Creed, Douglas; Jones, Deborah (2011). Your Basket and My Basket: Teaching and Learning about "Maori-Pakeha" Bicultural Organizing. Journal of Management Education, v35 n1 p84-101 Feb. A commitment to partnership between indigenous "Maori" and the nonindigenous "Pakeha" provides a process for bicultural organizing in Aotearoa New Zealand. The authors introduce this partnership process to provide perspectives for teaching and learning about "closer encounters" between indigenous and nonindigenous people. The bicultural model the authors present derives from a specific response to a history of colonization, in which the Treaty of Waitangi (1840) is central. Forms of biculturalism derived from this treaty seek to share governance and to include both indigenous and nonindigenous cultural practices and knowledges. It is shown how material about indigenous peoples and their relationships with others can be written into the management curriculum by presenting examples of bicultural organizing. A theoretical framework is proposed, which analyses organizations in terms of "race relations played out in power struggles" and which uses… [Direct]

(2017). Tribal Education Status Report for School Year 2016-2017. New Mexico Public Education Department In compliance with the Indian Education Act (NMSA1976 Section 22), the purpose of the Tribal Education Status Report (TESR) is to inform stakeholders of the New Mexico Public Education Department's (PED) current initiatives specific to American Indian students and their educational progress. This report examines both the current conditions and recent trends in the education of New Mexico's American Indian students and provides action steps to strengthen existing programs or propose new activities to yield a positive outcome for American Indian students. Data for the 12 reporting areas for 2016-2017 was gathered from the 23 school districts and 6 charters that serve a significant population of American Indian students or have tribal lands located within their school boundaries. The numbers for Native American students are generally improved. Data indicates that New Mexico's American Indian students made slight gains in their proficiencies for math, a slight decrease in reading and… [PDF]

Gale, Mary-Anne (2011). Rekindling Warm Embers: Teaching Aboriginal Languages in the Tertiary Sector. Australian Review of Applied Linguistics, v34 n3 p280-296. This paper reviews the teaching of Aboriginal languages in the tertiary sector of Australia, looking at the stronger languages taught in the university sector versus those languages under revival that tend to be taught in the TAFE sector. The paper summarises the status of courses offered state by state, and sets the scene with some historical background. The metaphor of "rekindling warm embers" is used to describe revival programs, with a focus on the Ngarrindjeri experience in South Australia. The point is made that language teaching programs require the involvement and support of Elders, whether taught in the TAFE or university sector. (Contains 22 endnotes.)… [Direct]

Francois, Karen; Pinxten, Rik (2011). Politics in an Indian Canyon? Some Thoughts on the Implications of Ethnomathematics. Educational Studies in Mathematics, v78 n2 p261-273 Nov. Working with Navajo Indian informants in Arizona, USA we became aware of the capabilities of children and adults to find their way in vast and clearly "chaotic" canyons. One thing we did was describe what people actually did and said about their ways to find the way back home in such contexts. A second one was to use these data in order to build a curriculum book for a bicultural school on the Navajo reservation. We start from this example to ask what the political choices are, which we confront when working with such material: how much mathematics (or is it Mathematics) is needed in daily life? And what mathematics should we promote or develop, without becoming colonialist again? In Section 2, we discuss the meaning and the status of ethnomathematics, proposing that it would be the generic category which allows for a more systematic and comparative study of the whole domain of mathematical practices. In Section 3, we introduce the concept of multimathemacy (after… [Direct]

Chenault, Venida S. (2008). Three Sisters: Lessons of Traditional Story Honored in Assessment and Accreditation. Tribal College Journal of American Indian Higher Education, v19 n4 p14-16 Sum. The three sisters story is shared across many tribes. It explains the practice of planting corn, beans, and squash together. The corn stalks provide support for the bean vines; the beans provide nitrogen for the corn; and the squash prevents weed growth between the mounds. Such stories explain not only the science of agricultural methods in tribal peoples' planting practices; they provide lessons about sacrifices made to meet the people's needs, the importance of reciprocal relationships, and the values that nurture the growth of products. This article describes the relevance of such teachings to the work of assessment, accreditation, and service without suggesting that assessment, accreditation, and service rise to the level of origin or creation stories. Instead this analogy implies that activities related to assessment, accreditation, and service are not new, but are concepts are well understood by tribal peoples. Assessment enables them to determine whether the seeds they plant… [Direct]

Moore, Jane (2013). They Throw Spears: Reconciliation through Music. International Education Journal: Comparative Perspectives, v12 n1 p146-160. "They throw Spears" was written as part of the research for my PhD at the University of Sydney. The study was conducted in two primary schools: one in a remote area in the Northern Territory (NT) and one in an urban setting in Tasmania. It was conducted in 2009 and investigated Indigenous and non-Indigenous student, non-Indigenous teacher, non- Indigenous principal and Indigenous Teaching Assistant attitudes towards Reconciliation. The theories of Lev Vygotsky and Kieren Egan and the writing of Karen Martin informed the study. The article focuses on the importance of the contribution of the two Indigenous Teaching Assistants involved in the research and explores their role in its success. It concentrates on Marlene Primary School in Katherine in the Northern Territory. At the time that the research was conducted, the school population was over 90% students Indigenous. I used an arts-informed research methodology and the writing includes narratives written in the first… [PDF]

(2010). Maths in the Kimberley Project: Evaluating the Pedagogical Model. Mathematics Education Research Group of Australasia, Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Jul 3-7, 2010). The Mathematics in the Kimberley Project is a three-year research and development project that focuses on mathematical pedagogy in remote Aboriginal community schools. The research team has regularly reported on the project at MERGA (Mathematics Education Research Group of Australasia) conferences, and in this symposium the participants evaluate the pedagogical model that underpins the project. After two years of the project, the data indicate that some aspects of the pedagogical model have been successful, but other aspects have not been particularly fruitful and still require greater thought, research and development. The papers included in this symposium are: (1) The Maths in the Kimberley Project: An Overview (Richard Niesche, Peter Grootenboer, Robyn Jorgensen and Peter Sullivan); (2) Effective Features of the Maths in the Kimberley Inclusive Pedagogy Model (Peter Grootenboer); and (3) Group Work, Language and Interaction: Challenges of Implementation in Aboriginal Contexts… [PDF]

Jackson, Edward T. (2010). University Capital, Community Engagement, and Continuing Education: Blending Professional Development and Social Change. Canadian Journal of University Continuing Education, v36 n2 Fall. Extending the dialogue on community engagement, this article examines the potential of a new programming area for university continuing education (UCE) that blends professional development and social change: the investment of university capital in community projects. Increasing interest in applying social and environmental, as well as financial, criteria to the investment of university capital assets has been paralleled by the growth and diversity of community-university engagement across Canada. New social-finance instruments can be used to expand affordable housing, social infrastructure, renewable energy, and Aboriginal economic development. This article suggests that UCE units consider combining professional development programs with research and incubation partnerships in this emerging area. Participants in such activities could include university administrators, fund trustees, investment professionals, union leaders, civic leaders, and community activists. (Contains 1 table.)… [Direct]

Ajagbe, Enitan; Olatokun, Wole Michael (2010). Analyzing Traditional Medical Practitioners' Information-Seeking Behaviour Using Taylor's Information-Use Environment Model. Journal of Librarianship and Information Science, v42 n2 p122-135. This survey-based study examined the information-seeking behaviour of traditional medical practitioners using Taylor's information use model. Respondents comprised all 160 traditional medical practitioners that treat sickle cell anaemia. Data were collected using an interviewer-administered, structured questionnaire. Frequency and percentage distributions were employed for data analysis using the Statistical Package for the Social Sciences (SPSS) software. Analysis revealed that traditional medical practice in the study area was male dominated and the majority of the traditional medical practitioners seek information primarily from informal sources, particularly from colleagues within the same professional association. Knowledge of traditional medical practice was revealed to be orally preserved. The low level of education of the traditional medical practitioners denied them access to knowledge that could improve and make their services in the treatment/management of sickle cell… [Direct]

Jackson-Barrett, Elizabeth; Price, Anne (2009). Developing an Early Childhood Teacher Workforce Development Strategy for Rural and Remote Communities. Australian Journal of Teacher Education, v34 n6 p41-51 Dec. The North West Early Childhood and Primary Teacher Workforce Development Strategy offers students in the Pilbara and Kimberley the opportunity to enrol in a Western Australian University's fully accredited Bachelor of Education (Early Childhood and Primary) part time and externally–so they can continue to live and work in their communities. The Western Australian Department of Education and Training (WA DET) and the Commonwealth Government Department of Education, Employment and Workplace Relations (DEEWR) have funded the project, enabling the University to provide mentoring support and provision for Recognition of Prior Learning, on a case-by-case basis, depending on their individual experience and levels of skill. On completion of the course students will be fully qualified to teach from Kindergarten to Year 7. Added to this they will be able to bring their own knowledge of their unique communities, languages and cultures to their teaching…. [PDF]

Berryman, Mere; Bishop, Russell; Clapham, Sandra; Peter, Mira; Wearmouth, Janice (2012). Professional Development, Changes in Teacher Practice and Improvements in Indigenous Students' Educational Performance: A Case Study from New Zealand. Teaching and Teacher Education: An International Journal of Research and Studies, v28 n5 p694-705 Jul. This paper considers the relationship between a professional development programme designed to bring about changes in teacher practice through iterative cycles of implementation and evaluation and associated changes in Indigenous students' educational performance. The paper does this by documenting the outcomes of the implementation of the Te Kotahitanga research and development project between 2007 and 2009 in schools in the third and fourth phases of the project. Evidence shows that the professional development programme of Te Kotahitanga has been implemented consistently in Phase 3 schools since 2004 and in Phase 4 schools since 2007. Changes in teacher practice and associated improvements in Maori student outcomes were seen in Phase 3 schools between 2004 and 2006. The first question is, therefore, have these changes been maintained during the period 2007-9, that is, during the fourth to seventh years of the project's implementation in these schools. If so, then what implications… [Direct]

Fahy, Patrick J.; Steel, Nancy (2011). Attracting, Preparing, and Retaining Under-Represented Populations in Rural and Remote Alberta-North Communities. International Review of Research in Open and Distance Learning, v12 n4 p35-53 May. For several years, the government of the western Canadian province of Alberta has drafted policies and conducted research on the problem of populations under-represented in adult education. This Alberta-North and Athabasca University study, funded by the Alberta government's Innovation Fund, uses the advice and educational experiences of northern former and present students, and of other community members, to identify ways of better attracting, preparing, and retaining under-represented populations in northern Alberta communities through provision and training in the use of distance delivery methods. The research reported here commences with a review of the literature to investigate the following: 1) the contribution distance education makes globally to learning access in remote areas (and resulting economic growth for under-served populations); 2) how support is provided to retain isolated students; and 3) the help needed to assist remote students to complete distance programs…. [PDF] [Direct]

Craft, Calli B.; MacKay, Leslie D.; McIntosh, Kent (2013). Perceived Cultural Responsiveness and Effectiveness of a Speech and Language Program for Indigenous Preschool Students. Multicultural Learning and Teaching, v8 n1 p47-64 Jun. Despite an increasing need for culturally relevant curricula, what is considered culturally responsive and how it is assessed is under-researched. The present study examined the perceived cultural responsiveness and effectiveness of an early intervention program designed to teach early language skills and expose students to Indigenous culture, the Moe the Mouse Æ Speech, and Language Development Program. Educator's perceptions of the program were assessed through a Likert-type survey provided to implementers across British Columbia. The survey was completed by 58 respondents using the program. Results indicated that the respondents perceived the program to be culturally responsive, and their perceptions of cultural responsiveness were significantly related to ratings of effectiveness, use, and social validity. Responsiveness was not rated as highly by respondents in a different geographic region than where the program was developed. Finally, effectiveness in improving speech and… [Direct]

Corcoran, Peter Blaze; Koshy, Kanayathu Chacko (2010). The Pacific Way: Sustainability in Higher Education in the South Pacific Island Nations. International Journal of Sustainability in Higher Education, v11 n2 p130-140. Purpose: The purpose of this paper is to create an area profile of significant activity and possibility in higher education for sustainable development (ESD) in the island nations of the South Pacific Ocean. Design/methodology/approach: This is a descriptive research paper on philosophy, policy, and practice according to a methodology of categorical analysis by developments, challenges, and prospects. The focus is on higher education institutions, particularly the University of the South Pacific, the regional university of 12 Island nations in Oceania. The developments and prospects are contextualized, however, in the larger regional Pacific Education for Sustainable Development Framework and the Action Plan for Sustainable Development in the Pacific Islands 2008-2014. Academic programs, policy statements, and education projects are analyzed. Findings: South Pacific universities possess rich missions that valorize traditional knowledge and culture. The region also has a sophisticated… [Direct]

Cutter-Mackenzie, Amy; Payne, Phillip G.; Reid, Alan (2010). Openings for Researching Environment and Place in Children's Literature: Ecologies, Potentials, Realities and Challenges. Environmental Education Research, v16 n3-4 p429-461. This not quite "final" ending of this special issue of "Environmental Education Research" traces a series of hopeful, if somewhat difficult and at times challenging, openings for researching experiences of environment and place through children's literature. In the first instance, we draw inspiration from the contributors who have authored, often autoethnographically, some of the art and craft of their respective ecopedagogies and research efforts. We then proceed with a reminder of the lurking presence of fear found in some of the articles published here and elsewhere, opening up the fear factor at large in broader everyday, social, political and global discourses to further scrutiny and a more optimistic quest when engaging children's literature, its risks and its hopes. Our aim here, as noted in the Editorial, is to develop the discourse and practice of environmental education research in this area. Thus, we also explore how children's literature has a… [Direct]

Balarin, Maria; Benavides, Martin (2010). Curriculum Reform and the Displacement of Knowledge in Peruvian Rural Secondary Schools: Exploring the Unintended Local Consequences of Global Education Policies. Compare: A Journal of Comparative and International Education, v40 n3 p311-325 May. This paper draws attention to processes of policy implementation in developing contexts, and to the unintended consequences of education policies that follow international policy scripts without enough consideration of local histories and cultures. Drawing on a study of teaching practices in Peruvian rural secondary schools after a period of comprehensive reform and the introduction of a new outcomes-based national curriculum, the paper highlights the way in which such reforms have led to a displacement of knowledge in rural schools that acts against an already educationally disadvantaged population. This is linked to the prevalence of highly performative and ritualised teaching practices that have emerged through a history of school expansion that has tended to follow imported scripts without much consideration for local knowledge. The paper suggests that policy makers, particularly in highly varied contexts like Peru, should attempt to understand local specificities and plan… [Direct]

Malone, Susan; Paraide, Patricia (2011). Mother Tongue-Based Bilingual Education in Papua New Guinea. International Review of Education, v57 n5-6 p705-720 Dec. Papua New Guinea (PNG), an independent state in the southwest Pacific, is the most linguistically diverse country in the world. Its roughly six million people speak over 800 distinct languages. In spite of this diversity, in 1995 the Papua New Guinean government established a mother tongue-based bilingual education programme in which community languages are taught as a subject and used for instruction in the first three years of formal education. English is introduced as a subject in the third year of school and becomes one of the languages of instruction, with the community language, in early primary. In grades seven and eight, teachers use only English for instruction, although community languages can still be used informally. By the early 2000s, over 400 languages were being used in PNG's formal education system. This paper describes the background to PNG's bilingual education programme, then provides an overview of its main features and the positive outcomes as well as the… [Direct]

Hindle, Rawiri; Hynds, Anne; Meyer, Luanna H.; Penetito, Wally; Savage, Catherine; Sleeter, Christine (2011). Te Kotahitanga: A Case Study of a Repositioning Approach to Teacher Professional Development for Culturally Responsive Pedagogies. Asia-Pacific Journal of Teacher Education, v39 n4 p339-351. This article presents a case study of a unique New Zealand professional development programme, Te Kotahitanga, for mainstream secondary school teachers. Findings discussed are drawn from an independent evaluation of the programme across 22 secondary schools. The professional development approach attempted to reposition the relationship between teachers and Indigenous Maori students, and enhance Maori student outcomes. Interviews with 150 teachers across participating schools investigated teacher perceptions of impact on classroom practice and student outcomes across subjects. The professional development programme was associated with shifts in teachers' understandings of their positioning within classrooms and relationships with and expectations for Maori students. Results also highlight ongoing challenges in teachers' repositioning and the development of new relationship-based approaches. The implications for teaching practice and professional learning programmes and recommendations… [Direct]

Melchior, Elizabeth (2011). Culturally Responsive Dance Pedagogy in the Primary Classroom. Research in Dance Education, v12 n2 p119-135. Dance has an important place in multicultural education and the development of culturally responsive pedagogy. Through dance, children can explore and express their own and others' cultures and share their stories in ways other than the spoken and written word. This paper presents a case study concerning a professional development programme in dance education for generalist primary teachers in Aotearoa New Zealand. The process is discussed through the lens of five cultural concepts encompassing a Maori world view, demonstrating how they interweave to enhance teaching and learning in dance. Findings indicate that through a collaborative process that involves critical thinking, teaching from existing strengths and pedagogical knowledge and integrating dance into the classroom programme, there is an increased connectedness between teachers and their students, students and each other, and students and dance. This model provides a framework for teaching and learning dance within social… [Direct]

(2014). Ministry of Education 2013/14 Annual Service Plan Report. British Columbia Ministry of Education The "Ministry of Education 2013/14 Annual Service Plan Report" shares some of the significant achievements by the British Columbia ministry and government. These include the development and release of BC's Skills for Jobs Blueprint: Re-Engineering Education and Training. As well, they successfully negotiated agreements with CUPE and other educational support workers within the cooperative gains mandate. New and rebuilt schools were opened on time and on budget across the province, and they launched the BC Training and Education Savings Grant. In addition, an ERASE Student Advisory Panel was formed to provide advice and insight on bullying to school districts, myself and the Premier. This year's Service Plan Report provides: (1) Message from the Minister and Accountability Statement; (2) Highlights of the Year; (3) Purpose of the Ministry; (4) Strategic Context; (5) Report on Performance; and (6) Report on Resources. The Ministry of Education 2013/14 Annual Service Plan… [PDF]

(2014). Research Messages 2013. National Centre for Vocational Education Research (NCVER) "Research Messages 2013" provides a summary of the research published in 2013 by the National Centre for Vocational Education Research (NCVER) in the following broad categories: (1) skills and productivity: from VET qualifications to higher-level qualifications and issues affecting the workforce; (2) social inclusion and participation in education and training: equity groups and measuring socioeconomic disadvantage; (3) young people: school, science and income support; (4) the VET sector: institutions, practices and the workforce; and (5) structures in the tertiary education and training system. [Funding for this paper was provided by the Australian Government Department of Industry.]… [PDF]

Stucki, Paora (2012). A Maori Pedagogy: Weaving the Strands Together. Kairaranga, v13 n1 p7-15. Literature on Maori pedagogy up until now has been disparate, some dealing with methodological issues, some with learning theory, some with environment and so forth. This article seeks to build one comprehensive picture of Maori pedagogy by weaving the myriad disparate themes in the literature into one unifying model. It is based on an EdD study researching Maori teacher educators' perceptions of pedagogy. (Contains 3 figures.)… [PDF]

Andreotti, Vanessa (2009). Engaging Critically with "Objective" Critical Analysis: A Situated Response to Openshaw and Rata. International Studies in Sociology of Education, v19 n3-4 p217-227 Sep-Dec. Roger Openshaw and Elizabeth Rata conceptualise Kaupapa Maori as a dominant intellectual orthodoxy in New Zealand, which creates a "culturalist ideological conformity" that limits the university's ability to serve as the critical conscience of society. They argue for the primacy of academic objectivity as the criteria for what counts as "weighty inquiry" and against essentialism and cultural elitism. This paper offers a situated reading of Openshaw and Rata's statements against the arguments of indigenous and postcolonial theorists who also challenge essentialism and cultural elitism, such as Marie Battiste, Homi Bhabha, Gayatri Spivak and Jacqui Alexander. This paper also outlines the framework for a dialogical contestatory ethos, which emerges from these theories as a way forward beyond absolute relativism and cultural supremacism in the academic debate…. [Direct]

Coates, Hamish; Edwards, Daniel (2011). Monitoring the Pathways and Outcomes of People from Disadvantaged Backgrounds and Graduate Groups. Higher Education Research and Development, v30 n2 p151-163 Apr. The development of a strong and vibrant knowledge economy is linked directly to successful learning outcomes among university graduates. Building evidence-based insights on graduate outcomes plays a particularly important role in shaping planning and practice. To this end, this paper analyses some key findings from the Graduate Pathways Survey, the first national study in Australia of bachelor degree graduates' outcomes five years after course completion. It focuses on the outcomes of graduates from disadvantaged groups, people of particular significance in an expanding and increasingly important higher education system. After advancing the rational for this analysis, the paper sketches the overall research approach. The paper continues with an analysis of education and employment outcomes for the target groups, and concludes by summarising implications for building further research insights. (Contains 1 table and 1 note.)… [Direct]

Benzies, Karen; Donnelly, Carlene; Edwards, Nancy; Mychasiuk, Richelle; Tough, Suzanne (2011). Aboriginal Children and Their Caregivers Living with Low Income: Outcomes from a Two-Generation Preschool Program. Journal of Child and Family Studies, v20 n3 p311-318 Jun. The development of preschool children of Aboriginal heritage is jeopardized by the inter-generational transmission of risk that has created, and continues to create, social disadvantage. Early intervention programs are intended to mitigate the impact of social disadvantage. Yet, evidence of the effectiveness of these programs for children of Aboriginal heritage is limited. The purpose of this study was to examine the effects of a two-generation, multi-cultural preschool program on 45 children of Aboriginal heritage and their caregivers. We used a single-group, pretest (program intake)/posttest (program exit) design with follow-up when the children were 7 years old. We used an observational measure of child receptive language (Peabody Picture Vocabulary Test-III) and caregiver-reported measures of child development (Nipissing District Developmental Screen), risk for child maltreatment (Adult-Adolescent Parenting Inventory; AAPI), parenting stress (Parenting Stress Index; PSI),… [Direct]

Whitehead, David; √ñzerk, Kamil (2012). The Impact of National Standards Assessment in New Zealand, and National Testing Protocols in Norway on Indigenous Schooling. International Electronic Journal of Elementary Education, v4 n3 p545-561. This paper first provides a critic of the implementation of compulsory national assessment protocols internationally, and then nationally through a review of the implementation process used for the introduction of National Standards in New Zealand, and National Testing in Norwegian mainstream schools. It then reviews the impact of these two assessment regimes on indigenous M√£ori and S√°mi -medium schools in the context of historic policies of marginalisation and assimilation. Finally, it notes the crucial role of each national government in securing funding for the production of culturally responsive National Standards and National Testing in the effort of both indigenous groups to protect their languages and cultures…. [PDF]

Johnson, Jerry; Roush, John; Shope, Shane (2009). Toward a Responsive Model for Educational Leadership in Rural Appalachia: Merging Theory and Practice (Sumario en Espanol). International Journal of Educational Leadership Preparation, v4 n2 Apr-Jun. This conceptual paper draws on varied academic disciplines to set forth a model of educational leadership grounded in social justice and responsive to the unique challenges and strengths of rural Appalachian schools and communities. Model development grew out of discussions between faculty and graduate students in an educational leadership doctoral program, spurring a dialogue that merged theory and practice through (1) critical readings of traditional leadership models and of alternative models that purport to better meet the needs of economically disadvantaged students and families, and (2) a close examination of practice in the professional lives of the authors, each of whom serves or has served as a school administrator in a rural Appalachian setting. Following a discussion of the leadership model, consideration is given to the implications for leadership preparation programs and practices. [The citation information shown on the attached PDF (v5 n2 Oct-Dec 2010) is incorrect,… [PDF]

St. Denis, Verna (2010). A Study of Aboriginal Teachers' Professional Knowledge and Experience in Canadian Schools. Canadian Teachers' Federation (NJ1) This qualitative study, initiated by the Canadian Teachers' Federation and its Advisory Committee on Aboriginal Education, explored the professional knowledge and experiences of Aboriginal (First Nations, Mets and Inuit) teachers. The rationale for the study was to address the urgent need to improve and promote Aboriginal education in public schools. This study asks the question: what can be learned from the professional knowledge and experiences of Aboriginal teachers who teach in public schools about how to better promote and support the success of Aboriginal education in public schools? The continuing goal of this study is to promote on-going dialogue and learning about Aboriginal education within teacher organizations and the broader educational community. Employing a focused and critical ethnographic methodology, the study interviewed 59 Aboriginal teachers (49 female and 10 male) teaching in public schools across Canada. In this study, the ethical and moral dimensions of… [PDF]

Atleo, Marlene R. (2009). Understanding Aboriginal Learning Ideology through Storywork with Elders. Alberta Journal of Educational Research, v55 n4 p452-467 Win. Five Nuu-chah-nulth Elders engaged in the examination of a Nuu-chah-nulth story for what they considered learning. A network of eight learning archetypes inhabited the story to demonstrate a range of learning strategies. The Elders identified features central to a cultural learning project, which included prenatal care and grandparent teaching, spiritual bathing, partnerships, ritual sites, and ancestor names. Learning strategies were understood as embedded and embodied in the form of characters displaying the archetypes. The storywork process used by the Elders, systematized as phenomenological orienteering and operationalized as metaphorical mapping, was found to be a useful methodology…. [Direct]

Debenport, Erin (2011). As the Rez Turns: Anomalies within and beyond the Boundaries of a Pueblo Community. American Indian Culture and Research Journal, v35 n2 p87-110. After initial instruction in written and spoken Tiwa, young adult participants in the summer language program at San Antonio Pueblo began authoring their own pedagogical materials as a learning activity. Charged with writing pedagogical dialogues to aid in language learning, the students created "the first Native soap opera," as the students described it, which they named "As the Rez Turns." In this paper, I analyze the processes of entextualization surrounding the creation of this text, its generic features, and its content, which provides a glimpse into the contemporary lived experience of community members in this community that emphasizes strict control of textual circulation and limiting access to local knowledge. I utilize Philip Deloria's (2004) analysis of Native Americans' engagement with popular cultural forms and linguistic anthropological work on intertextuality and genre to analyze this example of representation, outlining the extra- and… [Direct]