Lester, Greg; MacEachren, Zabe (2011). Engaging Our Inner Scientist to Foster Connections and Broaden Our Understanding of This Land. Pathways: The Ontario Journal of Outdoor Education, v23 n2 p34-35 Win. For many educators working with elementary students, it is easy to simplify scientific concepts, but they must always remember that the inherent natural curiosity aroused when their senses interact with the landscape creates the opportunity for the development of interdisciplinary, integrated, higher thinking skills. The authors–one a storyteller and the other a scientist–structured a workshop to offer the participants choices among many simple story titles and questions, which, like a mature tree, offer a myriad of branches and roots, pathways that can be taken in order to illustrate the connection between science and the wonder they observe in their daily lives. This article presents some examples and briefly-outlined concepts that the authors offered. They present just enough to spark a bit more inquiry so that educators can hopefully provide explanations and tell stories at levels that are appropriate for their students…. [PDF]

Nampota, Dorothy (2011). Exploring the Potential and Challenges of Integrating Environmental Issues in Formal Education in Malawi. African Journal of Research in Mathematics, Science and Technology Education, v15 n3 p137-152. Integration of environmental issues in education is one approach to achieving sustainable development in Malawi and perhaps other countries. This paper analyses the integration initiatives in formal education including primary, secondary and university levels. The analysis is conducted with a view of identifying the successes and challenges. The 'intended' and the 'experienced' curriculum formed the unit of analysis. While the 'intended' curriculum was represented by the written syllabi, the general conditions of the school environment and evidence of teaching approaches used by teachers as found by previous studies, were used as a proxy for the 'experienced' curriculum. In general, the analysis has shown that initiatives of integrating environmental issues in the 'intended' curriculum have been achieved with considerable success although student drop out and the designation of core and elective subjects pose some challenges in this respect. The 'experienced' curriculum tends to face… [Direct]

Rameka, Lesley Kay (2011). Being Maori: Culturally Relevant Assessment in Early Childhood Education. Early Years: An International Journal of Research and Development, v31 n3 p245-256. Concern has been raised about the under-achievement of Maori children in education. The problem has tended to be located with Maori children rather than with assessments. Clearly if one takes a sociocultural perspective achievement is situated. Although studies in early childhood education have examined and developed assessment tools and frameworks there has been little attention given to early childhood assessment methods that are congruent with Maori worldviews, ideas of valued learning and aspirations for children. This paper illustrates and provides insight into assessment by and for Maori. The paper analyses the nature of assessment understandings and practices that reflect traditional Maori values. It highlights culturally relevant assessment that makes sense to Maori, that reflects "being Maori" and that supports Maori ideals and aspirations for children…. [Direct]

Diwu, Christopher T.; Ogunniyi, Meshach B. (2012). Dialogical Argumentation Instruction as a Catalytic Agent for the Integration of School Science with Indigenous Knowledge Systems. African Journal of Research in Mathematics, Science and Technology Education, v16 n3 p333-347. In South Africa and elsewhere, the integration of science and Indigenous Knowledge Systems (IKS) is a contentious issue. This is due to both knowledge systems being underpinned by diverse epistemic authorities. This paper explores the possibilities and challenges associated with the integration of the two knowledge corpuses and how a Dialogical Argumentation Instruction (DAI) teaching approach could mitigate or aggravate such integration. A science class in a local school in Cape Town was exposed to a series of indigenous knowledge (IK) integrated science lessons for six weeks. The DAI approach comprised lessons structured after Toulmin's Argumentation Pattern (TAP) and with argumentation frames developed to categorize the learners argument responses. Individual, group and whole class activities examined various ways for processing indigenous foods through fermentation. Data sources involved classroom observations, written argumentation frame responses and one focus group interview…. [Direct]

Beatty-Guenter, Patricia; Cowin, Bob (2013). Post-Secondary Pathways of Non-Graduates from B.C. Grade 12. Research Results from the Student Transitions Project. Student Transitions Project The Student Transitions Project (STP) has focused its research since 2005 on the achievements of British Columbia (B.C.) grade 12 graduates who enrolled in post-secondary education. Some students who do not graduate from Grade 12 also enroll at post-secondary institutions in a variety of programs, but little has been reported on these non-graduates. To start filling the information gap, this newsletter examines the post-secondary enrollment and completion information that is available from the STP on British Columbia students who did not graduate from a public or private high school in B.C. The newsletter looks at what programs these students take at B.C. colleges, institutes, and universities when they reach post-secondary. Three educational pathways or enrollment patterns are described: (1) Upgrading programs such as Adult Basic Education or Developmental Education; (2) Post-secondary credit and other credential-bearing programs; and (3) Non core and contract (often non-credit)… [PDF]

Ali, Jinnat; Craven, Rhonda G.; Yeung, Alexander Seeshing (2013). Self-Concepts and Educational Outcomes of Indigenous Australian Students in Urban and Rural School Settings. School Psychology International, v34 n4 p405-427 Aug. Indigenous Australians have been known to be disadvantaged in many ways although higher art and physical self-concepts have been reported with Indigenous samples. Given recent research demonstrating the reciprocal effects of achievement and self-concept in academic domains, Indigenous students may experience further disadvantages in both academic performance and self-concept. A sample of Indigenous and non-Indigenous students ("N"?=?1,342) from schools in New South Wales (NSW), Australia were asked to respond to a survey measuring: five domains of self-concept (i.e., school, reading, mathematics, art, and physical abilities), two learning-related factors (enjoyment and participation), and a self-assessment of their school work. Their scores in a NSW state-wide assessment of students' literacy and numeracy were also obtained. Confirmatory factor analysis established the self-concept and learning-related factors. Multivariate analysis of variance (MANOVA) using a 2 (identity:… [Direct]

Weber, Carolyn A. (2013). Caught between Catholic and Government Traditions: Americanization and Assimilation at St. Joseph's Indian Normal School. American Educational History Journal, v40 n1 p75-91. Millions visited the World's Columbian Exhibition in Chicago between May and October, 1893. World's fairs and exhibitions had grown and developed grander purposes since the first one in London in 1851: "Beginning as large international industrial displays and showcases for the new inventions and discoveries of science and technology, they quickly became committed to the much more ambitious and comprehensive aim of revealing culture in all its dimensions" (Badger 1979). Chicago's Exhibition embraced the idea of revealing cultures, including several showcases deemed "less-civilized," as Native Americans, Egyptians, and Africans were shown in a theatrical exposition. The examples of Native "savagery" showed a way of life slowly disappearing. While these exhibits intended to show the "savagery" of the American Indians, a nearby exhibit revealed to crowds of Americans the possibility that American Indians could be "civilized." An… [Direct]

White, Nereda (2010). Indigenous Australian Women's Leadership: Stayin' Strong against the Post-Colonial Tide. International Journal of Leadership in Education, v13 n1 p7-25 Jan. In this article, I reflect on my experiences as an Indigenous woman researcher coming to grips with colonialism through a post-colonialism lens. I also discuss a study which examines the leadership journey of a group of Indigenous Australian women. The research, which includes an auto-ethnographic approach, was guided by an Indigenous worldview and Indigenous research methodologies, and aimed to honour cultural dimensions such as Indigenous knowledge systems and ways of being. Indigenous women today are attempting to make better lives for themselves, their families and communities by becoming educated and developing their careers and leadership; however, they are thwarted in their endeavours by barriers such as racism, sexism, socio-economic and educational disadvantage, which are the direct result of colonization. These obstructions continue to shape and control the daily lives and futures of Indigenous people in contemporary Australian society. (Contains 3 notes.)… [Direct]

Kodaseet, Glenda G.; Varma, Roli (2012). In Pursuit of a Computing Degree: Cultural Implications for American Indians. Journal of American Indian Education, v51 n1 p67-88. While a number of challenges contribute to the American Indian population's disconnect from information technology (IT), the most glaring is the low number of American Indian students pursuing computer science (CS) studies–a degree essential to IT's entry into and diffusion across communities. Yet, research is scant on factors that contribute to the low number of American Indians pursuing CS. This article employs cultural relevancy theory as a framework for defining the role of culture among the American Indian population and its impact on enrollment, retention, and degree completion in CS. Using data derived from in-depth interviews of 50 American Indian students at six Hispanicserving Institutions (HSIs) and Tribal colleges and universities (TCUs), this article examines these students' experiences in CS programs. It shows slightly more than half of the students experienced different types and levels of conflicts between their culture and a career in CS. This was the case more with… [Direct]

Murillo, Luz A. (2009). "This Great Emptiness We Are Feeling": Toward a Decolonization of Schooling in Simunurwa, Colombia. Anthropology & Education Quarterly, v40 n4 p421-437 Dec. This article examines the decolonization of schooling in an Arhuaco community in the Sierra Nevada de Santa Marta region of Colombia. Interweaving ethnographic description with accounts of key events that took place between 1915 and 2006, I trace the community's struggle to develop an Indigenous school capable of appropriating Western forms of knowledge while retaining Indigenous practices and beliefs. I describe how Indigenous educators incorporate local forms of knowledge into schooling, and how these are presented and understood relative to the structures and discourses of the colonized school. Using the concepts of "translocality" and "transculturation," I frame this discussion of the struggle for educational autonomy within broader efforts to decolonize knowledge and epistemologies inherited from European traditions and the Colombian state. I argue that educators have transformed the school from a colonizing space to one in which Indigenous people contest and… [Direct]

Andrewartha, Lisa; Harvey, Andrew (2014). Willing and Enabled: The Academic Outcomes of a Tertiary Enabling Program in Regional Australia. Australian Journal of Adult Learning, v54 n1 p50-68 Apr. This paper examines the achievement levels of students undertaking the Tertiary Enabling Program (TEP) at La Trobe University. The TEP is an alternative pathway program that traverses multiple institutions, campuses, and disciplinary areas, and is designed to prepare a diverse student cohort for tertiary study. The Program integrates several sources of support, including tutorials, mentoring, and counselling. We found high overall achievement levels, indicating success in teaching and supporting students with variant needs. Nevertheless, there was substantial variation in achievement between subjects, campuses, and student groups. Variable achievement is likely to reflect differing levels of prior educational attainment and preparedness among students. However, results also highlight the complexity in managing a Program across multiple sites, subjects, and institutions. We suggest further comparative research into curriculum and teaching practice of enabling programs nationwide to… [PDF]

Katz, Jennifer; Sokal, Laura (2015). Effects of the Three-Block Model of Universal Design for Learning on Early and Late Middle School Students' Engagement. Middle Grades Research Journal, v10 n2 p65-82. While students begin schooling with high engagement levels, these levels begin to drop in the middle years of schooling but appear to recover somewhat in 10th grade, suggesting that the middle years of schooling are an especially vulnerable time in terms of student engagement (Willms et al., 2009). Moreover disengagement is most common in students who are traditionally underserved at school, including minority students, Indigenous students, poor students, and students with special educational needs (Caledon Institute for Social Policy, 2005; Organization for Economic Cooperation and Development, 2013; Richards & Vining, 2004). Given the strong relationship between learning environments and engagement, the current study sought to investigate the effects of a pedagogical model based on the principles of universal design for learning on the engagement of a group of diverse learners. Furthermore, the authors sought to investigate its effects on both early and middle years students,… [Direct]

Anderson, Andrea; Deans, Nora; Dublin, Robin; Dugan, Darcy; Harcharek, Jana; Matsumoto, George I.; Sigman, Marilyn; Warburton, Janet (2014). Using Large Marine Ecosystems and Cultural Responsiveness as the Context for Professional Development of Teachers and Scientists in Ocean Sciences. Journal of Geoscience Education, v62 n1 p25-40 Feb. During 2010-2012, three professional development workshops brought together K-12 educators and scientists conducting research in the geographic and ecological context of Alaska's three large marine ecosystems (Bering Sea/Aleutians, Gulf of Alaska, and Arctic Ocean). Educators successfully applied new scientific knowledge gained from their interactions with scientists through the collaborative development of lesson plans that were place-based and culturally responsive to Alaska Native cultures. Over the course of the three workshops, we refined a model for incorporating cultural responsiveness into workshop design, employed an innovative systemic traditional knowledge framework, and developed a rubric to evaluate the lesson plans in terms of cultural responsiveness. Key factors that increased the impact of a single professional development workshop on the ability of the K-12 educators to produce culturally responsive lesson plans included (1) participation of experienced teachers as… [PDF]

Simon, Judith, Ed.; Smith, Linda Tuhiwai, Ed. (2001). A Civilising Mission? Perceptions and Representations of the New Zealand Native Schools System. The Native Schools system was a system of village primary schools for Maori children operated by the New Zealand state from 1867 to 1969. The official purpose of the system was assimilation. Virtually all previous historical accounts of the Native Schools have been written by Pakeha (non-Maori, usually of European descent) and based on material from official sources. This account is structured around oral testimonies of pupils and teachers, and all aspects of the research were shared by Maori and Pakeha researchers. Chapters 2 and 3 are concerned primarily with Native Schools teachers–Pakeha and Maori–and their relationships with their Maori communities. Chapter 4 examines pupil and teacher perceptions of how the schools operated, teacher-pupil relationships, and the pedagogies employed. Chapter 5 explores the role of the Native School and its Maori community in the decline, and survival, of Maori as a primary language of communication. Chapter 6 explores the place of Maori…

Fenwick, Lisl (2012). Limiting Opportunities to Learn in Upper-Secondary Schooling: Differentiation and Performance Assessment in the Context of Standards-Based Curriculum Reform. Curriculum Inquiry, v42 n5 p629-651 Dec. This study presents an analysis of the consequences for students when performance assessment and differentiation practices are combined, as part of attempts to increase minimum standards within upper-secondary schooling. Recent standards-based curriculum reform in Australia demonstrates how a focus on minimum levels of achievement can limit the benefits of performance assessment and result in differentiation practices that define the learning contexts for specific groups of students and restrict their opportunities to learn and achieve. The conclusions presented are based on analyses of the revised curriculum design, as well as investigations into the implementation of the new curriculum within three schools. Teachers' planning documentation for learning and assessment, along with semi-structured interviews with school leaders, teachers and students, provided insight into school-based practices resulting from the revised curriculum. Analyses of both the curriculum and its early… [Direct]

Cornell, Grace (2012). Sin Fronteras Boy: Students Create Collaborative Websites to Explore the Border. Rethinking Schools, v26 n3 p40-45 Spr. Around one table, four 4th-grade girls chat quietly as they write on their laptops: Ruby interviews Alejandra about her experience crossing the U.S.-Mexico border as a 6-year-old. Meanwhile, Cindy turns notes from an interview with her uncle into a narrative about his immigration experience. Next to them, four boys work on the "Sin Fronteras Boy" website, a choose-your-own-adventure story about a boy who tries to cross the border and becomes a superhero after his mother is grabbed by "la migra" (immigration agents). I am working with the indigenous peoples group, helping Roberto understand a recent article about the U.S. government's attempted seizure of Lipan Apache land for the construction of the border wall, while Karolina looks for photographs of the Lipan Apache, Yaqui, Kickapoo, Yuma, and Tohono O'odham peoples, all tribes that are currently affected by U.S. border policy…. [Direct]

Lloyd, Ellen M. (2010). Eliciting and Utilizing Rural Students' Funds of Knowledge in the Service of Science Learning: An Action Research Study. ProQuest LLC, Ed.D. Dissertation, University of Rochester. Several researchers have pointed out the failures of current schooling to adequately prepare students in science and called for radical reform in science education to address the problem. One dominant critique of science education is that several groups of students are not well served by current school science practices and discourses. Rural students represent one of these underserved populations. Yet, there is little in the literature that speaks specifically to reforming the science education of rural students. Utilizing action research as a methodology, this study was designed to learn more about the unique knowledge and life experiences of rural students, and how these unique knowledge, skills and interests could suggest new ways to improve science education in rural schools. Informed by this ultimate goal, I created an after school science club where the participating high school students engaged in solving a local watershed problem, while explicitly bringing to bear their… [Direct]

Blimkie, Melissa; Haig-Brown, Celia; Vetter, Diane (2014). Shifting Perspectives and Practices: Teacher Candidates' Experiences of an Aboriginal Infusion in Mainstream Teacher Education. Brock Education: A Journal of Educational Research and Practice, v23 n2 p47-66 Spr. This exploratory case study shares teacher candidates' perspectives and experiences of an Aboriginal infusion at York University's Faculty of Education field site in Barrie, Ontario. For this initiative, Aboriginal content and pedagogies were infused throughout placements and courses of the mainstream teacher education program. Teacher candidates shared that the Infusion prepared them to teach Aboriginal content in culturally respectful and meaningful ways by providing them with a foundation to build on and helping them to develop teaching practices inclusive of diverse ways of knowing and being in the world. These findings may be useful to other educators developing and implementing their own infusion initiatives…. [PDF]

Richardson, Troy (2011). Navigating the Problem of Inclusion as Enclosure in Native Culture-Based Education: Theorizing Shadow Curriculum. Curriculum Inquiry, v41 n3 p332-349 Jun. This conceptual essay explores how Gerald Vizenor's (Anishinaabe) literary discussions of \shadow survivance\ provide opportunities to work against the containment of Indigenous knowledge in mainstream and culture-based curricular practices. More specifically, the essay considers how constructivism is deployed as an opening to the inclusion of Indigenous epistemologies, yet also contains Indigenous epistemologies within a materialist and more specifically, Marxist and Hegelian philosophy. The author suggests that an implicit \shadow curriculum\ has been articulated within the literature of Native culture\based curriculum which works against these forms of containment, but has rarely turned to Native American literary figures to elaborate the philosophical and theoretical differences they represent. (Contains 1 note.)… [Direct]

Borden, Lisa Lunney (2011). The "Verbification" of Mathematics: Using the Grammatical Structures of Mi'kmaq to Support Student Learning. For the Learning of Mathematics, v31 n3 p8-13. As part of a larger project focused on transforming mathematics education for Aboriginal students in Atlantic Canada, this paper reports on the role of the Mi'kmaw language in mathematics teaching. Examining how mathematical concepts are described in Mi'kmaq gives insight into ways of thinking. Shifting classroom discussions to reflect Mi'kmaw verb-based grammar structures, referred to as "verbification", is described through the example of a grade 3 lesson on prisms and pyramids. "Verbification" shows tremendous promise as a way to support Mi'kmaw learners as they negotiate their space between school-based mathematics and their own cultural ways of knowing and doing mathematics…. [Direct]

Hammond, Craig (2011). Brothers Inside: Fathering Workshops with Aboriginal Prisoners. Australian Journal of Adult Learning, v51 n2 p374-389 Jul. This paper describes a fathering program that has been operating for a number of years for Aboriginal men in the corrective system. The discussion groups focus on how the men see their role as fathers whilst in jail. The discussions examine ways of changing and developing new skills for them on release. The basis of the program is that just because they are incarcerated does not mean that they are bad fathers or not a father at all. The discussions involve learning from each other. We sit down and listen to each other about stories of being a father with a group of Aboriginal men. A lot of them are from the same background–where they grew up, how they grew up and their lifestyle. The fathers' program is an environment where no-one is judged for their behaviour, their answers or how they talk…. [PDF]

Joseph, Dawn (2011). Cultural Diversity in Australia: Promoting the Teaching and Learning of South African Music. Australian Journal of Music Education, n1 p42-56. Australian society is increasingly multicultural, and this article provides some theoretical perspectives on multiculturalism, cultural diversity and the teaching and learning of African music. It identifies the need for teachers, practitioners and artists to jointly work together to create a community of practitioners where pedagogy meets practice. Through reflection and interview data of an artist in schools, a primary music specialist and a tertiary music educator, the "how" and "why" about teaching South African music and culture is discussed through pedagogy. Whilst this article discusses a particular culture and music, it has implications for education within a wider sphere and calls for further investigation when using different music from diverse cultures. (Contains 1 note.)… [PDF]

Bunda, Tracey; Wurm, Jackie (2013). Aboriginal and Torres Strait Islander Teachers — "Tellin' the Stories of Teachers: Tellin' the Stories of Teaching". Australian Association for Research in Education, Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013). The paper draws on research — "Tellin' the stories of teachers: Tellin' the stories of teaching" project — that forms part of the national More Aboriginal and Torres Strait Islander Teachers Initiative. This Initiative aims to increase the number and retention of Aboriginal and Torres Strait Islander peoples in the profession. A problematic is therefore raised from the outset — how can the number of Aboriginal and Torres Strait Islander teachers be increased and what conditions promote retention? "Tellin' the stories of teachers: Tellin' the stories of teaching" creates a digital and historical archive of 15 Aboriginal and Torres Strait Islander peoples presenting perspectives as students, graduate teachers and experienced academics. This collection of voices interpolates a teacher's work and life with what it means to be an Aboriginal and/or Torres Strait Islander person. The paper uses critical theoretical frames to analyse the data/stories of the project… [PDF]

Sexton, Steven S. (2011). Transformative Praxis in Teacher Practice: One Tauira Finds Her Place in Education. Compare: A Journal of Comparative and International Education, v41 n1 p59-74 Jan. This paper reports on an initial teacher education programme that has been designed to facilitate and support Maori student teachers in New Zealand. This paper highlights the ambiguity in New Zealand on the theoretical foundation of initial teacher education. Therefore a background on transformative praxis and how it has impacted on the education system of New Zealand is first presented. Then the tauira's (student teacher's) narrative is presented which has been informed by two years of a Te Ao Maori (Maori worldview) programme. The programme was built upon critical theory to facilitate transformative praxis in student teachers. Specifically, this narrative was a vehicle for how her own past in mainstream education and the programme has impacted upon how she sees teaching and being the teacher. The paper highlights the positive impact a culturally responsive programme can have on the self-efficacy of marginalised members of society. (Contains 5 notes.)… [Direct]

Carter, Lorraine; Rukholm, Ellen (2009). Partnering with an Aboriginal Community for Health and Education. Canadian Journal of University Continuing Education, v35 n1 p45-60 Spr. Cultural awareness is a concept that is gaining much attention in health and education settings across North America. This article describes how the concepts of cultural awareness shaped the process and the curriculum of an online health education project called Interprofessional Collaboration: Culturally-informed Aboriginal Health Care. The exploration focuses on the interactions among faculty members and educational developers from Laurentian University, Elders of the Anishinabek tradition, and members of the Anishinabek community known as the North Shore, an area approximately two hours northwest of Sudbury. The project's curriculum is driven by choices made by the Anishinabek Elders, with support from their cultural community and the local university. The online module developed for this project provides health-care students at Laurentian University, with access to traditional knowledge, including the teachings of the Medicine Wheel and the Seven Grandfathers. Ideally, these… [Direct]

Urbanski, Monika (2012). STARS Quarterly Review. Summer 2012: Innovations in Campus Sustainability. Association for the Advancement of Sustainability in Higher Education The Summer 2012 SQR: "Innovations in Campus Sustainability," explores the critical linkages between education, innovation, and sustainability. This issue highlights new and ground-breaking practices within the Innovation (IN) category of STARS, focusing on the unique solutions within higher education that positively impact current and future generations. With 11 institutions highlighted, this issue covers data from reports submitted through June 1, 2012…. [PDF]

Keddie, Amanda; Niesche, Richard (2012). \It's Almost like a White School Now\: Racialised Complexities, Indigenous Representation and School Leadership. Critical Studies in Education, v53 n2 p169-182. Drawing on a broader study that focused on examining principal leadership for equity and diversity, this paper presents the leadership experiences of \Jane\, a White, middle-class principal of a rural Indigenous school. The paper highlights how Jane's leadership is inextricably shaped by her assumptions about race and the political dynamics and historical specificities of her school community. A central focus is on Jane's tendency to deploy culturally reductionist understandings of Indigeneity that position it as incompatible or incommensurable with White culture/western schooling. The paper argues the central imperative of a leadership that rejects these understandings and engages in a critical situational analysis of Indigenous politics, relations and experience. Such an analysis is presented as imperative to supporting representative justice in that it moves beyond merely according a voice to Indigenous people to a focus on better understanding, problematising and remedying the… [Direct]

Abbott, Penelope A.; Davison, Joyce E.; Moore, Louise F.; Rubinstein, Raechelle (2012). Effective Nutrition Education for Aboriginal Australians: Lessons from a Diabetes Cooking Course. Journal of Nutrition Education and Behavior, v44 n1 p55-59 Jan. Objectives: To examine the experiences of Aboriginal Australians with or at risk of diabetes who attended urban community cooking courses in 2002-2007; and to develop recommendations for increasing the uptake and effectiveness of nutrition education in Aboriginal communities. Methods: Descriptive qualitative approach using semistructured interviews with 23 Aboriginal course participants aged 19-72. Verbatim transcripts were coded using NVivo 7 software, and qualitative analysis was undertaken. Results: Engagement and learning were increased by emphasizing the social aspects of the program, holding the course in a familiar Aboriginal community-controlled health setting and using small group learning with Aboriginal peers. Partnership with a vocational training institute provided teaching expertise, but there was conflict between vocational and health promotion objectives. Conclusions and Implications: Nutrition programs for Aboriginal Australians should be social, flexible, and held… [Direct]

(2015). Comparative and International Education: A Bibliography (2014). Comparative Education Review, v59 nS4 pS1-S228 Nov. The 2014 "Comparative Education Review" bibliography of refereed journal articles on topics relevant to comparative and international education covers all 12 months in 2014 and includes 3,389 entries–a full 30 percent increase over the set of references assembled in the 2013 bibliography. They are drawn from 280 refereed journals, both print and online, published principally in English. The bibliography is presented in the "Chicago Manual of Style" (16th ed.) format and is divided into four main categories: (1) Levels and Types of Education; (2) Professional Concerns and Methods; (3) Thematic Foci in Education; and (4) World Regions. … [Direct]

Brayboy, Bryan McKinley Jones; Castagno, Angelina E. (2008). How Might Native Science Inform \Informal Science Learning\?. Cultural Studies of Science Education, v3 n3 p731-750 Sep. This article examines the literature on Native science in order to address the presumed binaries between formal and informal science learning and between Western and Native science. We situate this discussion within a larger discussion of culturally responsive schooling for Indigenous youth and the importance of Indigenous epistemologies and contextualized knowledges within Indigenous communities…. [Direct]