Edwards, Viv (2015). "Doing School": Cross Cultural Encounters. TESOL in Context, v25 n1 p4-15 Sep. In this paper, a series of vignettes is used to explore important current challenges in TESOL. These vignettes are drawn from many different settings, including Bengali-, Pahari- and Chinese-speaking children in UK primary schools, speakers of Aboriginal English in Australia and Chinese teachers of English on courses in Higher Education. A number of themes run through these different contexts: What counts as literacy and learning? What are the expectations of the students and, in the case of school children, their parents? How do these differ from those of their teachers? What power issues shape these expectations? In answering these questions, emphasis will be placed on the dangers of "othering" and the importance of syncretic approaches that recognize and build on student experience…. [PDF]

Fovet, Fr√©d√©ric; Visser, John (2014). Reflections on School Engagement: An Eco-Systemic Review of the Cree School Board's Experience. in education, v19 n3 p17-46 Spr. The parameters are readily interesting: The Cree School Board experience over the past 25 years represents one of the first occurrences worldwide of a society having globally acknowledged that a curriculum, as a whole, did not necessarily fit a specific group, rather than the individuals not performing within a curriculum. As such, this represents a characteristically eco-systemic experiment where a move has been made from the simple–and not-so-unusual observation of poor school performance from a community as a whole–to the conclusion that a curriculum was poorly matched to the group it was set to serve. This assessment has led most notably to the adoption of Cree as the language of instruction in order to increase performance. Statistics for the Cree School Board (CSB), however, are not showing convincing signs of improvement and Cree parents appear increasingly divided in their assessment of how the curriculum now serves their children. The purpose of this article is to throw… [PDF]

Corcoran, Rebecca; de Finney, Sandrina; Khanna, Nishad; Loiselle, Elicia (2012). \We Need to Talk about It!\: Doing CYC as Politicized Praxis. Child & Youth Services, v33 n3-4 p178-205. Like many others seeking to make room for alternative voices in the narrow canon of CYC theory and practice, our work is steeped in theoretical and activist perspectives on colonialism, neoliberalism, normativity, social power, and social change. This critical, multidisciplinary lens is too often cast outside the realm of authentic CYC. In this article, we share our simultaneous struggles with and passion for our work and the CYC field and consider what can be gained from a critical ethic of practice, research, and activism. Our transtheoretical framework, drawn from Indigenous, postcolonial, queer, feminist, and poststructural perspectives, helps us unpack how coming together critically, hopefully, productively enables us to trouble exclusionary notions of CYC. We present vignettes from our practice and research that explicitly challenge the assumption that critical practice is somehow less effective and less responsive to the realities of the diverse children, youth, families, and… [Direct]

Ball, Jessica (2012). Identity and Knowledge in Indigenous Young Children's Experiences in Canada. Childhood Education, v88 n5 p286-291. In Canada, as around the world, large numbers of Indigenous children encounter culturally dissonant learning environments in preschools and schools. Many of these children experience serious challenges, in part because of a striking mismatch between their early learning experiences in the family and community, and the expectations, perceptions, and task demands of non-Indigenous educators. These mismatches undoubtedly contribute to frequent identification of First Nations children as having learning disabilities, and to consequently high rates of early school failure and drop-out (Assembly of First Nations, 2005; Richards, 2008). Thus, it is crucial to understand the ways in which Indigenous children are ready to learn, and to acknowledge the skills, interests, and knowledge they have developed in their families and communities during their early years. This article highlights First Nations children's participation in family and community activities in order to learn such… [Direct]

Abdi, Ali A. (2009). Recentering the Philosophical Foundations of Knowledge: The Case of Africa with a Special Focus on the Global Role of Teachers. Alberta Journal of Educational Research, v55 n3 p269-283 Fall. The historical and actual marginalizations of African thought systems and knowledge constructions have been expansively responsible for the effectiveness of the dominant educational and governance systems imposed on Africa. The idea as well as the practice of these realities would conform to what Said (1993), Fanon (1967, 1968), and Memmi (1991) have called the cultural and psychosocial colonizations of both the physical and mental spaces of the conquered. The reality also speaks about the role of Europe's most important thinkers such as Kant, Hobbes, and Voltaire, who all directly or indirectly paved the way for the projects of "de-philosophization" and "de-epistemologization" that still affect people's lives. With the emergence of new cosmopolitanisms now creating highly multicultured societies in especially the so-called liberal democracies of the West, new contexts have also emerged of what one might counterintuitively call the "multiculturalization of… [Direct]

Yu, Jianfu (2009). The Influence and Enlightenment of Confucian Cultural Education on Modern European Civilization. Frontiers of Education in China, v4 n1 p10-26 Mar. Confucianism, not only is the core of Chinese cultural educational thoughts but its influence has been identified in the West by the European scholars. And with the impact of Confucianism civilization, the theological authority in the Dark Ages wavered. The human-based ideas of Confucianism that people are the foundation of the country, the governing way of \Governance with virtue\, the way of personnel placement that men of great virtue and talent are elected who will cultivate mutual trust and promote universal understanding, the nationwide education thought that there should be education for everyone without distinction and the imperial examination system under the idea that those who excellently learned should serve (in the government), have exerted beneficial influences on the European modern civilization. Looking back at the course of Confucian influence in the West and the influence on the Enlightenment and modern civilization, it is easy to find that Confucianism education is… [Direct]

Graybeal, Lesley Marie (2011). (Re)constructing and (Re)presenting Heritage: Education and Representation in an American Indian Homeland Preservation Project. Online Submission, Ph.D. Dissertation, University of Georgia. Experiences of the Occaneechi Band of the Saponi Nation (Occaneechi) in constructing a heritage revitalization initiative known as the Homeland Preservation Project and organizing related educational programming were analyzed through an ethnographic case study. The purpose of the study was to understand the importance of the heritage museum as a site for organizing educational initiatives. Scholarship in museum studies treats heritage museums as sites for the construction of identity through the portrayal of culture and history, but focuses largely on display rhetoric and visitor interpretations. I used ethnographic methods to develop a case as an example of a local tribal museum and its significance, as explained by those involved in organizing and executing related educational initiatives. Having achieved state recognition only in the past decade, the Occaneechi are in the midst of a concerted effort to educate tribal members and descendents, other area tribes, and non-Indigenous… [PDF]

Brayboy, Bryan McKinley Jones; Castagno, Angelina E. (2008). Indigenous Knowledges and Native Science as Partners: A Rejoinder. Cultural Studies of Science Education, v3 n3 p787-791 Sep. In this response to commentators on our article entitled, \How might Native science inform 'informal science learning'?,\ we offer elaboration on the role of Indigenous Knowledges (IK) in informing Native Science. In the response, we argue that IK is not only pertinent to the conversation of Native Science, but that it is a necessary piece in the conversation. Rather than addressing the commentaries directly, we attempt to point to the ways that the commentaries support and challenge our original arguments. [For the article, \How might Native science inform 'informal science learning'?,\ see EJ804175.]… [Direct]

Johnson, Ping; Petrillo, Jane; Porter, Kandice Johnson; Priestley, Jennifer (2010). Complementary and Alternative Medicine: Attitudes and Use among Health Educators in the United States. American Journal of Health Education, v41 n3 p167-177 May-Jun. Background: Interest in and use of complementary and alternative medicine (CAM) in the United States is increasing. However, CAM remains an area of nascency for researchers and western practitioners. Purpose: The purpose of this study was to examine U.S. health educators' attitudes toward CAM and their use of common CAM therapies. Methods: A cross-sectional online survey was conducted among members of a professional health educator listserv. Results: Health educators generally have positive attitudes toward CAM and about 90% have used at least one CAM therapy in the last 12 months. Differences in CAM attitudes and use were significant, with females reporting more positive attitudes toward and use of CAM. Discussion: Health educators' overall positive attitudes toward CAM are consistent with the limited extant literature. However, important differences were found by various demographic characteristics, not previously identified. Translation to Health Education Practice: The results of… [PDF] [Direct]

Balogh, Robert; Lake, Johanna K.; Lunsky, Yona; Morris, Susan; Weiss, Jonathan (2013). A Review of Canadian Mental Health Research on Intellectual and Developmental Disabilities. Journal of Mental Health Research in Intellectual Disabilities, v6 n2 p106-126. This article summarizes Canadian research in "dual diagnosis" spanning the past 20 years and places this research within a historical and policy context. Canadian researchers have made important contributions with regard to understanding inpatient and outpatient mental health services, families, autism, specific disorders and behaviors, aboriginal mental health, forensics, and emergencies. In this article, we aim to summarize several of these contributions. Following a summary of recent research findings, we offer some suggestions and directions for future research in our country…. [Direct]

De Felice, Dustin (2013). A Phenomenological Study of Teaching Endangered Languages Online: Perspectives from Nahua and Mayan Educators. ProQuest LLC, Ph.D. Dissertation, University of South Florida. Language and culture teaching has always been a complex and challenging task. For many educators, their teaching experiences are rooted in their earlier preparation, their classroom situations and their curriculum. In this study, indigenous educators recount their lived experiences with teaching their language and culture at a distance. These educators belong to either Nahua or Mayan speech communities where endangered languages are maintained. Using a transcendental phenomenological approach, my participants described and explained their perspectives and experiences with teaching, studying, and integrating technology. I focused the interviews, the reflective writing tasks and their artifact sharing on their experiences in an online environment for a predominantly US audience through distance learning platforms. In the case of the Nahuas, they taught synchronously through Skype while the Mayans taught asynchronously through a socially mediated network (i.e. a Ning powered network)…. [Direct]

Burtch, Brian; Price, Ruth (2010). Degree Completion for Aboriginal People in British Columbia: A Case Study. Canadian Journal of University Continuing Education, v36 n1 Spr. This article presents a case study of a First Nations educational initiative in British Columbia. Simon Fraser University's (SFU) Integrated Studies Program created two unique adult education programs in response to a request from the Aboriginal-operated Nicola Valley Institute of Technology (NVIT); this request involved the two institutions establishing a partnership and then collaboratively developing degree-completion programs for Interior Salish peoples living on their traditional lands, which surround NVIT's Merritt campus. The Aboriginal Community Economic Development (ACED) Program and the Aboriginal Community Economic Development and Business Studies (ACED-Bus. Studies) Program were successfully offered at NVIT over a four-year time frame. A student's completion of either program resulted in the conferring of a Bachelor of General Studies degree from SFU The ACED program curriculum (2002-04) was designed to enhance Native student knowledge of Aboriginal community economic… [Direct]

Chapman-DeSousa, Brook; Wyatt, Tasha R.; Yamauchi, Lois A. (2012). Using the CREDE Standards for Effective Pedagogy in a Greenlandic Settlement School. Multicultural Perspectives, v14 n2 p65-72. In this case study the authors investigate how a Native Greenlandic teacher planned and implemented the Center for Research on Education, Diversity, and Excellence Standards for Effective Pedagogy, an instructional model that builds upon students' cultural and linguistic strengths. Researchers and educators interested in transformative education may find this article helpful in bridging multicultural education with practical teaching methods…. [Direct]

Bandias, Susan; Fuller, Don; Pfitzner, Darius (2011). Vocational and Higher Education in Australia: A Need for Closer Collaboration. Journal of Higher Education Policy and Management, v33 n6 p583-594. An important way to improve access for groups that are under-represented in tertiary education is to facilitate the movement of students from vocational education and training to higher education institutions. However, there is substantial evidence of rigidities and obstacles to such a closer integration between these two sectors. This paper discusses the problems experienced by students currently articulating from vocational education and training to higher education institutions, identifies impediments to collaborative pathways and suggests measures for overcoming such obstacles…. [Direct]

Smith, David Geoffrey (2012). The Deep Politics of War and the Curriculum of Disillusion. Policy Futures in Education, v10 n3 p340-351. This article examines the historic uses of the phenomenon recently defined as \Deep Politics\ to shed light on the underlying realities of the contemporary War on Terror. Deep Politics describes the multiple uses of misinformation to marshal public sentiment in directions desired by dominant political and economic forces. Facing the reality of Deep Politics today can be a disillusioning experience for those wedded to the rhetorical tropes of democracy, human rights and the rule of law. However, as the article attempts to illustrate, drawing on indigenous knowledge practice, disillusionment can be the first step in a longer process of cultural healing, away from naive realism to an appreciation of the sacredness, or wholeness, of life, and the courage to face and deal with the broader truth of things. (Contains 8 notes.)… [Direct]

Kidman, Gillian; King, Donna; Larkin, Damian (2012). Connecting Indigenous Stories with Geology: Inquiry-Based Learning in a Middle Years Classroom. Teaching Science, v58 n2 p41-46 Jun. One way to integrate indigenous perspectives in junior science is through links between indigenous stories of the local area and science concepts. Using local indigenous stories about landforms, a teacher of Year 8 students designed a unit on geology that catered for the diverse student population in his class. This paper reports on the inquiry-based approach structured around the requirements of the Australian Curriculum, highlighting the learning and engagement of students during the unit. (Contains 1 figure and 6 photos.)… [Direct]

Budgen, Fiona; Lock, Graeme; Lunay, Ralph; Oakley, Grace (2012). Welcome to the Outback: The Paradoxes of Living and Teaching in Remote Western Australian Schools. Australian and International Journal of Rural Education, v22 n3 p117-134. Teaching in remote schools can prove to be a challenging experience. Twenty three teachers from remote schools, located in Western Australia, were interviewed about their teaching and living experiences in isolated communities. The interview questions were designed to elicit information regarding three areas: demographic information; reasons for applying for a position in an isolated school and living in a remote community; and, professional factors impacting on the respondents. Interviews were conducted during a residential professional development session and involved twenty-three teachers with wide ranging ages and teaching experience. These teachers identified a number of affective factors including what attracted them to teach in remote communities, what they liked and disliked about their lifestyle and why they decided to stay in the community in which they lived and taught. Professional factors identified included teaching and learning issues; curriculum and assessment;… [Direct]

Brown, Jason; Fraehlich, Cheryl (2012). Assets for Employment in Aboriginal Community-Based Human Services Agencies. Adult Education Quarterly: A Journal of Research and Theory, v62 n3 p287-303 Aug. The purpose of the present study was to explore the prior educational and employment experiences of staff members in urban Aboriginal human services agencies. A total of 44 individuals employed by one of three community sites within one Canadian inner city generated 85 unique responses to the question: "What were your employment and education experiences before you got this job?" Multidimensional scaling and cluster analysis of independent grouping of the responses by 16 participants revealed five underlying themes: formal education, helping others, holder of cultural knowledge, life experiences, and on-the-job training. These results were compared and contrasted with the available literature. (Contains 1 figure and 1 table.)… [Direct]

Klenowski, Val (2009). Australian Indigenous Students: Addressing Equity Issues in Assessment. Teaching Education, v20 n1 p77-93 Mar. This article provides the background and context to the important issue of assessment and equity in relation to Indigenous students in Australia. Questions about the validity and fairness of assessment are raised and ways forward are suggested by attending to assessment questions in relation to equity and culture-fair assessment. Patterns of under-achievement by Indigenous students are reflected in national benchmark data and international testing programmes like the Trends in International Mathematics and Science Study and the Program for International Student Assessment. The argument developed views equity, in relation to assessment, as more of a sociocultural issue than a technical matter. It highlights how teachers need to distinguish the "funds of knowledge" that Indigenous students draw on and how teachers need to adopt culturally responsive pedagogy to open up the curriculum and assessment practice to allow for different ways of knowing and being. (Contains 1 table… [Direct]

Laugharne, Jonathan; Lyons, Zaza (2011). An Overview of Undergraduate Training in Cultural Competency and Cross-Cultural Psychiatry. Education Research and Perspectives, v38 n2 p57-68 Dec. Multiculturalism is a familiar concept in many developed countries. While cultural competency training is part of most medical curricula, training in cultural psychiatry at the undergraduate level is typically minimal. It is important that medical graduates are both culturally competent and able to respond to the mental health needs of patients from diverse cultures. This paper provides an overview of the teaching of cultural competency and cultural psychiatry to medical students, and discusses aspects of cultural psychiatry that could be included in medical courses. It was concluded that there needs to be more attention given to teaching of cultural psychiatry in the undergraduate curriculum. The challenge for medical curricula is in the provision of cultural psychiatry content to ensure that students are able effectively to communicate, assess and treat patients from different cultural backgrounds by the time they graduate and begin their professional careers…. [PDF]

Sexton, Steven S. (2011). Putting "Maori" in the Mainstream: Student Teachers' Reflections of a Culturally Relevant Pedagogy. Australian Journal of Teacher Education, v36 n12 p33-45 Dec. This paper reports on student teachers' experiences of an education program that was explicitly designed to be grounded in both Kaupapa Maori and mainstream pedagogy. This program started from the Kaupapa Maori view to be Maori as Maori. This was then supported by mainstream epistemology of New Zealand focused good teaching practice. A Kaupapa Maori approach was taken in this qualitative study that used participant driven spiral discourse. The paper suggests that this combined Kaupapa Maori and mainstream approach allowed these student teachers to find their place in education. Conclusions suggest that a culturally relevant pedagogy modeled as good teaching practice was needed for these student teachers to develop an understanding of not only how learning occurs but also how their teaching relates to learning. (Contains 1 figure and 2 footnotes.)… [PDF]

Kulhankova, Jana (2011). Revitalization of Indigenous Culture in Child Care Centre. Qualitative Report, v16 n2 p464-481 Mar. In this study, I address contemporary ways of looking after children and care giving roles women play in today's Aboriginal community in Brisbane, Australia. Data were collected through participant observation and interviews during field work in a family care centre managed by Indigenous women with the staff and their clients. My main contribution is in describing how various activities of the centre, such as parental programmes, women's gatherings, and rites of passage reflect the traditional models of child care and women's position in the family environment and how these models are perpetuated again in the modern urban environment. Furthermore, I present the implications for the contemporary Aboriginal community's understanding of their current culture as dynamic and open to change. (Contains 4 footnotes.)… [PDF]

Fee, Julie; Fee, Richard; Stoicovy, Catherine Eileen (2012). Culturally Responsive Instruction Leaves No Child Behind: The Story of Juan, a Pacific Island Special Needs Student. International Journal of Multicultural Education, v14 n1. The purpose of this qualitative case study is to explore the use of retelling as a culturally responsive literacy strategy for Juan, a Pacific Island (Chamorro) special needs student on the island of Guam. Data were collected from the following sources: (1) participant-observation (2) fieldnotes (3) audiotaped recordings of students' oral retellings (4) audiotaped interviews with students (5) audiotaped interviews with classroom teacher, and (6) samples of students' written retellings. Results of the study suggest that retelling helps to bridge the dissonance between home and the school. Retelling, congruent with the Chamorro tradition of storytelling, is a natural way of learning for Chamorro students. Moreover, retelling in a small group setting is compatible with "inafa'maolek," a core value of Chamorro culture that means helping each other in an agreeable fashion. Based on Juan's productive academic performance and appropriate behavior during the retelling sessions, the… [PDF]

Barros, Jessica M. (2012). "Koladeras", Literacy Educators of the Cape Verdean Diaspora: A Cape Verdean African Centered Call and Response Methodology. Community Literacy Journal, v6 n2 p97-113. "Koladeras" are women who use call and response in impromptu songs that may contain proverbs, stories about the community, their life experiences, and who and what they see in their world from their own perspective. Via qualitative methods of (auto)ethnography, personal and life story narratives, and interviews, I look at how "koladeras'" as literacy educators of multiple generations of Cape Verdeans. I identify African centered koladera literacies and discuss how have been passed down and taken different forms from generation to generation and next and argue for inclusion of these literacies in academia. More specifically, I argue that "koladeras" are literacy educators who have taught generations of Cape Verdeans how African centered Cape Verdean literacies challenge narrow, racist, classist, and sexist notions of literacy…. [Direct]

Kuzeljevic, Boris; Lee, Andrew S.; Panagiotopoulos, Constadina; Ronsley, Rebecca (2013). Healthy Buddies[TM] Reduces Body Mass Index Z-Score and Waist Circumference in Aboriginal Children Living in Remote Coastal Communities. Journal of School Health, v83 n9 p605-613 Sep. Background: Aboriginal children are at increased risk for obesity and type 2 diabetes. Healthy Buddies [TM]-First Nations (HB) is a curriculum-based, peer-led program promoting healthy eating, physical activity, and self-esteem. Methods: Although originally designed as a pilot pre-/post-analysis of 3 remote Aboriginal schools that requested and received HB training, one school did not implement the program and was used as a control group. Outcomes included changes in body mass index z-score (zBMI), waist circumference (WC), blood pressure (BP), self-esteem, health behavior, and knowledge over 1 school year in kindergarten to grade 12 children. Results: There was a significant decrease in zBMI (1.10 to 1.04, p=0.028) and WC (77.1 to 75.0 cm, p less than 0.0001) in the HB group (N=118) compared with an increase in zBMI (1.14 to 1.23, p=0.046) and a minimal WC change in the control group (N=61). Prevalence of elevated BP did not change in the HB group, but increased from 16.7% to 31.7%… [Direct]

Pietik√§inen, Sari; Pitk√§nen-Huhta, Anne (2013). Multimodal Literacy Practices in the Indigenous S√°mi Classroom: Children Navigating in a Complex Multilingual Setting. Journal of Language, Identity, and Education, v12 n4 p230-247. This article explores multimodal literacy practices in a transforming multilingual context of an indigenous and endangered S√°mi language classroom. Looking at literacy practices as embedded in a complex and shifting terrain of language ideologies, language norms, and individual experiences and attitudes, we examined how multilingual S√°mi children navigate and appropriate meaning-making resources available for them while designing their own picture books. We adopted a discourse ethnographic approach to analyse these multimodal picture books and found three different but interrelated orientations to the making of the books, each organising and valuing multimodal resources in his or her own way. We conclude with a discussion of the value of repetition and creativity in multimodal literacy practices in a changing multilingual minority language context…. [Direct]

Janet Scull; Patricia Bremner (2013). From Conversation to Oral Composition: Supporting Indigenous Students' Language for Literacy. Babel, v48 n1 p20-29. The development of oral language and specifically increased control over literate discourse is critical to students' ability to create and comprehend texts in the early years of schooling and beyond. For students with home languages that differ from the forms of language used in school, the development of oral language through carefully designed teacher-student interactions has particular importance in assisting students to access literacy skills and to display the knowledge required for learning in educational settings. This paper reports a study of two teachers providing an early literacy intervention to two Indigenous students and the techniques used in conversational interactions to scaffold oral language and to compose texts for writing. The conversations are closely analysed to reveal patterns in teacher talk that support students' appropriation of literate discourse. The findings indicate that careful attention to students' utterances and the contingent scaffolding of language… [Direct] [Direct]

Miller, Jodie; Warren, Elizabeth (2013). Young Australian Indigenous Students' Effective Engagement in Mathematics: The Role of Language, Patterns, and Structure. Mathematics Education Research Journal, v25 n1 p151-171 Mar. This paper explores the outcomes of the first year of the implementation of a mathematics program ("Representations, oral language and engagement in Mathematics": RoleM) which is framed upon research relating to effectively supporting young Indigenous students' learning. The sample comprised 230 Indigenous students (average age 5.76 years) from 15 schools located across Queensland. The pre-test and post-test results from purposely developed language and mathematics tests indicate that young Indigenous Australian students are very capable learners of mathematics. The results of a multiple regression analysis denoted that their ability to ascertain the structure of patterns and to understand mathematical language were both strong predictors of their success in mathematics, with the latter making the larger contribution…. [Direct]

Wilson, J. L. J. (2010). An Experiment in Method. Australian Journal of Adult Learning, v50 n3 p597-608 Nov. A one week's school for training in the work of Co-operatives for Aborigines was held at "Tranby" by the Australian Board of Missions in February this year, organized by the Rev. Alfred Clint. It was the third successive year in which such a school was held. As in former years it consisted of two courses for two groups–one for aborigines, the other for European teachers, administrators and missionaries working in aboriginal settlements. The main part of the course dealt with the principles and practices of native Co-ops and experiences with them in the Pacific, Australia and elsewhere. The author had been asked to give one lecture to the European group in 1960, on "modern techniques in adult education", and feeling this was quite inappropriate, had applied the method described in this article to an aspect of their work. This had resulted in her being asked to take three sessions and try the same method with the aborigine group at the school, as well as one… [PDF]

Rata, Elizabeth (2010). Localising Neoliberalism: Indigenist Brokerage in the New Zealand University. Globalisation, Societies and Education, v8 n4 p527-542 Nov. The examination of indigenist interests in the New Zealand university is framed by a theoretical understanding of indigeneity as a strategy in regulating social organisation and resource management in neoliberal global capitalism. Three stages of the brokerage of indigenist interests are identified. These are: the production and representation of indigenous knowledge; the use of Treaty of Waitangi partnership and principles to connect the tribe and the university; and the use of specific policies and practices to put the Treaty principles into operation. Studies of the penetration of Treaty compliance into everyday university operations, exemplified in the analysis of indigenous knowledge discourse and university policy documents, are used to demonstrate the brokerage of indigenist interests and the tensions that result from that brokerage. (Contains 1 note.)… [Direct]