44-53 Apr. The aim of this study is to develop a literacy pedagogy to facilitate literacy learning among the Indigenous community in Malaysia. The Developmental Research Approach method was used and thus various groups of people participated in the study. They included subject matter experts, English language teachers from schools with indigenous students, indigenous community as well as indigenous learners in the context of the study. Insights gained from these participants were used as content for the design and development of a literacy pedagogical module. The module encompassing a digital story was implemented in two schools for indigenous students situated in Peninsular Malaysia. Findings from the study indicated that the literacy pedagogy in the module was a successful intervention which enabled the indigenous learners to respond and engage in the lessons. Evaluation of the module also revealed that literacy initiatives for the indigenous learners should be culturally responsive and… [PDF]

(2017). Ministry of Education 2016/17 Annual Service Plan Report. British Columbia Ministry of Education This Annual Service Plan Report discusses the results related to measures in the Ministry of Education's 2016/17-2018/19 Service Plan. British Columbia's education system continues to rank among the best in the world. This year over 640,000 students attended public and independent schools in every corner of the province, eager to develop their skills, explore their passions and discover their full potential. The first phase of implementation of B.C.'s new K-12 curriculum, with all K-9 students now learning the curriculum and some grades 10-12 teachers using the curriculum in draft form has been completed. The new curriculum is designed to make sure kids get the skills they need to succeed. As the new curriculum rolls out, teachers continue to get support throughout the province with training and professional development time so they are ready to bring it to life in classrooms. Additionally, the government continues to make record investments to support student learning by building,… [PDF]

Cheng, Ying-Yao; Huang, Hsiu-Ping; Yang, Cheng-Fu (2017). Science Teachers' Perception on Multicultural Education Literacy and Curriculum Practices. EURASIA Journal of Mathematics, Science & Technology Education, v13 n6 p2761-2775 Jun. This study aimed to explore the current status of teachers' multicultural education literacy and multicultural curriculum practices, with a total of 274 elementary school science teachers from Taitung County as survey participants. The questionnaire used a Likert-type four-point scale which content included the teachers' perception of multicultural education literacy and their multicultural education curriculum practices. The primary findings were as follows: (1) Teachers' perception of multicultural education literacy reflected a highly positive and affirming attitude. (2) Teachers from various backgrounds did not demonstrate significant differences in their perception related to multicultural education literacy. (3) Teachers who graduated from junior teacher colleges, normal universities, or teacher colleges and those who teach natural sciences were more likely to place importance on multicultural concepts and practices in their curriculum. (4) Although teachers had a high level of… [Direct]

Mercier, O. Ripeka; Rata, Arama (2017). Drawing the Line with Google Earth: The Place of Digital Mapping outside of Geography. Journal of Geography in Higher Education, v41 n1 p75-93. The "Te Kawa a Maui Atlas" project explores how mapping activities support undergraduate student engagement and learning in Maori studies. This article describes two specific assignments, which used online mapping allowing students to engage with the work of their peers. By analysing student evaluations of these activities, we identify four aspects that benefit student engagement: mapping "diversifies" the learning experience; mapping promotes acquisition of a different "skill" set; online mapping allowed more open "sharing" of work and; mapping promotes "place"-based learning. Some students were ambivalent about the assignments, so mapping should only be used to support other learning objectives…. [Direct]

Sparkman, Torrence E. (2015). The Factors and Conditions for National Human Resource Development in Brazil. European Journal of Training and Development, v39 n8 p666-680. Purpose: The purpose of this paper is to understand the factors and conditions that influence national human resource development (NHRD) in Brazil. In this paper, the transitioning nature of the political, economic, social and educational conditions; the current challenges and trends that may impact NHRD; and the current status of NHRD research in Brazil are examined. Design/methodology/approach: A search of the research literature focused on the political, economic, cultural, social and educational environment and the research associated with NHRD in Brazil was conducted. After searching several databases, including Academic Search Complete, Google Scholar, ERIC and EBSCO, several articles were selected and analyzed based on the depth of description of the conditions and research. Findings: Among the factors discovered, race, gender and educational equality are still concerns. The complex nature of the relationship between the Brazilian Government, its people and organizations, as… [Direct]

Amadio, Karren (2015). A Snapshot from a Rural Area of Australia: Why and How Early Childhood Educators and Carers Take on Board Sustainable Practices. Journal of the International Society for Teacher Education, v19 n2 p15-21. A report card on the wellbeing of young Australians does not paint a promising picture (ARACY, 2013). Some of the poor performance indicators from this report can be linked to early childhood education and sustainability, which forms the basis of this paper. A survey of recently graduated Certificate III and Diploma students will provide a snapshot of their feelings on sustainability. This will provide a point of view from a new generation of early childhood educators and carers in one rural area of Australia. The survey questions how these educators rate the need for sustainable practices and why. Will these educators follow their services program, or do they genuinely feel they have a role in the big picture of ensuring young people gain knowledge about sustainable practices? The second part of this paper will give an overview of a case study of sustainable practices being undertaken in a rural preschool that caters to Aboriginal and low income families. These practices will be… [PDF]

Etmanski, Catherine (2012). A Critical Race and Class Analysis of Learning in the Organic Farming Movement. Australian Journal of Adult Learning, v52 n3 p484-506 Nov. The purpose of this paper is to add to a growing body of literature that critiques the whiteness of the organic farming movement and analyse potential ramifications of this if farmers are to be understood as educators. Given that farmers do not necessarily self-identify as educators, it is important to understand that in raising this critique, this paper is as much a challenge the author is extending to herself and other educators interested in food sovereignty as it is to members of the organic farming movement. This paper draws from the author's personal experiences and interest in the small-scale organic farming movement. It provides a brief overview of this movement, which is followed by a discussion of anti-racist food scholarship that critically assesses the inequities and inconsistencies that have developed as a result of hegemonic whiteness within the movement. It then demonstrates how a movement of Indigenous food sovereignty is emerging parallel to the organic farming… [PDF]

Fleming, Michelle; Regmi, Jagadish (2012). Indigenous Knowledge and Science in a Globalized Age. Cultural Studies of Science Education, v7 n2 p479-484 Jun. This forum explores and expands on Ben-Zvi Assaraf, Eshach, Orion, and Alamour's article titled "Cultural Differences and Students' Spontaneous Models of the Water Cycle: A Case Study of Jewish and Bedouin Children in Israel" by examining how indigenous knowledge is appropriated in science classrooms; how students from indigenous students' experiences are more complex than many non-indigenous students; and how science and globalization complicates the preservation of indigenous knowledge. In this forum we suggest that research on indigenous knowledge be examined through the lens of the locally situated contexts and the extent to which globalization hinders this kind of knowledge in the name of value neutral scientific knowledge. We finally suggest that research in indigenous communities has to be more intentional and respectful, and teachers need to rethink how useful and meaningful science learning can be for indigenous students…. [Direct]

McGregor, Catherine (2014). Disrupting Colonial Mindsets: The Power of Learning Networks. in education, v19 n3 p89-107 Spr. If changes that make a difference to Aboriginal learners are to be effected in public schools, then transformational change is required (Menzies, Archibald, & Smith, 2004). How is transformational change best achieved? In this article, I argue, based on a recently completed study (McGregor, 2013) that teacher learning–particularly among non-Aboriginal teachers–is critical to effecting transformation in how teachers think about Aboriginal learners as well as how they plan and deliver fully inclusive learning opportunities. After outlining a theoretical framework for transformation focused on networked, inquiry-based learning and culturally inclusive practices, I explore how one particular teacher-learning network–the Aboriginal Enhancement Schools Network (AESN) in British Columbia, Canada, offers a powerful example of how teacher learning networks can enable deep and transformational change among participating teachers and leaders. I provide exemplary stories of transformation… [PDF]

Burnett, Bruce; Crilly, Karen; Lampert, Jo (2013). "I Can't Believe I Just Said That": Using Guided Reflections with Non-Indigenous Pre-Service Teachers in Australia. International Education Journal: Comparative Perspectives, v12 n1 p161-179. This paper explores the use of guided narrative reflection as a strategy used with high-achieving non-Indigenous pre-service teachers in Australia on teaching practicum. We suggest that reflections (and subsequent dialogue) can provide opportunities for non-Indigenous pre-service teachers to re-think their beliefs and actions in ways that may intervene in the teaching that often causes educational disadvantage for Aboriginal and Torres Strait Islander students…. [PDF]

Kennedy, Chona Pineda (2013). Indigenizing Student-Centred Learning: A Western Approach in an Indigenous Educational Institution. Journal of International Education Research, v9 n1 p1-6. This study investigated the alignment of the teaching and learning practices with a student-centred learning approach in an indigenous educational institution. The findings indicated that when a western concept is applied in the classroom, it is vital for it to be culturally relevant and appropriate to the cultural beliefs and values of the students and the institution. In an indigenous learning environment, learning and teaching that acknowledges the learner's cultural identity is seen as fundamental to their educational success and empowerment. The existent cultural elements of beliefs, values, language, heritage, heredity, perspectives and practices are clearly [Direct]

Dunn, Kevin; Forrest, James; Lean, Garth (2017). Attitudes of Classroom Teachers to Cultural Diversity and Multicultural Education in Country New South Wales, Australia. Australian Journal of Teacher Education, v42 n5 Article 2 p17-34 May. Views of country school teachers towards multicultural education and anti-racism policy directives are examined against a background of a largely "white" landscape but increasing numbers of language background other than English (LBOTE) immigrants. A 10 per cent response from a self-administered online survey of government primary and secondary classroom teachers in country New South Wales examines their attitudes to cultural diversity, goals of multicultural education, and anti-racist strategies. Though strongly supportive of attempts to combat racism, implementation in some schools lags behind intention. Whether on cultural diversity, multiculturalism or acknowledgement of racism, teacher attitudes are more tolerant than those in the wider communities the schools serve. But while among teachers and the wider community there is some level of intolerance and discrimination towards Aboriginal and LBOTE Australians, such attitudes do not vary significantly across country… [PDF]

Honeyford, Michelle A. (2015). Thresholds of Possibility-Mindful Walking, Traditional Oral Storytelling, and the Birch Bark Canoe: Theorizing Intra-Activity in an Afterschool Arts Space. Literacy Research: Theory, Method, and Practice, v64 n1 p210-226 Nov. The chapter explores the relationships of the material and discursive in an afterschool arts space devoted to creating an "ideal city" out of recyclables. Intrigued by the making of a homeless shelter by a Grade 5 student and a teacher candidate, the author turns to intra-activity as a theory–and ethic-onto-epistemological framework–through which to read and analyze the intra-actions between the human and nonhuman, the material and discursive and the natural and cultural factors in the practices of designing and making the home. For this literacy researcher, this required a methodological and ontoepistemological re-orienting, a poststructuralist move to enter into the theoretical threshold and to produce knowledge differently. Drawing on three thresholds–mindful walking, traditional oral storytelling, and the making of the birch bark canoe–the author suggests new possibilities for thinking with intra-activity as a theory in the study, illustrating how Indigenous ways of… [Direct]

Gonzalez, Elisa Trujillo; Montero-Sieburth, Martha; Perez, Lidia Cabrera (2012). Window Dressing or Transformation? Intercultural Education Influenced by Globalization and Neoliberalism in a Secondary School in the Canary Islands, Spain. Multicultural Perspectives, v14 n3 p144-151. This article profiles intercultural education efforts at schools on the Canary Islands. After a brief profile of this autonomous community of Spain, descriptions of national efforts to promote intercultural education as they are enacted in one particular school setting are provided. Successes and limitations of these efforts are detailed. (Contains 1 table and 4 footnotes.)… [Direct]

Mika, Carl Te Hira (2012). Overcoming "Being" in Favour of Knowledge: The Fixing Effect of "Matauranga". Educational Philosophy and Theory, v44 n10 p1080-1092 Dec. It is common to hear Maori discuss primordial states of Being, yet in colonisation those very central beliefs are forced into weaker utterances. In this process those utterances merely conform to a colonised agenda. "Matauranga", a tidy term that overwhelmingly refers to an epistemological knowing of the world, colludes nicely with its English equivalent, "knowledge", to further colonise those core contemplations of Being. Its plausibility relies on an orderly regard of things in the world. In education, historical and current practices of schooling pave the way for things in the world so that they amount to matauranga for Maori, and even the term "ako" will conspire in its own way. Both Novalis and Heidegger have the ability to identify subtly colonising philosophies, and may even propose some theoretical solutions for Maori. (Contains 4 notes.)… [Direct]

Acharya, Diptee; Madrid Akpovo, Samara; Nganga, Lydiah (2018). Minority-World Preservice Teachers' Understanding of Contextually Appropriate Practice While Working in Majority-World Early Childhood Contexts. Journal of Research in Childhood Education, v32 n2 p202-218. International field experiences in Kenya and Nepal supplied data for two collaborative ethnographic research projects that analyze, using the concept of contextually appropriate practice (CAP), how minority-world early childhood preservice teachers define "quality" practices. The term "minority-world" is used for educators who come from wealthier regions of the globe, which constitutes a small percentage of the world population, such as the United States, Canada, Australia, and Europe. The term "majority-world" has replaced the term "third world," as this term constructs a discourse about third-world countries being less developed. Fifteen preservice teachers from a predominantly White university in the United States served as the participants. Two Kenyan and Nepali teachers also participated to gain an emic perspective of quality practices from local community members. Data were collected through participation observation by the researchers,… [Direct]

Chandler, Sean Falcon (2014). The Identity of Upholding Indigenous Lifeways. ProQuest LLC, Ed.D. Dissertation, University of Montana. This qualitative study examined the role of Native Lifeways in tribal colleges as perceived by their presidents and other influential leaders on the campuses of three tribal colleges. Tribal colleges were founded in part to support and promote Native Lifeways, as demonstrated within their respective mission statements. Given the fact that TCUs are at the forefront of the defense of Native Lifeways, they continue to be in a state of endangerment as a result of the history of U.S. Indian Policy. Data was acquired from the face-to-face interviews of 15 leaders within the three tribal colleges located in northwest United States. The data were analyzed through the process of grounded theory, as described by Strauss and Corbin (1990), Tesch (1990), and Creswell (1994). Three coding procedures were used to analyze the data: open coding, axial coding and selective coding. During the stage of open coding, six categories emerged: (a) Indigenous Lifeways are Core, (b) Need to do More, (c)… [Direct]

Mpofu, Vongai; Mushayikwa, Emmanuel; Otulaja, Femi S. (2014). Exploring Methodologies for Researching Indigenous Knowledge of Plant Healing for Integration into Classroom Science: Insights Related to the Data Collection Phase. African Journal of Research in Mathematics, Science and Technology Education, v18 n2 p164-175. This article forms part of a major study being conducted in Zimbabwe to explore the possibilities of integrating indigenous knowledge of plant healing (Ikoph) into western-oriented classroom science. The article reports on an aspect of research methodology. This study explored appropriate strategies for gaining access to indigenous knowledge holders, and for generating indigenous knowledge data from these knowledge holders. It is a descriptive study rooted in an African indigenous research methodology. Data were generated through field-noted observations and audio-recorded conversations with 12 participants during the phases of attaining access and of data generation. The findings demonstrated that the participants hold a solid spiritual worldview alongside that of western science and Christianity. Ikoph occupies these participants' metaphysical knowledge zone, although when asked they initially display western science and Christian worldviews related to plant healing. The use of the… [Direct]