Bayliss, Donna M.; Bell, Megan F.; Glauert, Rebecca; Ohan, Jeneva L. (2018). Using Linked Data to Investigate Developmental Vulnerabilities in Children of Convicted Parents. Developmental Psychology, v54 n7 p1219-1231 Jul. There is evidence that children of incarcerated parents are at risk of poor developmental and educational outcomes. However, much of this evidence is limited by biased samples, as studies must rely on opt-in recruitment. Administrative data present an opportunity to overcome this challenge, as they capture information on all incarcerated individuals. This study used administrative data on convictions of the parents of 19,071 children aged 5-6 years in Western Australia. Records of parental convictions (starting from 1 year prior to the child's birth) were linked to children's scores on the Australian Early Development Census, which is a teacher-reported measure of children's physical, social, emotional, communicative, and cognitive development. Logistic regression models estimated the odds of children of convicted parents being developmentally vulnerable. Models were adjusted for child, parent, and neighborhood sociodemographic factors. Compared to children in the comparison group,… [Direct]

Gadd, Murray; Parr, Judy M. (2018). Generating Positive Outcomes by Years 5 to 8 Priority Learners in Writing: An Inquiry into Effective Teacher Practice. Teaching and Learning Research Initiative Writing is a demanding, multidimensional process that is, cognitively and socially, highly complex. Success in writing is vital to success in education and in the workforce. Writing is increasingly used to demonstrate learning through schooling and has the potential to contribute toward understanding and learning in the content areas. The project presented in this report identified the most important elements for the effective teaching of writing for Year 5-8 priority learners. The authors worked with five diverse schools in Auckland and Wellington. In 2016, 13 teachers participated in the project; in 2017, 15 participated. All were typically performing teachers. They inquired into their practice for its impact on student engagement, progress and achievement. We used the information collected from assessment data, observations and teacher reflection to identify what leads to positive movement. The aim was to identify the key elements for effective teaching of writing for priority… [PDF]

Wilkes, Taylor (2011). Transitioning Traditions: Rectifying an Ontario Camp's Indian Council Ring. Pathways: The Ontario Journal of Outdoor Education, v23 n2 p6-9 Win. Council Ring has always been a very special event, remembered fondly by generations of campers. Taylor Statten Camps (TSC) are not the only camps to cherish such an activity. Across Canada there are dozens of camps that have supported "Indian" assemblies in the past, but a select few still do. Most organizations abandoned them during the 1960s or changed focus to themes that do not risk racist interpretation. This trend outlines the struggle camps have faced to appropriately represent the culture of the First Nations at events–a struggle or, better yet, a challenge people at TSC have just begun to accept. As a long-term camper and senior staff member last summer, the author had the opportunity to participate in reviving the program and observing the progress and obstacles that evolved…. [PDF]

Evans, Penny; Irish, Sharon (2013). Structures of Participation in the "University of Local Knowledge". International Journal of Progressive Education, v9 n3 p70-90 Oct. "Structures of Participation" concerns a recent media arts project, the University of Local Knowledge (ULK). ULK is simultaneously a critique of established academic institutions and disciplines and a system for self-organized learning among the residents of Knowle West, an area of south Bristol (UK). Beginning in 2009, the Knowle West Media Centre (KWMC) in Bristol facilitated this digital and face-to-face collaboration, aiming to uncover and celebrate local skills, talents and wisdom. While phase one of ULK focuses on making tacit knowledge explicit in videos, phase two is particularly concerned with how the content areas of the videos are organized or restructured by those who shared their experiences and ideas. This article examines ways in which ULK creates structures to invite Knowle West residents to participate in knowledge-sharing and self-organized learning…. [Direct]

McMaster, Christopher (2013). Working the "Shady Spaces": Resisting Neoliberal Hegemony in New Zealand Education. Policy Futures in Education, v11 n5 p523-531. While the chill winds of neoliberalism blow, it seems some cultures are better equipped to weather the storm. The London fog raincoat or the American Levi's denim jacket has left little insulation against the effects of a quarter century of so-called "reforms". New Zealand's Swanndri bush shirt, though not as efficient as the Finnish Arctic parka, has provided surprising insulation against the policies heralded as "the New Zealand experiment". This article explores the nature of neoliberalism and its relation to education policy, and considers the inherent inhibitors, or intuitive cultural resistors, to neoliberalism within New Zealand culture. It argues that rather than focus solely on the negative impacts of neoliberal reform on New Zealand education — a valuable and critical tool for our understanding — research should also focus on those aspects of New Zealand culture, Maori and Pakeha, which blunt the excesses of neoliberalism that can be seen in such… [Direct]

Coopersmith, Ann; Correa, Carly K. V.; Lemus, Judith D.; Seraphin, Kanesa Duncan (2014). Infusing Traditional Knowledge and Ways of Knowing into Science Communication Courses at the University of Hawai'i. Journal of Geoscience Education, v62 n1 p5-10 Feb. We describe a philosophy and process by which cultural awareness and traditional ways of knowing were incorporated into courses on communicating ocean sciences for college and graduate students in Hawai'i. The result is a culturally relevant framework that contextualizes the course for Hawai'i audiences while also enabling students to better understand the host culture. We offer an overview of the similarities and differences between Western and Native Hawaiian worldviews as they relate to science, exploration, and explanation. Our approach focused on two main elements of science communication and pedagogy in Hawai'i: (1) people and relationships, and (2) place and culture. As the foundation for all scientific endeavors–Western or Native Hawaiian–people and relationships were used as a natural and critical starting point for bringing cultural context to science education and communication. Similarly, the significance of place in Native Hawaiian and other traditional knowledge… [PDF]

Schick, Carol (2014). White Resentment in Settler Society. Race, Ethnicity and Education, v17 n1 p88-102. Teaching about the history and culture of aboriginal peoples in schools of white settler societies can serve as a counter to the dominant story that serves as the national narrative. Even though the actual teaching may well be among the least political and least disruptive type of curricular knowledge on offer, the inclusion of counter stories can meet with resistance and resentment. This article offers that the politics of resentment enacted in a white settler society complicates the potential for equitable schooling for aboriginal and racial minority students. Public acts of resentment on the part of white settler parents mark schools as white spaces even in the midst of claims of multicultural inclusion. The politics of resentment are used to normalize emotional belonging on the part of a white settler society that sees itself as beleaguered by its excessive generosity and inclusivity. This article examines the ways that white supremacy and white racial knowledge are reasserted… [Direct]

Moloney, Robyn; Saltmarsh, David (2016). "Knowing Your Students" in the Culturally and Linguistically Diverse Classroom. Australian Journal of Teacher Education, v41 n4 Article 5 Apr. The population movement of globalization brings greater cultural and linguistic diversity (CALD) to communities and education systems. To address the growing diversity in school classrooms, beginning teachers need an expanded set of skills and attitudes to support effective learning. It is an expectation today that teachers know their students and how the students learn. It follows that lecturers and tutors should also know something of the cultural and linguistic profile of their pre-service teacher education students. This article reports a study in a university which examined its teacher education practice in this light. It assessed the curriculum provision of material related to cultural and linguistic diversity, the profile of the CALD characteristics of the undergraduate cohort, and attitudes and perceptions of the students, to teaching in a CALD classroom. The article considers initiatives that the teacher education program could introduce, to expand pre-service teacher… [PDF]

Callahan, Rebecca M.; Humphries, Melissa H. (2016). Undermatched? School-Based Linguistic Status, College Going, and the Immigrant Advantage. American Educational Research Journal, v53 n2 p263-295 Apr. Considerable research investigates the immigrant advantage–the academic benefit first- and second-generation students experience relative to native-born peers. However, little work examines how school-based linguistic status may influence this advantage. Contradictory patterns exist: Research identifies both an immigrant advantage and a language minority disadvantage in college going. Although not all immigrant youth are language minorities, many do speak other languages. U.S. educators group immigrant students into three discrete linguistic categories: native English speakers, language minorities not in English as a second language (ESL), and English learner (EL) students. We employ multivariate methods to investigate immigrant college going by linguistic status using the Educational Longitudinal Study of 2002. Results suggest an immigrant advantage only among immigrant groups not in ESL and evidence of undermatching–wherein students choose postsecondary options for which they are… [Direct]

Yao, Ru-Fen (2016). Creating Learning Environments for Indigenous Students through Cultured-Based Math Modules. Universal Journal of Educational Research, v4 n8 p1809-1814. The main purposes of this one-year case study are to create learning environments for indigenous students through culture-based mathematics instructional modules, and what teachers' responds are in two tribes. The researcher leads sixteen in-service teachers and seven pre-service teachers to enter two indigenous tribes- "Cado" and "Jayama," and design culture-based math modules for indigenous students of tribal elementary schools. Through five stages of guidance, including "preparation and planning," "exploration and understanding," "reading and design," "comment and revision," and "practice and reflection," the participants work together to develop seven sets of culture-based math modules in total. Based on observation, interview, and analysis of related documents, it is shown that the implementation through culture-based mathematics instructional modules could motivate students' interest in learning math, and… [PDF]

Drabble, Anne; Lyndon, Louise; Middleton, Sarah; Wilkins, Maddison; Zahra, Nathan (2016). Wider Field Experience and Supervised Professional Experience in Rural Schools as Operative Segues from Pre Service Teacher to Graduate Teacher. Australian Association for Research in Education, Paper presented at the Annual Meeting of the Australian Association for Research in Education (Melbourne, Victoria, Australia, Nov 27-Dec 1, 2016). Graduate teachers generally experience an array of emotions and self negotiations about beliefs, values, personal and professional identity and their ability to evidence the Australian Professional Standards for Teachers (APST) at graduate stage when they commence as new classroom teachers. Much has been said about developing pre service teachers' knowledge and sense of rural awareness to meet the expectations of teaching in rural contexts. This small study explored four new graduate teachers' rural experiences during Wider Field Experience (WFE) in an Aboriginal Community School, their Supervised Professional Experience (SPE) in rural schools and everyday classroom teaching experiences they engaged in as classroom teachers. These varied experiences were used to evidence the APST at graduate stage. A participatory action research approach was used because the quality of shared communication and collaboration exchanged was considered beneficial in developing confidence and teacher… [PDF]

(2015). North Dakota Native American Essential Understandings. North Dakota Department of Public Instruction In the spring of 2015, the North Dakota Department of Public Instruction brought together tribal Elders from across North Dakota to share stories, memories, songs, and wisdom in order to develop the North Dakota Native American Essential Understandings (NDNAEU) to guide the learning of both Native and non-Native students across the state. They are: (1) Sacred Relatives; (2) Learning and Storytelling; (3) Sharing and Generosity; (4) Sense of Humor; (5) Tribal Policies, Treaties, and Sovereignty; (6) Native Contributions; and (7) Native Identity. Similar Essential Understandings have been developed and are being used in several other states already, and more are making plans to begin a similar process. Many tribal Elders have had input into these understandings, and it is hoped that the NDNAEU themselves will open up many more additional opportunities for tribal Elders and Educational Leaders to impact North Dakota classroom practice with important tribal stories, songs, and cultural… [PDF]

Blimkie, Melissa; Haig-Brown, Celia; Styres, Sandra (2013). Towards a Pedagogy of Land: The Urban Context. Canadian Journal of Education, v36 n2 p34-67. This article examines the possibilities when shifting what we have come to call a pedagogy of Land from rural to urban contexts. The authors explore some persisting questions around what it means to bring a pedagogy of Land into classrooms and communities in urban settings. The authors consider the ways a pedagogy of Land might translate from rural to urban contexts while addressing some of the ways this work may move forward in a good way. Further, the authors share various aspects that have allowed Land to inform both pedagogy and praxis in teacher education focusing on student success, particularly Aboriginal students within schools…. [PDF]

Guenther, John (2013). Towards Educational Advantage in Very Remote Australia. An Analysis of 2012 NAPLAN Data: What Does It Tell Us about Remote Education in the Last Five Years?. Australian Association for Research in Education, Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013). For five years, a national testing program has been conducted in Australia. The National Assessment Program provides a basis for measuring improvement against the goals of the 2008 Melbourne Declaration on Educational Goals for Young Australians and subsequently the National Education Agreement, which embodies a range of Council of Australian Governments (COAG) goals and targets, including Closing the Gap targets. After five years it might be expected that the data would show some change. The Cooperative Research Centre for Remote Economic Participation's Remote Education Systems has used existing publicly available data drawn from the MySchool website to determine what has happened for schools in very remote Australia. The analysis shows that for very remote schools attendance rates have not changed significantly over the five years. Reading scores at any year have not changed significantly. Numeracy scores have declined significantly for year 3 in schools with greater than 80 per… [PDF]

(2018). ACER 2016-2017 Annual Report. Australian Council for Educational Research The Australian Council for Educational Research (ACER) is one of the world's leading educational research centres. ACER's mission is to create and promote research-based knowledge, products and services that can be used to improve learning across the life span. This annual report describes ACER's milestones and accomplishments for the 2016-2017 school year. During 2016-17 ACER continued to create and promote research-based knowledge, products and services to improve learning. Following years of cooperative work in global education monitoring, ACER was admitted to official partnership with the United Nations Educational, Scientific and Cultural Organization (UNESCO). ACER's Centre for Global Education Monitoring is currently working with the UNESCO Institute for Statistics Global Alliance to Monitor Learning to produce common, coordinated and sustainable learning assessments across the world. ACER's focus on improving learning in the South-Asia region was strengthened with the… [Direct]

Sewell, Keira (2012). Conservation Education in South Africa. Education in Science, n247 p20-21 Apr. Lawrence Anthony is a conservationist for whom actions speak far louder than words. An imposing figure, Anthony does not take "no" for an answer and uses his commitment, enthusiasm and indefatigable drive to change situations, both in his native South Africa and around the world. Anthony has worked tirelessly alongside tribal leaders over many years to establish a commitment to conservation. One such project has been to persuade tribal leaders to give up their grazing lands and return them to land on which elephants can roam freely. Although Anthony admits his first love is the elephants, he is also committed to the conservation of rhinoceros. Anthony established the Earth Organization in 2003, now known as The Lawrence Anthony Foundation, designed to bring together all aspects of his conservation work. As founder of this non-profit, non-partisan, issue-focused organisation, Anthony's focus is deeply rooted in action. The powerful strapline of the organisation,… [Direct]

(2014). Student Outcomes 2012 Demographic Profile. Fact Sheet. BC Student Outcomes The BC Student Outcomes Survey Project collects information from approximately 30,000 former post-secondary students annually. In 2012, four surveys were conducted with students who completed the following studies: (1) diploma, associate degree, and certificate programs; (2) baccalaureate programs; (3) apprenticeship technical training; and (4) courses in Adult Basic Education (ABE) or English as a Second Language (ESL). The results from these surveys are presented in this fact sheet. Highlighted findings include: (1) A majority of former post-secondary students were women; (2) Overall, a majority of the former students surveyed were born in Canada, although there were differences; almost all of those who took ESL courses were born outside Canada; (3) Of all Student Outcomes respondents who were born in Canada, 6% identified themselves as Aboriginal persons; and (4) At the time of their studies, the majority of those who were born outside of Canada were naturalized Canadian citizens…. [PDF]

Averill, Robin; Faircloth, Susan; Hindle, Rawiri; Hynds, Anne; Meyer, Luanna; Penetito, Wally (2016). Examining the Impediments to Indigenous Strategy and Approaches in Mainstream Secondary Schools. International Journal of Leadership in Education, v19 n5 p534-556. Noted Maori scholar Russell Bishop identified three impediments to developing Indigenous principles and practices in schools within colonized countries. These include confusion about the culture of Indigenous children, uneven programme implementation and issues with measuring student achievement. In this article, we present results from a mixed method-research project that aimed to investigate the development of culturally responsive school leadership in 84 New Zealand secondary schools. Whilst analysed data revealed signs of raised awareness of Maori students and their achievement amongst school leaders, findings also aligned with Bishop's assertions that the main impediments to successful implementation of important Maori principles and practices were symptomatic of a lack of partnership with Indigenous students and their communities…. [Direct]

Eira, Ellen J. Sara; Fyhn, Anne Birgitte; Sriraman, Bharath (2011). Perspectives on Sami Mathematics Education. Interchange: A Quarterly Review of Education, v42 n2 p185-203 May. The Sami are an indigenous people of the Arctic, and through a resolution of the United Nations, Norway is bound to take care of the Sami culture and language. Since 1987 the Sami have had their own curriculum, but they have no mathematics syllabus. In this paper we summarize the legal acts that take care of the Sami culture within the Norwegian educational system, and then discuss three examples of Sami mathematics, which can be part of a possible Sami mathematics syllabus. First, a unit of measurement is presented, second, a unique way of treating the ratios 2:1 and 1:2 is described, and finally the use of some Sami versus Norwegian geometry terms are exposed. The three examples are situated in relation to the Yup'ik Eskimo Mathematics in a Cultural Context (MCC), as described by Lipka, Webster, and Yanez (2005) and their contribution in this special issue of "Interchange."… [Direct]

Harris, Anne; Marlowe, Jay; Nyuon, Nyadol (2015). Rejecting Ahmed's "Melancholy Migrant": South Sudanese Australians in Higher Education. Studies in Higher Education, v40 n7 p1226-1238. This paper draws on related research studies in two urban centres (Melbourne and Adelaide, Australia) with South Sudanese men and women engaged in varying degrees with higher education. The co-authors examine some gendered differences in the process and demands of resettlement, including within employment and education, and its implications for rapidly changing public versus private gender roles. We argue against essentialising discourses of the "liberatory" nature of education in the west, versus constructions of "cultural knowledge" as innate, burdensome, and less useful in western contexts. Drawing on Ahmed's critique of discourses of the "melancholy migrant" which position western knowledges and gendered practices as progressive and therefore more desirable, the authors interrogate the possibility of multiple forms of knowledge and new migrants–especially South Sudanese–as enriched by their previous experiences and knowledges, rather than… [Direct]

Coles-Ritchie, Marilee; Monson, Bayley; Moses, Catherine (2015). Drawing on Dynamic Local Knowledge through Student-Generated Photography. Equity & Excellence in Education, v48 n2 p266-282. In this research, the authors explored how teachers using student-generated photography draw on local knowledge. The study draws on the framework of funds of knowledge to highlight the assets marginalized students bring to the classroom and the need for culturally relevant pedagogy to address the needs of a diverse public school population. The purpose of this study was to understand how teachers were using student generated photography to connect students' dynamic local knowledge with curriculum and classroom practices. Through the methodology of critical qualitative teacher action research in two unique classroom sites, the authors' findings include increased student responsibility and ownership; teachers as learners; and the richness and complexity of the students' lived experiences…. [Direct]

Jamieson-Proctor, R.; Louth, S. (2015). Classroom Teachers and Daily Student Physical Activity Requirements: A Study of Capacity Building through Traditional Indigenous Games (TIG). 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). This study investigated the facilitation of daily physical activity for primary school students by regular classroom teachers. The existing practices of teachers and their perceptions of barriers to facilitating daily physical activity with their students were explored. Initial investigations revealed the need to build the capacity of classroom teachers so that they could provide effective, fun and inclusive experiences for their students. When reviewing the fun and inclusive nature of Traditional Indigenous Games (TIG) it was postulated that TIG may assist teachers to overcome their perceived barriers and thereby contribute positively to the health and well-being of students. The study employed a quasi-experimental mixed methods research design. A teacher intervention program was created which incorporated TIG and provided an effective avenue to examine the impact of playing TIG on teachers' capacity to facilitate daily physical activity. Eleven teachers from five primary schools… [PDF]

Anderson, Dayle; Averill, Robin; Drake, Michael (2015). Developing Culturally Responsive Teaching through Professional Noticing within Teacher Educator Modelling. Mathematics Teacher Education and Development, v17 n2 p64-83. Much evidence exists that culturally responsive and equitable teaching practices are challenging to develop. Evidence exists that in-the-moment coaching of "rehearsals" of practice can help foster mathematics teaching strategies, but how such coaching can assist the development of culturally responsive practice is less clear. Drawn from a larger study into rehearsals of practice, this article illustrates how teacher educator modelling of instructional activities with in-the-moment coaching can provide opportunities for professional noticing of culturally responsive teaching practices. Such opportunities were identified across seven videos of rehearsals of practice in which teacher educator pairs modelled and coached mathematics teaching. Examples are discussed in relation to facilitation of professional noticing and two aspects of a framework of "cultural competencies" for teachers of indigenous Maori learners. Implications include enhanced equity of access to… [PDF]

Chesters, Jenny (2015). Pathways through Secondary School in a Comprehensive System: Does Parental Education and School Attended Affect Students' Choice?. International Journal of Training Research, v13 n3 p231-245. As the Australian labour market restructured during the 1980s and 1990s, Year 12 retention rates more than doubled between 1983 and 1993 secondary schools diversified to include vocational education and training programs as alternative pathways through school. From a human capital perspective, the completion of vocational qualifications in school may represent strategic investments that enhance labour market outcomes. Using data provided by the Education and Training Directorate of the Australian Capital Territory, this paper examines the links between parents' education and pathway through school. The results indicate that stratification within the comprehensive school system sorts students into different pathways according to parental education. After controlling for academic achievement in Year 9, students with lower-educated parents were more likely than those with university-educated parents to undertake a vocational education pathway. Furthermore, level of disadvantage of the… [Direct]

(2015). CTF Survey on Teachers' Perspectives on Aboriginal Education in Public Schools in Canada. Summary Report. Canadian Teachers' Federation As part of the Canadian Teachers' Federation's (CTF) ongoing work on education-related Aboriginal issues, CTF conducted a survey to seek out the perspectives of classroom teachers on diverse topics related to Aboriginal education with a view to informing practice and policy. CTF received nearly 1,900 responses to the online survey from teachers in public elementary and secondary schools across the country. The survey, which was distributed through CTF's Member teacher organizations, was conducted in November and December 2015. Two thirds of teachers surveyed report they incorporate some issues, content, or perspectives related to Aboriginal people into their current teaching practice. Among these respondents, half reported they do this occasionally, while one third do so regularly. By far, the most frequently cited approach to introducing Aboriginal education into the school curriculum is by integrating it into courses such as Cultural Studies, History, or Geography. While the… [PDF]

Bizzaro, Resa Crane (2011). A Community of Scholars: The Native American Caucus. English Journal, v101 n1 p91-92 Sep. In 1999, the author was awarded a Scholars for the Dream Travel Award to help defray the costs of her attendance and presentation at the Conference on College Composition and Communication (CCCC). Although she had been to the conference before, she had never presented a paper, and she was thrilled to be part of a group of scholars whose work was recognized by the meeting's organizers. What she did not know was at that meeting she would finally find a community of scholars whose work paralleled her own. She met these people the first time she attended the American Indian Caucus. As a person who places much emphasis on attending to her emotional, or \gut level,\ responses in different situations, she realized that she felt warmth from this group. They were an intertribal mix–ranging from Wampanoag to Miami to Cherokee–but their aims were similar: to shed light upon the intellectual concerns of Native peoples in this country today. In this article, the author outlines her work with… [Direct]

Whitehouse, Hilary (2011). Talking up Country: Language, Natureculture and Interculture in Australian Environmental Education Research. Australian Journal of Environmental Education, v27 n1 p56-67. Australia is an old continent with an immensely long history of human settlement. The argument made in this paper is that Australia is, and has always been, a "natureculture". Just as English was introduced as the dominant language of education with European colonisation, so arrived an ontological premise that linguistically divides a categorised nature from culture and human from "the" environment. Drawing on published work from the Australian tropics, this paper employs a socionature approach to make a philosophical argument for a more nuanced understanding of language, the cultural interface and contemporary moves towards interculture in Australian environmental education practice…. [Direct]

Babaci-Wilhite, Zehlia; Geo-JaJa, Macleans A.; Lou, Shizhou (2012). Education and Language: A Human Right for Sustainable Development in Africa. International Review of Education, v58 n5 p619-647 Oct. Pre-colonial Africa was neither an educationally nor a technologically unsophisticated continent. While education was an integral part of the culture, issues of language identification and standardisation which are subject to contentious debate today were insignificant. Children learned community knowledge and history by asking questions instead of being taught in a hegemonic alien language. This article argues that education and development should take place in a broader context of human rights, and explores the links between three areas often dealt with separately, namely: language, education and development. The authors of this paper demonstrate that changing the face of the multi-dimensionalities of poverty within societies is possible only when education is constructed in a rights perspective over the favoured colonial languages, which are not an integral part of the culture and resources of a community. The authors make a distinction between the "right to education"… [Direct]

Phipps, Heather; Strong-Wilson, Teresa; Yoder, Amarou (2014). Going down the Rabbit-Hole: Teachers' Engagements with "Dialectical Images" in Canadian Children's Literature on Social Justice. Changing English: Studies in Culture and Education, v21 n1 p79-93. This article explores the attraction of Canadian elementary teachers to children's stories that narrate trauma, particularly the trauma associated with First Nations peoples' experiences in Canadian residential schools as told by Indigenous authors. The teachers' responses to these texts are conceived of as occurring within a "contact zone," situated between dominant white culture (the culture shared by the teachers) and the historically marginalized cultures represented in the stories. An interpretative lens of critical nostalgia is developed, placing the question of contact zones within the context of memory studies, trauma studies, curriculum theory and critical pedagogies related to remembrance. The paper identifies the need for developing critical nostalgia as a productive form of pedagogical remembrance, drawing on Roger Simon's adaptation to an educational context of Walter Benjamin's notion of the dialectical image…. [Direct]

Paperson, La (2014). A Ghetto Land Pedagogy: An Antidote for Settler Environmentalism. Environmental Education Research, v20 n1 p115-130. A ghetto land pedagogy begins with two axioms that align it with land education more broadly, and that distinguish it from the general umbrella of environmental education. First, ghetto colonialism is a specialization of settler colonialism. Second, land justice requires decolonization, not just environmental justice. A ghetto land pedagogy thus attends to an analysis of settler colonialism, offers a critique of settler environmentalism, and forwards a decolonizing cartography as a method for land education. This article discusses "storied land" as a critical cartographic method for land education, illustrated through a discussion of land in the San Francisco Bay Area…. [Direct]