Conway, Patricia Ann (2015). Keeping Kids in School: A Slippery Slope for Miskitu Families Living in the Pearl Lagoon Basin of Nicaragua. ProQuest LLC, Ed.D. Dissertation, University of San Francisco. In 2014, Miskitu participants in the communities of Raitipura and Kahkabila and several of their children had dropped out of school. Earlier quantitative research revealed a problem of low matriculation in elementary and high schools in all of Nicaragua. This inquiry differed from others in that it was a qualitative study focusing on one group of people: the Miskitu community members living on Nicaragua's Atlantic Coast. This investigation employed the participatory-action research methodology, allowing participants to tell their own stories about the events leading up to their dematriculation. The six participants, male and female, are of Miskitu heritage, were at least 16 years of age, were born and continue to live in either Raitipura or Kahkabila, and all but one speaks Miskitu as their first language. Participants revealed reasons for dropping out of school by discussing their school experiences, the elementary school curriculum, and indications of the Miskitu language and… [Direct]

Zhao, Yan-jun (2011). The Introduction of Native Knowledge in Mathematic-Teaching in Ethnic Elementary and Secondary Schools–Based on the Theory of "Cultural Discontinuities". Online Submission, US-China Education Review v8 n4 p429-434 Apr. Ethnic students will face the problem of "cultural discontinuities" when they learn school mathematics. "Cultural discontinuity" is the main obstacle when they learn school mathematics. Teachers should put up the bridge for introducing ethnic mathematical knowledge into school mathematics teaching. The concrete tactics are: widening ethnic mathematical curriculum, designing ethnic cultural situation and returning to ethnic mathematics life…. [PDF]

Comino, Elizabeth; Dockett, Sue; Grace, Rebekah; Jackson-Pulver, Lisa; Kaplun, Cathy; Kemp, Lynn; Knight, Jennifer; Perry, Bob (2016). Gudaga Goes to School Study: Methods Used in Understanding School Transitions and Early Education Experiences of an Urban Aboriginal Cohort. Educational Studies, v42 n1 p54-71. The Gudaga Goes to School Study described the transition to school and early education experiences of 117 urban Aboriginal children and their families. This paper outlines the methods and design of the study. A life course approach, employing multidimensional and multi-theoretical frameworks was used to capture the complexity of issues surrounding the transition and early school experiences with multi-methods used to collect data from children, parents and teachers. Quantitative data included questionnaires, checklists and educational assessments to track children's academic progress, school attendance, and social/emotional/behavioural development. Qualitative data consisted of semi-structured interviews and focus groups to gain the perspective of stakeholders. Children also participated using photography and drawing mediums. The community controlled study was conceived, designed and conducted in close consultation with the local Aboriginal community…. [Direct]

Graham, Lorraine; Paterson, David; Stevens, Robert (2014). Inclusion and Equity in Australian Secondary Schools. Journal of International Special Needs Education, v17 n2 p79-87 Nov. This paper presents findings from a large-scale, in-depth study of secondary schools in one Australian state that were achieving exceptional outcomes. The element of that study on which this paper focuses is equity and inclusion. We examine the Equity programs operating in seven sites where schools were including students experiencing some form of disadvantages significant enough to hinder their engagement with the school curriculum. These forms of disadvantage included students with intellectual disabilities as well as students from Aboriginal, non English-speaking and low socioeconomic status backgrounds. At these sites, schools implemented equity programs targeting a range of student needs. It was noted that the success of those programs was largely dependent on the relationships between teachers and students and between teachers and their colleagues. Four themes emerged from analysis of interview and observational data; i) teachers focused on students' learning needs, ii)… [Direct]

Barter, Barbara (2014). Rural Schools and Traditional Knowledge: Representing Alternatives to a Consumer-Dependent Existence. Australian and International Journal of Rural Education, v24 n1 p9-22. Given the present pace of educational globalization, educators–especially in rural schools–will benefit from an awareness of traditional knowledge as a significant contributor to sustainability. Many countries operate through a system whereby major decision making, especially in such areas as education and health, emanate from state levels of governance; and these decisions are often uni-directional. In education this implies a "one size fits all" philosophy that forces educator compliance with accountability driven pedagogy and curricula subjected to competitive standardized testing processes that are caught up in market driven values. Aims of a research pilot (Harris & Barter, 2011-2012) in one province in Canada, and through a critical pedagogy of place and participatory research, were to introduce students and community members in rural areas to issues of local relevance; to develop school curricula that call for students-as-researchers; and, as an example of… [Direct]

Lynch, Timothy (2013). Community Collaboration through Sport: Bringing Schools Together. Australian and International Journal of Rural Education, v23 n1 p9-22. The purpose of this paper is to share how sport was used to build relationships between Monash University (Gippsland campus) pre-service education and six rural primary schools during semester one, 2012. Not only was sport used to build partnerships but also to deliver quality Health and Physical Education lessons, offering children sporting opportunities that they may otherwise not receive. The goals established at the Melbourne Declaration on Educational Goals for Young Australians (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008) were "about equity and social justice and improved learning outcomes for our most disadvantaged and isolated students" (Ewing, 2010, p. 127). A commitment to action in achieving these goals included: promoting world-class curriculum and assessment; and improving educational outcomes for the disadvantaged young Australians, especially those from lower socio-economic backgrounds. A large percentage of the Gippsland… [Direct]

Abdi, Nimo; Bashir-Ali, Khadar; Khalifa, Muhammad A.; Witherspoon Arnold, Noelle (2014). From Post-Colonial to Neoliberal Schooling in Somalia: The Need for Culturally Relevant School Leadership among Somaliland Principals. Planning and Changing, v45 n3-4 p235-260. This article examines school leadership behaviors and understandings of Somaliland school principals. By using postcolonial theory and critical phenomenology, we explore culturally responsive leadership in Northern Somalia; we expound on the unique ways that school leaders enact school leadership, and interact with the students, families, and communities they serve…. [Direct]

Bird, Carlotta Penny; Lee, Tiffany S.; Lopez, Nancy (2013). Leadership and Accountability in American Indian Education: Voices from New Mexico. American Journal of Education, v119 n4 p539-564 Aug. How do American Indian students, parents, and teachers conceptualize leadership in New Mexico public schools? How do they negotiate power dynamics within this context? The objective of this study was to investigate how leadership and accountability in American Indian schools and communities in New Mexico is recognized, characterized, contested, and envisioned by students, teachers, and community members. We contend that American Indian communities are uniquely positioned to provide insights for understanding leadership and visions of decolonized and empowering education for American Indian communities. Our data come from focus groups and interviews with American Indian students, parents, and community members, as well as teachers in seven public school districts in New Mexico. Participants described how they observed leadership enacted and how they participated in New Mexico public schools. We found participants describing unequal power relations, yet they also held visions of school… [Direct]

Antonellis, Jessica Christel (2013). "Energy Is…life": Meaning Making through Dialogue in a Tribal College Physics Course. ProQuest LLC, Ph.D. Dissertation, The University of Arizona. This research is an exploration of students' meaning making around physical concepts through connections to students' funds of knowledge. This qualitative case study, influenced by Indigenous methodologies, focused on two Native students in a tribal college introductory physics course, exploring the personal, cultural, and philosophical connections that were voiced in dialogic interactions among the students and instructor. The data were collected through audio recordings of class sessions and reflective journaling by the instructor/researcher. Analysis identified dialogues in which meaning making took place, and the funds of knowledge that students brought to bear on these dialogues. The results of the analysis of these meaning-making occasions are presented by physical concept. For both students, the cultural connections they brought in were ways for them to incorporate their out-of-class identities and to consider their cultures from a scientific perspective. The influence of the… [Direct]

Telford, Douglas (2013). Social Capital Influences upon Internet Usage of Rural Guatemalan English Teachers. Educational Media and Technology Yearbook This qualitative study examined the influence of social capital upon Internet usage by Guatemalan English teachers in the rural, indigenous community of San Lucas Toliman. The purpose was to improve enrollment and persistence in online teacher professional development programs supported by the Fundaci√≥n Rigoberta Mench√∫ Tum. Woolcock's concepts of bonding, bridging, and linking social capital were united with Rogers' theory of perceived attributes to ascertain why only a few teachers had completed free online coursework. The research questions addressed teacher concerns about using the Internet, teacher satisfaction with Internet resources, and social influences upon Internet usage. The participatory rural appraisal (PRA) method was employed. A culturally sensitive native speaker interviewed a purposive sample of teachers. In accordance with PRA analysis procedures, representative interview statements were sorted, prioritized, and discussed by a team of community educators to… [Direct]

Gerard, Jessi; Lapointe, Joshua; Ralph, Edwin; Walker, Keith (2013). Aboriginal Post-Interns' Views of Their Rural Teaching-Practicum. Contemporary Issues in Education Research, v6 n3 p317-324. In this article, two indigenous post-interns, who completed their 16-week extended-teaching practicum sessions in rural schools in one Western Canadian province, assess their school-based internship experiences. They summarize their perspectives in three areas: 1) the elements they perceived as positive during the internship, 2) the challenging aspects they encountered during the four-month period, and 3) advice or suggestions for enhancing future practicum programs that they offer to practicum stakeholders. These views of the two-post-interns are compared to the findings from earlier research that similarly examined previous post-interns' evaluations of their rural extended-practicum experiences in that region. Similarities and differences between the two sets of findings are discussed and implications are drawn for enhancing rural-based teaching practicums for neophyte teachers…. [PDF]

Vaccaro, Angelo (2012). An Analysis of Access Barriers to Post-Secondary Education. College Quarterly, v15 n4 Fall. Post-Secondary Education (PSE) in Ontario and in Canada has expanded on both the demand and supply sides in the last couple of decades. As of 2007, 50% of the population aged 18 to 24 was enrolled in post-secondary institutions. Enrolment in Ontario universities grew from 10,000 in 1960 to approximately 400,000 in 2007 (Clark, Moran, Skolnik, & Trick, (2009). The federal and provincial governments have pushed institutions to increase their capacity, especially at the university level, because of the belief that knowledge is a means of power and economic stability. On the demand side, Canadians understand and are aware of the advantages that PSE offers. Canadians believe that PSE, especially university, will provide their children with higher wages, economic stability, and secure job employment. Considering the importance of PSE, the questions that naturally arise are who has access to PSE and should this access be equal for all Canadian citizens? In this paper, the author… [PDF]

Ng, Winnie (2012). Pedagogy of Solidarity: Educating for an Interracial Working Class Movement. Journal of Workplace Learning, v24 n7-8 p528-537. Purpose: This paper aims to report on the author's recent research examining the meaning and practices of educating for solidarity, specifically from anti-racism and decolonizing perspective. The research is part of the critical exploration on new educational approaches on solidarity building among workers and trade union members in the broader political and economic context of neoliberalism. Design/methodology/approach: Utilizing the research methodologies of participatory action research, arts-informed research and critical autobiography, the research draws on the words and visual images made by the participants who are labour educators and activists from Aboriginal and racialized communities. In-depth interview and the Aboriginal talking circle method were used to deepen the dialogue among this group of activists. By focusing on their authentic voices and lived experiences, the research is grounded in Dei's stance on the importance of the embodied knowledge as part of the… [Direct]

Tigistu, Kassahun (2013). Professionalism in Early Childhood Education and Care in Ethiopia: What Are We Talking About?. Childhood Education, v89 n3 p152-158. Despite claims about the significance of early childhood education in improving later outcomes in an individual's life, this stage of development has not received sufficient attention by education systems across the world. Until recently, early education or preschool education did not come under the purview of the formal education system in most nations–both economically developed as well as developing nations. Kassahun Tigistu's study on early childhood education and care in Ethiopia addresses some of the emerging trends and challenges in early education in the context of that nation, which may be of interest to those working to improve education systems in other nations as well. (Contains 1 note.)… [Direct]

Nordlinger, Rachel; Seiss, Melanie (2012). An Electronic Dictionary and Translation System for Murrinh-Patha. European Association for Computer-Assisted Language Learning (EUROCALL), Paper presented at the European Association for Computer-Assisted Language Learning (EUROCALL) Annual Conference (Nottingham, United Kingdom, Aug 31-Sep 3, 2011). This paper presents an electronic dictionary and translation system for the Australian language Murrinh-Patha. Its complex verbal structure makes learning Murrinh-Patha very difficult. Design learning materials or a dictionary [PDF]

Wheeler, David L. (2012). A Musical Intervention. Chronicle of Higher Education, Jan. In this article, the author describes a multimillion-dollar project that aims to save traditional expressions of music from around the world and reflects a shift in ethnomusicology. The $5-million project led by Huib Schippers on "sustainable cultures for music futures" is using nine case studies, including Western opera, Balinese gamelan music, aboriginal songs in Australia's Northern Territory, Ewe music of West Africa, and Mexican mariachi to find strategies that can keep musical traditions alive. The "musical futures" project, supported by the Australian Research Council and involving at least seven universities on three continents, reflects a slow but powerful shift in ethnomusicology itself. In the past, scholars went out, recorded elderly virtuosos, and wrote academic papers about the structure of musical traditions, but they did not always bother to send recordings or academic findings back to the musicians and their audiences. Sometimes individual… [Direct]

Pacini-Ketchabaw, Veronica (2012). Postcolonial Entanglements: Unruling Stories. Child & Youth Services, v33 n3-4 p303-316. In this article, I use Donna Haraway's philosophy to think about postcolonial encounters between different species. I follow entangled stories of the deer/settler-child figure to trouble colonialisms and untangle the histories and trajectories that we inhabit with other species through colonial histories. I shy away from generalizations and instead grapple with complexities that ordinary stories bring as I attempt to engage in nonhegemonic versions of childhood studies. (Contains 4 notes.)… [Direct]

Rodriguez, Roberto Cintli (2010). "Greco-Roman Knowledge Only" in Arizona Schools: Indigenous Wisdom Outlawed Once Again. Rethinking Schools, v24 n4 p49-51 Sum. Students at Tucson High School in Arizona, part of Tucson Unified School District's highly successful Mexican American Studies (MAS) K-12 program, the largest in the nation, are taught Indigenous concepts, including Panche Be (seek the root of the truth), and the Aztec and Maya calendars. The author speaks to the students about the relationship among In Lak Ech, Panche Be, and Hunab Ku. Hunab Ku is a beautiful Maya philosophy and human rights ethos based on maize. It affirms, contrary to what is taught in most schools, that the ancient peoples of this continent were not savage, that they clearly understood how the universe functions and what it means to be a human being. Not coincidentally, MAS students, many of whom were doing poorly in school prior to entering this program, consistently outperform their peers academically. The program claims a high rate of college-bound graduates. However, Arizona's State Superintendent of Schools Tom Horne has declared, via the passage of HB 2281,… [Direct]

Castleden, Heather; Daley, Kiley; Sloan Morgan, Vanessa; Sylvestre, Paul (2013). Settlers Unsettled: Using Field Schools and Digital Stories to Transform Geographies of Ignorance about Indigenous Peoples in Canada. Journal of Geography in Higher Education, v37 n4 p487-499. Geography is a product of colonial processes, and in Canada, the exclusion from educational curricula of Indigenous worldviews and their lived realities has produced "geographies of ignorance". Transformative learning is an approach geographers can use to initiate changes in non-Indigenous student attitudes about Indigenous epistemologies and ontologies. This study explores non-Indigenous student perspectives concerning a field school and digital storytelling as transformative experiences within the context of an "Indigenous Perspectives on Environmental Management" course; they were asked to reflect on their course experience. Findings indicate that students found both to be effective and important steps in the transformation of their own worldviews…. [Direct]

Lowan, Greg (2011). Adrift in Our National Consciousness: Meditations on Canadian Ecological Identity. Pathways: The Ontario Journal of Outdoor Education, v23 n4 p25-29 Sum. Misao Dean (2006) discusses the canoe as a celebrated icon of Canadian culture in her critique of the Centennial celebrations of 1967; as part of the Centennial, the Canadian government organized the longest canoe race ever held. This author believes that the canoe has become a universal symbol of Canada and that all Canadians have the right to claim it as their own. However, as Dean (2006) suggests, it is vitally important that outdoor and environmental educators acknowledge and teach their students about the Aboriginal roots of the canoe; to ignore this crucial socio-historical truth amounts to cultural misappropriation. Contemporary outdoor and environmental educators are faced with the challenge and opportunity to facilitate the societal shift towards a deeper collective eco-cultural consciousness. The author suggests educators should reconsider the legacies of the voyageurs, habitants, and Indigenous peoples–inspiring and creating authentic connections for their students and… [PDF]

(2016). ACER 2014-2015 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 2014-2015 academic year. Ongoing priorities include: building the breadth, depth and reach of the research; expanding professional resources and technologies in support of assessment for teaching and learning; providing leadership in school-community partnerships; enhancing the role as education adviser and commentator; addressing disadvantage; and consolidating the role as a higher education provider. [For the report from the previous year, "ACER 2013-2014 Annual Report," see ED557082.]… [Direct]

Boyd, Don; Broadley, Tania; Ledger, Sue; Lock, Graeme; Sharplin, Elaine; Terry, Emmy; Trinidad, Sue (2013). Regional Resilience: Pre-Service Teacher Preparation to Teach in the Bush. Australian and International Journal of Rural Education, v23 n2 p43-52. This paper reports on the outcomes of a two year ALTC Competitive Research and Development Project that aimed to "Develop Strategies at the Pre-Service Level to Address Critical Teacher Attraction and Retention Issues in Australian Rural, Regional and Remote Schools". As well as developing a "training framework" and teaching guides to increase the capacity and credibility of four universities to prepare educators who might venture out of the metropolitan area to teach, data were gathered from pre-service and graduate teachers to analyse regional resilience. It was found that there was a strong likelihood to participate in a regional practicum and stay in a non-metropolitan community once they graduated from university if they had a positive attitude to regional Western Australia either through a family connection or previous experience. Recommendations from this study emphasise the importance of having pre-service students participate in positive regional… [Direct]

Hatton, Caroline; Moran, Wendy; Pietsch, Marilyn; Reid, Jo-Anne; Vozzo, Les (2013). How Can Technology Make This Work? Preservice Teachers, Off-Campus Australian Journal of Teacher Education, v38 n5 Article 8 May. Utilising appropriate Information Communication Technologies (ICT) as instructional tools in teacher education can be a challenging yet worthwhile endeavour. This paper reports the difficulties and benefits of a recent inter-university project requiring preservice primary teachers to construct professional digital portfolios using the support of ICT. Challenges with regard to communication and learning were numerous as 34 preservice [PDF]

Taylor, Arthur Maxwell Teewispelu (2013). 'Iceyeeye Comes to School: Niimiipuu Cultural Competence and Use of Traditional Niimiipuu 'Iceyeeye Stories to Construct Indigenous Knowledge with Classroom Teachers for Our Children. ProQuest LLC, Ed.D. Dissertation, University of Idaho. From time immemorial, the Niimiipuu (Nez Perce) were very successful in passing on the traditions, languages, religions, and practices of the tribal people. Once created by 'Iceyeeye (Coyote), the Children of the Coyote (Nez Perce) began to build and create their own society. The Niimiipuu built a system based upon economics, medicine, science, and academics. This society knew that in order for the people to perpetuate; Knowledge would need to be passed down from one generation to the next. Century after century, this Knowledge has been molded, refined, and evolving as time changes and as every new season moves in and one departs. The Niimiipuu must work at reclaiming 'Iceyeeye stories. The colonization of the Niimiipuu has proven to be detrimental to our history, language, and stories. As fluent speakers within the Niimiipuu have moved on to the next world, the Niimiipuu have worked at remembering the important us: of language and the role it plays in tribal society and the… [Direct]

Crofford, Geary Don; Laubach, Timothy A.; Marek, Edmund A. (2012). Exploring Native American Students' Perceptions of Scientists. International Journal of Science Education, v34 n11 p1769-1794. The purpose of this descriptive study was to explore Native American (NA) students' perceptions of scientists by using the Draw-A-Scientist Test and to determine if differences in these perceptions exist between grade level, gender, and level of cultural tradition. Data were collected for students in Grades 9-12 within a NA grant off-reservation boarding school. A total of 133 NA students were asked to draw a picture of a scientist at work and to provide a written explanation as to what the scientist was doing. A content analysis of the drawings indicated that the level of stereotype differed between all NA subgroups, but analysis of variance revealed that these differences were not significant between groups except for students who practised native cultural tradition at home compared to students who did not practise native cultural tradition at home (p less than 0.05). The results suggest that NA students who practise cultural traditions at home are more able to function fluidly… [Direct]

Jenkins, McKay (2012). Why I'm Not Preparing My Students to Compete in the Global Marketplace. Chronicle of Higher Education, Jan. In this article, the author discusses why he is not preparing his students to compete in the global marketplace. For all the talk of "globalization" as the very engine of their generation's future prospects, his students seemed far more concerned about disappearing jobs at home, rising global temperatures, and a general anxiety about what it all meant. The world did not seem as inviting as it seemed fragmented, even fragile, especially when the conversation turned to the environment, and to the resilience of their own local communities. Environmental degradation wasn't a problem only in foreign countries, after all. Clearly, it wasn't just the "global marketplace" that was suffering. It was also the "local marketplace." And if many college students feel powerless to intervene in climate change or the destruction of the Amazonian rain forest or the displacement of indigenous people, it turns out they don't feel powerless when it comes to nurturing their… [Direct]

Bannan, Brenda; Mart√≠nez-√Ålvarez, Patricia (2014). An Exploration of Hybrid Spaces for Place-Based Geomorphology with Latino Bilingual Children. Journal of Geoscience Education, v62 n1 p104-117 Feb. Latino bilingual children hold rich understandings, which are underexplored and underutilized in the geoscience classroom. Oftentimes, young Latinos possess unique cultural land experiences shaping their place identities. We consider science as language and culture, and propose place-based geoscience hybrid space explorations that are culturally and linguistically relevant. We explore the different elements that help bilingual children learn geoscience using pre- and postsurvey of their understanding of the processes of erosion, transportation, and deposition; children's marks, drawing, and writing on a photograph; and graphic organizers with children's notes. Several different instructional elements for working with Latino bilinguals, organized around five tenets of culture, arise from our analysis: (1) Utilizing multiple linguistic resources, (2) making explicit connections to alternative interpretations of words, (3) using culturally relevant examples, (4) using alternative and… [PDF]

McLeod, Julie (2012). Educating for "World-Mindedness": Cosmopolitanism, Localism and Schooling the Adolescent Citizen in Interwar Australia. Journal of Educational Administration and History, v44 n4 p339-359. This article examines citizenship education and pedagogies for learning to be a citizen in the interwar years in Australia. These discussions bore the influence of progressive education and its emancipatory promises. Against this, I explore the "dividing practices" of citizenship education and the ways normative descriptions of the desired cosmopolitan student-citizen simultaneously constructed a non-citizen, the problematic student excluded from recognition, in this case Aboriginal students. These arguments are developed by comparing discussions at two international educational conferences: "Education in Pacific Countries" (1936, Hawaii), also referred to as "Education of Native Races in Pacific Countries", and the New Education Fellowship-sponsored "Education for Complete Living: The Challenge of Today" (1937, Australia). These two conferences conveyed significant differences in understandings of adolescent capacity, the relative salience of… [Direct]

Kerwin, Dale Wayne (2011). When We Become People with a History. International Journal of Inclusive Education, v15 n2 p249-261. Aboriginal children learn a two-way pedagogy and most Aboriginal learners have to engage in bicultural and bilingual education to succeed in the dominant educational setting. Aboriginal Australians pride themselves on being Aboriginal, however Aboriginal epistemology and ontology are never considered as true methodologies within a dominant learning environment. Aboriginal children have to engage in the dominant paradigms, discourses and descriptives (in other words, the dominant language and ways of doing things) when reconstructing an historical consciousness. Aboriginal people, since the invasion of Australia by a dominant cultural group, have been forced to accommodate other ways of knowing and take these as fact. Aboriginal pedagogy has and is still being seen as primitive with no place in a modern world. Aboriginal pedagogy and theoretical discussion of history, ideas of time and place, and the evolution of knowledge systems form the bases for this paper…. [Direct]

Lin, Terry Wan Jung; Manuel, Dominic; Savard, Annie (2014). Incorporating Culture in the Curriculum: The Concept of Probability in Nunavik Inuit Culture. in education, v19 n3 p152-171 Spr. Traditionally, Canadian Inuit have lived in the circumpolar regions of Canada and those who still live in these regions, have their own cultures, which they tend to celebrate in their educational curricula. Inuit culture reflects their traditional lifestyle, when they were nomadic, and hunted and fished to survive in incredibly difficult conditions. These cultural differences present many challenges and issues to some mathematical concepts; for instance, for Nunavik Inuit, the concept of probability has no formal definition and it does not take the same meaning as in conventional mathematics. This misalignment could cause negative effects on students' learning. Looking to bridge the gap between those two different cultural meanings, the principal investigator, Annie Savard, with the assistance of Inuit educators designed learning situations based on the traditional Inuit culture. We used an ethnomathematical model (Savard, 2008b) to frame the learning situations created. In this… [PDF]