Barfield, Susan C.; Uzarski, Joelle (2009). Integrating Indigenous Cultures into English Language Teaching. English Teaching Forum, v47 n1 p2-9. One of the most important components of a culture is its language. With language, people not only expeditiously communicate; they also express their values, beliefs, and world views. When a language becomes extinct, a part of the cultural patrimony of humanity is lost. For linguists, this also means the loss of an opportunity for a better understanding of the manifestation of the human faculty of language. In this article, the authors discuss the preservation of cultures through English language teaching and provide practical teaching ideas in which English as a foreign language (EFL) teachers can integrate indigenous artifacts and cultural components into their classes…. [PDF]

(2014). SCSEEC Successful School Attendance Strategies Evidence-Based Project: Literature Review. Australian Institute of Health and Welfare Governments, schools, and communities throughout Australia are working to improve school attendance among Aboriginal and Torres Strait Islander students using numerous strategies. Currently, however, little is known about the effectiveness of these strategies and the key factors which underpin programs and strategies which are successful. This report forms a key element of a larger project (the Standing Council on School Education and Early Childhood (SCSEEC) Successful School Attendance Strategies Evidence-based Project) designed to fill the current gap in the evidence by bringing together published data on effectiveness with the on-the-ground experiences of schools and communities who have been successful in improving the attendance of their Aboriginal and Torres Strait Islander students. Reviewing literature from Australia and internationally, this report has found evidence for the effectiveness of 9 types of strategies for improving school attendance: (1) engagement programs,… [Direct]

Burgess, Cathie; Cavanagh, Pat (2012). Real Stories, Extraordinary People: Preliminary Findings from an Aboriginal Community-Controlled Cultural Immersion Program for Local Teachers. Australian Association for Research in Education (NJ1), Paper presented at the Joint Australian Association for Research in Education and Asia-Pacific Educational Research Association Conference (AARE-APERA 2012) World Education Research Association (WERA) Focal Meeting (Sydney, New South Wales, Australia, Dec 2-6, 2012). This paper reports on effective strategies for developing the cultural competence of teachers involved in Aboriginal education and presents the preliminary findings of a review into the Connecting to Country Program (CTC), a joint venture of the NSW Aboriginal Education Consultative Group (AECG) and the NSW Department of Education and Communities (DEC). They suggest that the AECG three-day cultural immersion has a dramatic [PDF]

Donaldson, Moni (2012). Despairing the Disparity: What Can We Do to Help?. Kairaranga, v13 n2 p49-54. This article is a position paper, based on, and supported by, the extensive literature on the topic of Maori underachievement in education in Aotearoa/New Zealand. It places emphasis on what underachieving Maori students need to reach their full potential and ways in which educationalists can assist. I am of mixed heritage raised amongst three world views–Dalmatian, Maori and Pakeha. I have been fortunate in being exposed to a wide spectrum of environments and cultures, and therefore see, and am seen, through these associated lenses. My involvement in Aotearoa New Zealand education, as both teacher and student, has also provided me with the insight to learn and teach using both Pakeha and Maori approaches. I do not claim that the position I take in this paper is the accepted view of all on Maori underachievement; rather, it is the result of my personal experiences which is also backed by evidence from research literature. The paper argues that effective relationships between home… [PDF]

Cherubini, Lorenzo (2011). Using Multiculturalism as a "New Way of Seeing the World": Ontario Aboriginal Educational Policy According to Foucault. International Journal of Multicultural Education, v13 n2. By considering the "Ontario First Nation, M√©tis, and Inuit Policy Framework" (2007) from a Foucauldian perspective, this paper presents a policy discourse of knowledge, power, and identity from a multicultural education framework. Through Foucauldian theoretical perspectives, the paper creates alternate possibilities in confronting the ways to understand public educational policy–considered the purpose of multicultural education. It invites teachers, administrators, district leaders, and policy makers to consider how educational policy in one Canadian province strategically situates Aboriginal peoples in a historical context, exercises Foucauldian notions of power and care, and potentially endorses the subjectification of Aboriginal peoples through recommendations of self-identification practices…. [PDF]

Joseph, Dawn (2011). Zebra Crossing: Walking in Two Continents Sharing and Celebrating Difference through Music. Intercultural Education, v22 n6 p487-494. I use the metaphor "zebra crossing" in my reflective narrative to describe my plight and struggle as a non-white person growing up and working in Johannesburg, South Africa, during the apartheid era. This article considers and compares the notions of culture, diversity and identity as I now work in a tertiary institution in Melbourne, Australia. I reflect on my teaching of African music and position myself as "the other" at "zebra crossings", as I create a space in multicultural Australia. By engaging in meaningful dialogue with music and culture, I contend, we do have opportunity to explore, experience and express music making and sharing globally. The inclusion and embracing of non-western music can serve as a dais for understanding and celebrating cultural difference not as distant experiences but as integral aspects of our daily lives…. [Direct]

(2012). Education Funding: A Brief to the Select Standing Committee on Finance and Government Services from the British Columbia Teachers' Federation. British Columbia Teachers' Federation Students in British Columbia are being shortchanged in comparison to students elsewhere in Canada. The teachers of BC are urgently appealing to the Select Standing Committee on Finance and Government Services to recommend to government sufficient increases in education funding to reverse this situation and provide more educational services to BC students. The British Columbia Teachers' Federation (BCTF) researchers believe these services are vitally important to the students in school now and to the social and economic health of the province in the longer term. In this brief, they will identify how the situation in BC compares to other provinces, and why the government should, as a start, adopt a plan to bring BC's education funding and services up to at the very least the average in Canada. BC is below the Canadian average in improvements to education funding. This is a situation that should not exist in a province endowed with such natural wealth and human potential. Appended are:… [PDF]

Burnett, Greg (2012). Research Paradigm Choices Made by Postgraduate Students with Pacific Education Research Interests in New Zealand. Higher Education Research and Development, v31 n4 p479-492. This paper explores the nature of postgraduate research in the broad area of Pacific education completed in New Zealand universities. First, a number of basic trends are identified in terms of institutional affiliation, area of educational research, MA and PhD balance, growth over time, national/ethnic focus and the expected beneficiaries of the research. Secondly, and more significantly, trends in the theorisation of Pacific postgraduate education research are identified using a positivist-interpetivist-emancipationist-deconstructivist paradigm typology as a basis for analysis, in particular the degree to which the latter two research perspectives have been embraced. It is argued that research done within emancipationist and deconstructionist paradigms has the most socially transformative potential. The completion of socially transformative educational research is significant given increasing calls from within Pacific communities to decolonise and re-indigenise both educational… [Direct]

Hope, Samuel (2010). Creativity, Content, and Policy. Arts Education Policy Review, v111 n2 p39-47. Creativity, content, and policy have multiple relationships. Creativity and disciplinary content are inextricably linked. In dealing with creativity, the first education policy choice is whether to recognize and act on that fact. Care is needed in using the term \creativity\ in advocacy contexts, lest the relationship between creativity and content become obscured or forgotten altogether. Creativity is central to the arts, and thus arts education is a natural curricular place to develop creativity. However, the development of creative potential requires work over time. Creativity development in all fields requires serious sustained study and practice with certain goals in mind. Other kinds of study may be valuable, but they will not develop creativity. If we want to develop creative potential in schools, we must want the necessary structures and means for its development as much as we want the results. A number of major adjustments are required. Necessary means include the provision… [Direct]

Diemer, Matthew A.; Ortega, Lilyana (2010). Social Inclusion and Critical Consciousness in Australia. Australian Journal of Career Development, v19 n1 p13-17 Aut. Australia's Indigenous population is excluded from a range of opportunities, experiences and amenities that facilitate wellbeing, self-determination and social inclusion. This social exclusion constrains the career development and occupational attainment of Indigenous youth, which represent key routes to societal inclusion. Critical consciousness–the awareness of socio-political inequality and motivation to participate in social action to change social structures and practices that foster social exclusion–is examined here as a precursor to social inclusion for Indigenous Australian youth. Critical consciousness appears to facilitate the career development and occupational attainment of socially excluded youth and augment career interventions for socially excluded people in North America. Given similarities in the social structures and practices that foster social exclusion in North America and Australia, critical consciousness may augment Australian educational policy and practice,… [Direct]

Rapiman, Daniel Quilaqueo (2011). Origins of the Discrimination Perceived by Mapuches in Chile Based on an Evaluation of Kimeltuwun. Journal of American Indian Education, v50 n2 p65-83. The aim of this article is to examine the origin of perceived discrimination as it appears in the discourse of Mapuches living in Temuco and Santiago, and how that discourse is related to the evaluation of "kimeltuwun" (educational knowledge). A qualitative design was used to survey Mapuche emigrants to these two urban centers, where most of them are concentrated. The sample used for the evaluation of educational knowledge was a group of "kimches" (Mapuche sages who are the holders of educational knowledge) from communities of the Araucania region. Open coding of grounded theory was used in combination with a field analysis to discover the most significant concepts of perceived discrimination and how this relates to Mapuche educational knowledge. The outcome is a set of topics for understanding discrimination against Indigenous people from a conceptual framework revealed in relation to their educational knowledge…. [Direct]

Dooley, Karen; Luke, Allan; Woods, Annette (2011). Comprehension as Social and Intellectual Practice: Rebuilding Curriculum in Low Socioeconomic and Cultural Minority Schools. Theory Into Practice, v50 n2 p157-164. This article reframes the concept of comprehension as a social and intellectual practice. It reviews current approaches to reading instruction for linguistically and culturally diverse, indigenous and low socioeconomic students (SES), noting an emphasis on comprehension as autonomous skills. The four resources model (Freebody & Luke, 1990) is used to make the case for integrating comprehension instruction with an emphasis on student cultural and community knowledge, and substantive intellectual and sociocultural content in elementary school curricula. Illustrations are drawn from our research on literacy in a low SES primary school…. [Direct]

Chhina, Gagun S.; Godolphin, William J.; Kline, Cathy C.; Towle, Angela (2013). Community as Teacher Model: Health Profession Students Learn Cultural Safety from an Aboriginal Community. Michigan Journal of Community Service Learning, v20 n1 p5-17 Fall. Communication between health care professionals and Aboriginal patients is complicated by cultural differences and the enduring effects of colonization. Health care providers need better training to meet the needs of Aboriginal patients and communities. We describe the development and outcomes of a community-driven service-learning program in which health professional students learn with, from, and about the community through brief immersion in summer camps put on by an Aboriginal agency to teach their own youth about their culture. Outcomes were assessed by semi-structured interviews with students and community members. Health profession students learn about important cultural differences, become more aware of their own values, beliefs and stereotypes, and consider ways to overcome communication barriers that interfere with developing trust with Aboriginal patients. These outcomes are retained long-term and influence relationships with patients in practice as well as career paths…. [PDF] [PDF]

Berryman, Mere; Bishop, Russell; Ladwig, James (2014). The Centrality of Relationships for Pedagogy: The "Whanaungatanga" Thesis. American Educational Research Journal, v51 n1 p184-214 Feb. "Te Kotahitanga" is a research and professional development project that seeks to reduce educational disparities between indigenous Maori students and their non-Maori peers in New Zealand secondary schools. While evidence of the impact of the project on teachers' practice and the associated gains made by Maori students has been published previously, in order for the work of "Te Kotahitanga" to contribute to the broader educational research community, its pedagogical premises require empirical verification. To do so, we must first establish the validity of the pedagogical data by addressing two questions: (a) To what degree can the data gathered in the collaborative processes of "Te Kotahitanga" be used as a measure of pedagogical quality? and (b) Do these data support the foundational hypothesis of the project, that "extended family" relationships, as understood by Maori people when using the Maori term, "whanaungatanga," are a… [Direct]

Doiron, Ashley; Lewthwaite, Brian; McMillan, Barbara; Owen, Thomas; Renaud, Robert (2014). Culturally Responsive Teaching in Yukon First Nation Settings: What Does It Look Like and What Is Its Influence?. Canadian Journal of Educational Administration and Policy, n155 p1-34 Apr. This study presents a pedagogical framework to inform culturally responsive teaching in a Yukon First Nations community. The paper describes the community-based processes used to develop the framework, and presents accounts from teachers who have used the framework to inform their teaching. Preliminary indications of the adjusted teaching practices' influence on student learning are presented, using qualitative data describing the changed teaching practices, and quantitative data specific to the changed practices' impact on student learning. Finally, the paper outlines the ongoing community-based research work in the Yukon context, with reference to the work's potential significance to the wider education community…. [PDF]

(2010). State of Learning in Canada: A Year in Review, 2009-2010. Canadian Council on Learning The 2009-2010 "State of Learning in Canada" provides the most current information on the Canadian learning landscape, contributing to a comprehensive understanding of how Canadians are faring as lifelong learners. As in previous "State of Learning" reports, this update reflects the Canadian Council on Learning's (CCL's) vision of learning as a lifelong process. CCL's research affirms time and again that the skills and knowledge that citizens bring to their families, their workplaces and their communities help determine a country's economic success and overall quality of life. This update takes a lifecourse approach, beginning with learning in the early childhood learning and school-based education through to the formal and informal learning of adults. Highlights from the recently released report on the "State of Aboriginal Learning in Canada: A Holistic Approach to Measuring Success" (2009), which introduced the first application of a comprehensive… [PDF]

(2010). State of Learning in Canada: A Year in Review, 2009-2010. Executive Summary. Canadian Council on Learning The 2009-2010 "State of Learning in Canada" provides the most current information on the Canadian learning landscape, contributing to a comprehensive understanding of how Canadians are faring as lifelong learners. As in previous "State of Learning" reports, this update reflects CCL's vision of learning as a lifelong process. CCL's research affirms time and again that the skills and knowledge that citizens bring to their families, their workplaces and their communities help determine a country's economic success and overall quality of life. This update takes a lifecourse approach, beginning with learning in the early childhood learning and school-based education through to the formal and informal learning of adults. Highlights from the recently released report on the "State of Aboriginal Learning in Canada: A Holistic Approach to Measuring Success" (2009), which introduced the first application of a comprehensive approach to measuring Aboriginal Learning… [PDF]

Conway, Katherine M. (2010). Educational Aspirations in an Urban Community College: Differences between Immigrant and Native Student Groups. Community College Review, v37 n3 p209-242. This study explored the educational aspirations of immigrant and native students in an urban community college. Using Burton Clark's cooling-out theory as a framework, the study looked at choices students make when applying to college and the extent to which students later change their aspirations. Immigrant students who were educated in United States high schools were more likely than other student groups to aspire to a 4-year degree and seek admission to a senior college rather than a community college. Logistic regression analysis revealed that most students did not change their majors over six semesters, although among those who did, students were more likely to be cooled out (i.e., they lowered their aspirations as indicated by a change from a transfer to a terminal program) than to shift from a terminal program to a transfer program. (Contains 1 figure and 8 tables.)… [Direct]

Gulson, Kalervo N.; Parkes, Robert J. (2009). In the Shadows of the Mission: Education Policy, Urban Space, and the "Colonial Present" in Sydney. Race, Ethnicity and Education, v12 n3 p267-280 Sep. This paper is concerned with enduring histories and micro-geographies of the (post)colonial Australian nation, played out through contemporary connections between Aboriginality, inner Sydney and educational policy change. This paper traces the "racialization" of space and place in the Sydney inner city suburb of Redfern, including the Aboriginal–"owned" residential area commonly known as the Block; it then outlines aspects of an educational policy change in inner Sydney, specifically the relationship of policy proposals to the positioning of Aboriginal people; and, last, focuses on connecting the notions of Aboriginality and space to educational policy change through Derek Gregory's idea of the "colonial present". It explores how the idea of the "colonial present" as "performance of space" might help to understand the racialisation of the inner city and education policy discourses. It concludes that the "colonial present"… [Direct]

Peters-Algie, Madeleine; Rau, Cheryl; Smorti, Sue (2013). Engaging Student Teachers in Sustainable Praxis in Aotearoa/New Zealand. Journal of Teacher Education for Sustainability, v15 n1 p5-14. This paper draws on the narratives of three teaching staff as they collaborate to transform student teachers' thinking and praxis about sustainability through a bicultural perspective that acknowledges indigenous and Western ideologies. It will discuss some of the experiences that the student teachers found to be transformational such as: whakapapa (our connectedness to all things, both living and non-living) and a mini action research project on the "rubbish" generated on their class days. The question the co-researchers pose: How is the [bicultural] conceptual framework visible in our teaching and learning about sustainability? Our findings suggest that student teachers become articulate and passionate about sustainability through engagement in activities that challenge the "taken-for- granted" everyday practices. As confidence and competence increases, student teachers can realise their potential to make significant curriculum changes as they work alongside… [PDF]

Akin-Little, Angeleque; Johansen, Anita; Little, Steven G. (2013). Bi-Cultural Aotearoa/New Zealand: Provision of Psychological Services to the Maori Population of Rural New Zealand: Combining Best Practice with Cultural Considerations. School Psychology International, v34 n4 p428-438 Aug. New Zealand is considered a bi-cultural country with both the majority European and the minority/indigenous Maori cultures are supposedly given equal weight within the psyche and policies of the country. In reality, however, individuals of Maori descent tend to be over-represented in negative socio-economic and educational dimensions. A higher percentage of Maori than Europeans live in rural areas which makes the provision of services to this segment of the population even more challenging. The New Zealand government has, however, recognized its obligations to Maori citizenry and has developed a number of initiatives in an attempt to better meet the needs of Maori students and to increase the number of Maori children achieving positive educational outcomes. This article summarizes initiatives currently in place and presents information concerning Maori educational achievement and progress that has been made to bring in Maori children to a level commensurate with rates of other… [Direct]

Baker, Jane S.; Barrett, Margaret S. (2012). Developing Learning Identities in and through Music: A Case Study of the Outcomes of a Music Programme in an Australian Juvenile Detention Centre. International Journal of Music Education, v30 n3 p244-259 Aug. The last decades have witnessed significant growth in music programmes targeted at various populations in detention, including those in male and female prisons and juvenile detention centres. The aspirations of such programmes have included a concern to improve detainees' mental and physical health and well-being, develop pro-social behaviours that assist in rehabilitation into the community and diminish the incidence of recidivism. In Australia there is an upward trend in the number of young people in detention. The population is overwhelmingly male, disproportionately indigenous, and largely aged between 15 and 17 years. The Australian Children's Music Foundation (ACMF) has implemented a number of music programmes in juvenile detention centres as a means to assist young people to develop their sense of self-worth, build skills in self-discipline and communication, foster resilience, and re-engage with life and the community. This qualitative case study identifies and documents… [Direct]

Vanassche, Eline; Vandenabeele, Joke; Wildemeersch, Danny (2011). Stories of/on Citizenship Education: A Case of Participatory Planning. International Journal of Lifelong Education, v30 n2 p171-185 Mar. In this article we elaborate a case where citizens were encouraged to discuss an environmental policy plan within seven focus groups. In line with this experience, we raise two questions about the deliberation process we tried to support. First, how to understand the importance of narratives as sources of civic learning? Second, how can a narrative understanding of civic education challenge current practices of citizen participation? Our answers to these questions are grounded both in the practical context of the seven focus groups and in a more theoretical endeavour to understand policy planning as a particular educational practice for citizens. (Contains 2 tables.)… [Direct]

Billington, Rosey; Wigglesworth, Gillian (2013). Teaching Creole-Speaking Children: Issues, Concerns and Resolutions for the Classroom. Australian Review of Applied Linguistics, v36 n3 p234-249. There are now significant numbers of children who speak a language other than English when they enter the formal school system in Australia. Many of these children come from a language background that is entirely different from the school language. Many Indigenous children, however, come from creole-speaking backgrounds where their home language may share features with the school language whilst remaining substantially different in other ways. What often makes this situation more challenging is the tendency to view creole, rather than as a different language, as a kind of deficient version of the standard language. Children entering the school system with a creole thus often encounter considerable difficulties. In addition, teachers who are not trained in teaching creole-speaking children may not recognise these difficulties. This paper explores some of these issues in the Australian context with reference to home languages such as Kriol and Torres Strait Creole (TSC) as well as… [Direct]

Bresette, Nora; Chalmers, Darlene; Dell, Colleen Anne; Hopkins, Carol; Rankin, Deb; Swain, Sue (2011). A Healing Space: The Experiences of First Nations and Inuit Youth with Equine-Assisted Learning (EAL). Child & Youth Care Forum, v40 n4 p319-336 Aug. The Nimkee NupiGawagan Healing Centre (NNHC) in Muncey, ON provides residential treatment to First Nations and Inuit youth who abuse solvents. As a complement to its culture-based programming, in 2008 the centre began offering weekly equine-assisted learning (EAL) curriculum to its clients in partnership with the Keystone Equine Centre and the Lambton Equine Assisted Learning Centre. This study explores the potential benefit of the EAL program on youths' healing. We conducted 15 interviews with two intakes of male and female EAL program participants and 6 NNHC and EAL staff, reviewed EAL facilitator and NNHC staff reflections and participants' EAL journals, and observed the EAL program. It was concluded that youths' healing was aided through the availability of a culturally-relevant space; from within an Aboriginal worldview this understanding of space is central to individual and communal well-being. This was conveyed in three key themes that emerged from the data: spiritual… [Direct]

Fitzgerald, Tanya (2010). Spaces In-Between: Indigenous Women Leaders Speak Back to Dominant Discourses and Practices in Educational Leadership. International Journal of Leadership in Education, v13 n1 p93-105 Jan. My intention in this article is not to solely "talk up" or "talk back" to troubling dominant discourses about, and practices in, educational leadership, but to authenticate and legitimate Indigenous women's voices through theorising their leadership realities and by situating such knowledge in the cultural spaces that they occupy. Accordingly, this article leads with the voices of Indigenous women that shape the theoretical discussion. Finally, I offer alternative ways of seeing the relationship between community, schools and leaders from Indigenous perspectives. (Contains 1 table and 1 note.)… [Direct]

Hellawell, Marisa; Rosado, Luis A.; Zamora, Ezequiel Benedicto (2011). An Analysis of the Education Systems in Mexico and the United States from Pre-Kinder to 12 Grade. Online Submission This article provides an overview of the public school system in Mexico from early childhood to high school, and compares it with the American education system. It also identifies educational terminology and concepts unique to the Mexican system that can become possible sources of conflict and confusion for American educators. (Contains 7 endnotes and 3 tables.)… [PDF]

Riding In, Leslie D. (2010). On Their Own: How Thirty-One Tribal Colleges Address Five Educational Concepts. ProQuest LLC, Ph.D. Dissertation, University of North Texas. This qualitative research, specifically a content analysis of 31 tribal colleges' mission statements and curricula, examined how the colleges' curricula aligned with the five educational concepts suggested in the colleges' mission statements. Cajete's (1994) seven foundations to indigenous thinking proved to be a major theoretical framework which provided a worldview for tribal learning. The study concluded that whereas the five educational concepts aligned between mission statements and curricula, the curricula emphasized culture, tribal community, and academic success at a greater level than mission statements indicated. Further, tribal colleges' curricula did not emphasize economic concepts as the mission statements indicated. A particular finding suggests that tribal colleges' are investing in environmental studies programs, thus increasing their intellectual capacity to protect their environmental interests while promoting indigenous thinking and community learning across all… [Direct]

Cunliffe, Leslie (2010). Representing and Practising Meaningful Differences in a Well-Structured but Complex Art Curriculum. Journal of Curriculum Studies, v42 n6 p727-750. This paper conceptualizes the secondary art curriculum as a well-structured but complex knowledge-domain, with the aim of emphasizing meaningful differences in the way creative grammar operates in the following gatherings of art practices: Pre-historic and non-European cultures; Ancient and European cultures before c. 1800; Romantic and Modern culture from c.1800 to c.1950; and Late-and Post-modern culture from c.1950 onwards. The gatherings are further differentiated into pre-modern practices of "Gemeinschaft" (community) and modern forms of "Gesellschaft" (association). Practices of "Gemeinschaft" use the creative grammar of accretion and the grammar of omission to emphasize meaningful differences. The earlier phase of "Gesellschaft" inherits the grammar of accretion and omission from Gemeinschaft in the attempt to sustain the expression of meaningful differences. The late- and post-modern phase of Gesellschaft adopts a nihilistic creative… [Direct]

Asabere-Ameyaw, Akwasi; Raheem, Kolawole; Sefa Dei, George J. (2009). Examination of Traditional Medicine and Herbal Pharmacology and the Implications for Teaching and Education: A Ghanaian Case Study. Alberta Journal of Educational Research, v55 n3 p298-318 Fall. This article presents the preliminary findings of a pilot study of the practice, uses, and effectiveness of traditional medicine in Ghana. Based on in-depth interviews with local key practitioners and users of traditional medicine, the article points to some of the educational significance of local cultural knowledge on the environment and the relevance of such knowledge for science education in Ghana. In the discussion the authors briefly highlight general themes relating to local understandings of traditional medicine, the distinctions between traditional and plant medicine, contestations between traditional medicine and orthodox medicine, local conceptions of health and a healthy individual, the economics of health, and the lessons of science and public education. Although the findings of the study are preliminary, the article argues that much is to be gained for educational purposes through the critical study of traditional medicine, particularly in terms of the promotion of… [Direct]