McKinley, Elizabeth; Middleton, Sue (2010). The Gown and the Korowai: Maori Doctoral Students and the Spatial Organisation of Academic Knowledge. Higher Education Research and Development, v29 n3 p229-243 Jun. This paper draws on 38 student interviews carried out in the course of the team research project "Teaching and Learning in the Supervision of Maori Doctoral Students". Maori doctoral thesis work takes place in the intersections between the Maori (tribal) world of identifications and obligations, the organisational and epistemological configurations of academia and the bureaucratic requirements of funding or employing bureaucracies. To explore how students accommodate cultural, academic and bureaucratic demands, we develop analytical tools combining three intellectual traditions: Maori educational theory, Bernstein's sociology of the academy and Lefebvre's conceptual trilogy of perceived, conceived and lived space. The paper falls into six parts. Section 1 is an overview of the research and is followed in Section 2 by identification of intersecting "locations" in which Maori students' theses are produced. In Section 3, Henri Lefebvre's spatial analysis highlights… [Direct]

Hou, Hsiao-I; Huang, Chia-Kai (2012). An Analysis of Taiwanese Aboriginal Students' Educational Aspirations. Higher Education Studies, v2 n2 p79-99 Jun. By analysing the national data from the Junior Survey of the Taiwan Higher Education Dataset, this study identified significant variables influencing the educational aspirations of aboriginal students at technical and vocational institutions. The study shows that several variables are predictive of the educational aspirations of aboriginal students. Institutional types, more weekly hours of lessons, more time spent on assignment preparation and revision, a higher maternal educational level, a higher GPA, a keen participation in autonomous, academic, or extramural club activities, and a higher self-rating of interpersonal skills are all associated with higher educational aspirations. In contrast, being a female student and a keen participant in musical and sports club activities are associated with lower educational aspirations. Recommendations to improve Taiwanese aboriginal students' educational aspirations are discussed…. [PDF]

Bowl, Marion, Ed.; Ferguson, Graeme, Ed.; Gage, Jeffrey, Ed.; Leahy, Jennifer, Ed.; Tobias, Robert, Ed. (2012). Gender, Masculinities and Lifelong Learning. Routledge, Taylor & Francis Group "Gender, Masculinities and Lifelong Learning" reflects on current debates and discourses around gender and education, in which some academics, practitioners and policy-makers have referred to a crisis of masculinity. This book explores questions such as: Are men under-represented in education? Are women outstripping men in terms of achievement? What evidence supports the view that men are becoming educationally disadvantaged? Drawing on research from a number of countries, including the UK, Australia, New Zealand and Canada, the contributors' discuss a range of issues which intersect with gender to impact on education, including structural factors such as class, ethnicity and age as well as colonisation and migration. The book provides evidence and argument to illuminate contemporary debates about the involvement of men and women in education, including: (1) The impact of colonisation on the gendering of education and lifelong learning; (2) International surveys on men,… [Direct]

DeVries, Eva; Quine, Janine; Warren, Elizabeth A. (2012). Supporting Teachers' Professional Learning at a Distance: A Model for Change in At-Risk Contexts. Australian Journal of Teacher Education, v37 n6 p12-28 Jun. This paper examines the effectiveness of a professional learning model developed to support early years teachers in rural and remote communities in Queensland as they began to implement the Australian Curriculum in Mathematics. The data are drawn from 35 teachers at the initial stage of a large, four year longitudinal study RoleM (Representations, oral language and engagement in Mathematics). The particular aims of the longitudinal study are to (a) identify effective pedagogical practices that may assist young Indigenous Australian students to negotiate Western mathematical understanding, and (b) investigate professional learning models that best support teachers within this context. The data was collected throughout the first year of the study. The findings indicate that as the year progressed participating teachers experienced significant and positive changes in: a) their attitudes, beliefs and pedagogical practices in relation to teaching mathematics; b) their expectations of… [PDF]

Pember, Mary Annette (2008). Diversifying Pedagogy. Diverse: Issues in Higher Education, v25 n5 p18-20 Apr. Indigenous or native ways of knowing, indigenous knowledge, indigenous science, traditional ecological knowledge are terms that have been making their way out of tribal colleges and into mainstream universities in recent years. According to Dr. Dawn Adrian Adams, Choctaw, founder of Tapestry Institute, these terms refer to two separate, yet intertwined endeavors, epistemology or types of knowledge and pedagogy, methods of teaching and learning. Indigenous ways of knowing (IWOK) often uses stories to engage learners and emphasizes the notion of community in the process. Strictly speaking, IWOK is focused on the process of learning rather than the outcome and emphasizes the holistic understanding of a topic or situation. Yet, this method of teaching has its critics. Critics of such knowledge systems claim that they conflict with the positivist heritage of science. However, those working within indigenous knowledge frameworks maintain that there are far more commonalities with Western… [Direct]

Rau, Cheryl; Ritchie, Jenny (2011). "Ahakoa He Iti": Early Childhood Pedagogies Affirming of Maori Children's Rights to Their Culture. Early Education and Development, v22 n5 p795-817. Research Findings: This paper considers the position of tamariki Maori, the indigenous children of Aotearoa (a Maori name for New Zealand), in relation to the impact of colonization on their rights, including a focus on the United Nations Declaration on the Rights of Indigenous Peoples and the current educational policy arena. It then provides an explication of a Maori perspective of "tika" and "tikanga", Maori rights as enacted through a Maori worldview. We then proceed to offer some illustrations from our recent research projects in Aotearoa New Zealand of ways in which teachers are engaging with "tamariki" and "whanau" Maori (Maori children and families) in endeavors that give expression to pedagogical enactment respectful and reflective of "tikanga" Maori (values and cultural practices). Practice or Policy: It is concluded that there are possibilities for early childhood pedagogies that enable a re-narrativizing of Maori ways of… [Direct]

Sleeter, Christine E. (2011). An Agenda to Strengthen Culturally Responsive Pedagogy. English Teaching: Practice and Critique, v10 n2 p7-23 Jul. Over the last two decades in many countries, culturally responsive, multicultural and bilingual approaches to teaching have largely been replaced by standardised curricula and pedagogy, rooted in a political shift toward neoliberalism that has pushed business models of school reform. I argue that neoliberal reforms, by negating the central importance of context, culture and racism, are reversing the empowered learning that culturally responsive pedagogy supports. To address these problems, I argue that educators who work with culturally responsive pedagogy must engage in three areas. First, a persistence of faulty and simplistic conceptions of what culturally responsive pedagogy is must be directly confronted and replaced with more complex and accurate views. Second, the research base that connects culturally responsive pedagogy with student learning must be strengthened. Third, the political backlash from work that empowers minoritised communities must be anticipated and addressed…. [PDF]

Reynolds, Richard J. (2009). "Clean, Clad and Courteous" Revisited: A Review History of 200 Years of Aboriginal Education in New South Wales. Journal of Negro Education, v78 n1 p83-94 Win. The state of New South Wales has, over a period of two centuries, tried policies ranging from indifference, segregation and protection, through assimilation and compensatory programs to the present era where some believe self-determination and self-management will provide answers to education problems due to lack of consultation, inappropriate curriculums, unsupportive environments, racial stereotyping, and discrimination. This article reviews the 200-year history of aboriginal education in New South Wales…. [Direct]

Johnston, Andrea L. K. (2008). Using Technology to Enhance Aboriginal Evaluations. Canadian Journal of Program Evaluation, v23 n2 p51-72 Aut. With a focus on the use of technology when evaluating programs for Aboriginal people, this article explores the possibility of using visual and oral computer technology to enhance the incorporation of Aboriginal worldviews in program evaluation. The author situates Aboriginal worldviews, including methods of communication and transmission of knowledge, within a unique evaluation framework that also considers Western methods of data collection. Examples of the author's framework are offered in the context of evaluations of Aboriginal programs. Based on her experiences, the author concludes that it is possible to join the traditional knowledge of Aboriginal people with digital technology in program evaluation. (Contains 11 figures and 4 notes.)… [Direct]

Hunter, Boyd H. (2010). Pathways for Indigenous School Leavers to Undertake Training or Gain Employment. Resource Sheet No. 2. Australian Institute of Health and Welfare The idea of pathways indicates many possible journeys to some destination or outcome. Hence, even if everyone agreed that Indigenous school leavers should be moving towards "productive" employment, it is not easy to talk about "what works" as there are different paths that may suit different people. Indeed given the diverse educational and life experiences of Indigenous people, it would be folly to suggest that there was one path that suits everyone. In any case, as the old joke goes, "the shortest distance between two points is always under construction". This resource sheet focuses on the "detours" that can enhance (or obstruct) the attainment of productive employment outcomes. Authors notes on the pathways for Indigenous school leavers: a journey to where and when? is appended. (Contains 1 chart.) [This paper was produced for the Closing the Gap Clearinghouse.]… [PDF]

Kelly, Jennifer; Shultz, Lynette; Weber-Pillwax, Cora (2009). The Location of Knowledge: A Conversation with the Editors on Knowledge, Experience, and Place. Alberta Journal of Educational Research, v55 n3 p335-350 Fall. As co-editors of this theme issue of this journal, the authors have accepted that knowledge systems and teacher education programs are deeply interconnected. Further, they claim that teacher education programs must incorporate in theory and practice the fact that knowledge systems are a determining factor in the effectiveness of a teacher education program. In this article, the authors use the term "knowledge systems" to refer to those systems of knowledge and information that are connected to physical locations or places. The work is a process of conversation as a scholarly endeavor based on the authors' understanding of the importance of dialogue as an educational praxis that takes them into the conflicting and often liminal spaces of identity, inclusivity, bordering, and belonging. Their intention is to provide a critical engagement with these issues through their own experiences and theoretical positions. The authors found after numerous conversations that they were… [Direct]

Swayze, Natalie (2009). Engaging Indigenous Urban Youth in Environmental Learning: The Importance of Place Revisited. Canadian Journal of Environmental Education, v14 n1 p59-73. This paper describes the evolution of an environmental learning program for Indigenous, urban youth called Bridging the Gap. A critical pedagogy of place provides a theoretical framework to engage in practitioner-reflection, exploring the decisions made while revising the original program to make it both culturally and ecologically relevant. Using an action research methodology, the practitioner-researcher resolves to continue to seek resolution to relevant aspects of marginalization in attempt to facilitate reinhabitation for Bridging the Gap learners while emphasizing the program's place-specific social, economic, and ecological situatedness. (Contains 2 notes.)… [PDF] [Direct]

Marbley, Aretha Faye; Rouson, Leon (2011). Indigenous Systems within the African-American Community. Multicultural Education, v18 n4 p2-9 Sum. For the African-American family, life ain't been no crystal stair. The African-American family has trotted for over 400 years through a wilderness of racism, poverty, discrimination of all kinds, crossing seas of monsters and forests of demons. Yet, despite the numerous obstacles and attacks that society has mounted against it since slavery, the authors believe that the African-American family has found creative ways to survive, retain some of its African values and structure, and fulfill its functions to this society. By presenting a variety of tools such as statistics, studies, and real-life stories, this article presents culturally compatible frameworks for understanding the delivery of educational, social, and mental health services to African-American families and communities. There are very few, if any, single theoretical models unique to understanding the nature and the complexity of African-American family life. Therefore, the authors offer a combination of Afrocentric and… [PDF] [Direct]

Dion, Susan D. (2007). Disrupting Molded Images: Identities, Responsibilities and Relationships–Teachers and Indigenous Subject Material. Teaching Education, v18 n4 p329-342 Dec. This paper explores the complexities of teachers' understanding of their relationship with Aboriginal people. Drawing on her current work with teachers, the author offers a method for initiating a critical pedagogy of remembrance that allows teachers to attend to and learn from the biography of their relationship with Aboriginal people. The author argues that teachers position themselves as "perfect stranger" to Aboriginal people and explores forms of "ethical learning" which use the act of remembrance to raise awareness of the ways in which the identities of both Aboriginal and non-Aboriginal people in Canada have been shaped by the colonial encounter. The construction of this ethical awareness among teachers is a promising way to transform relationships between Aboriginal and non-Aboriginal people in Canada. (Contains 8 notes.)… [Direct]

Moayeri, Maryam; Smith, Jane (2010). The Unfinished Stories of Two First Nations Mothers. Journal of Adolescent & Adult Literacy, v53 n5 p408-417 Feb. This study is shaped by an underlying theoretical assumption that literacy is a cultural practice, shaped by and shaping social factors such as culture, gender, politics, and economics. As a result, this article focuses on the literacy practices of two mothers who participated in the study. Because of their Aboriginal ancestry and the historical context of their lives, these two participants fell into a community separate from the larger community being studied. This article underlines how the past experiences and literacy practices of these two mothers has influenced their present literacy practices…. [Direct]

Kong, Luis J. (2010). Immigration, Racial Profiling, and White Privilege: Community-Based Challenges and Practices for Adult Educators. New Directions for Adult and Continuing Education, n125 p65-77 Spr. In this chapter, the author will explore the significance of race from a social constructionist perspective. He will focus on immigration laws and on examples of legal cases that have set the stage for current definitions of whiteness and racial identification. A community-based transformational organizing model will be presented. The model will be explained by describing the challenges and educational strategies used by an immigrant rights organization in dealing with federal and local law enforcement agencies that were in the process of shifting unauthorized immigration from a civil to a criminal offense. The conclusion of this chapter will reflect on how and in what ways this transformative, organizing approach involves relational and contextual dialogue to build a community of learners through action…. [Direct]

MacEachren, Zabe (2011). The Role of Making the Stuff of Life in Place-Based Education. Pathways: The Ontario Journal of Outdoor Education, v23 n3 p7-13 Spr. This article examines the role material culture and making items can serve in establishing a sense of place or informing place-based educational practices. It is arranged around six principles that, if used in a learning context, connect material from a place to an enhanced comprehension of a sense of place. A critical component in making the stuff of life includes shaping and making practical items like tools, food, shelter and clothing. Contemporary place-based educational practices frequently emphasize connecting children with their food through gardening activities, but this article emphasizes that making practical items from local material is also a valuable way to begin learning about the place where one lives. The author describes some guiding principles that can be used to enrich the context of place during making experiences focused upon the stuff of life…. [PDF]

Smith, Laura (2008). Indigenous Geography, GIS, and Land-Use Planning on the Bois Forte Reservation. American Indian Culture and Research Journal, v32 n3 p139-151. The map is a primary tool in geographic research, and the discipline of geography has experienced a significant methodological transformation during the last three decades with the development and now near ubiquity of geographic information systems (GIS) technology. The introduction of this technology into Indian country has spurred a debate over the appropriateness and effectiveness of using GIS for Native mapping purposes. In this article, the author reviews issues concerning the use of GIS in Native communities and presents a case study of one particular tribe's implementation of the technology. GIS are computer systems designed to store, manipulate, and portray spatial data, theoretically making analysis of such data easier, faster, and more powerful. However, many in the geographic community view GIS as a \contradictory technology that can both empower and marginalize people and communities.\ At the same time that broader debates about the social impacts of GIS,… [Direct]

Ogunniyi, Meshach B. (2011). The Context of Training Teachers to Implement a Socially Relevant Science Education in Africa. African Journal of Research in Mathematics, Science and Technology Education, v15 n3 p98-121. The underlying assumption to this paper is that learners' ability to appreciate the relevance of school science and its importance to socio-economic development of their communities to a large extent depends on the quality of instruction they receive from their teachers. A popular conundrum is that no country is greater than the calibre of its teachers. However, a sort of Mathew's principle of the "haves" having more and the "have-nots" losing even what they do have tends to hold. Hence, learners of well-trained teachers tend to outperform those of poorly trained teachers on most tasks. A vivid example here in South Africa is the usual wide chasm between the matriculation results of learners from the former well-resourced Model C schools and those (with few exceptions due to massive support) from the previously disadvantaged schools. In pursuit of relevance many African political leaders and policy makers have called on teacher training institutions to produce… [Direct]

Carter, J.; Hollinsworth, D. (2009). Segregation and Protectionism: Institutionalised Views of Aboriginal Rurality. Journal of Rural Studies, v25 n4 p414-424 Oct. Rurality is a complex and contested term, with multiple notions and gazes amid calls for theoretical pluralism. In Australia, the spatial categories of "remote", "rural", "regional" and "urban" are applied to places that vary in their distance from an economic and political core and have differing population densities. We argue that natural resources institutions in rural Australia demand an "authentic" performance of Aboriginality that is framed within orthodox and stable constructions of an Indigeneity associated with the remote category. Dominant representations of remote Aboriginal people living on traditional homelands and engaged in "traditional" environmental protection are assumed to hold for all places and transposed when natural resources institutions satisfy compulsory Indigenous engagement. Such institutional requirements for authenticity exclude alternative and multiple Indigenous voices in natural resources… [Direct]

Kroefges, Peter C.; O'Connor, Loretta (2008). The Land Remembers: Landscape Terms and Place Names in Lowland Chontal of Oaxaca, Mexico. Language Sciences, v30 n2-3 p291-315 Mar-May. This paper examines landscape terminology and place names of the Chontal region in the state of Oaxaca in southern Mexico, with a focus on terms from Lowland Chontal, a highly endangered language spoken near the Pacific coast. In addition to the linguistic analysis, the paper presents a general description of the physical geography of the area and how it relates to settlement patterns and subsistence activities, with specific detail of the territorial organization of Huamelula as a sociopolitical unit and of the importance of sacred sites. The analysis serves both to anchor the Chontal speakers as long-time residents deeply engaged with the elements of their landscape and to document in part the dynamics of the multilinguistic and multiethnic history of the region. (Contains 5 figures and 9 tables.)… [Direct]

(2013). Ministry of Education 2012/13 Annual Service Plan Report. British Columbia Ministry of Education The education system is complex, but at its core, it is a learning partnership between the student, the family and teachers. This partnership — supported by the Ministry — is ultimately responsible for ensuring every learner receives a high quality education. A high quality education enables learners to realize their full potential and contribute to the well being of society. It supports students as they develop the foundational skills of reading, writing, and math, as well as other essentials necessary in the 21st century, such as self-reliance, communication, critical thinking, inquiry, creativity, problem solving, innovation, teamwork and collaboration, cross-cultural understanding, and digital information literacy. This annual service plan report provides data and discusses the results related to the measures in the Ministry of Education 2012/13-2014/15 Service Plan. The Province's fiscal year does not parallel the school year; therefore, some data is unavailable at this time…. [PDF]

(2013). Ministry of Education 2013/14-2015/16 Service Plan. British Columbia Ministry of Education Inspired by innovative change already taking place in British Columbia communities and developed through many months of consultation with educators, students, parents and other British Columbians, BC's Education Plan responds to the realities and demands of a world that has already changed dramatically and continues to evolve. The engagement and consultation begun through the development of BC's Education Plan has led to a shift in how ministry business is conducted. The Ministry is continuing to actively solicit input, feedback, and comments from the public, students, parents, teachers, and education partner organizations through online, social media, and face-to-face engagement efforts. With BC's Education Plan as the vision for educational transformation, this Service Plan outlines the work the Ministry will continue to undertake to modernize education in B.C. and achieve its vision. This year's Service Plan includes: (1) Message from the Minister and Accountability Statement; (2)… [PDF]

Claxton, Nicholas Xumthoult; Van Eijck, Michiel (2009). Rethinking the Notion of Technology in Education: Techno-Epistemology as a Feature Inherent to Human Praxis. Science Education, v93 n2 p218-232 Mar. Educators repeatedly underscore the intimate relationship between science and technology. This is problematic because technology, far from being "applied science," presupposes a unique epistemology (techno-epistemology). A focus on the role of science in technology overshadows this unique way of knowing and hence limits technology education and privileges a scientific worldview in education. To appropriately frame the unique epistemology of technology in education, we propose a cognitive framework developed to understand the use and development of tools in human activity, namely, Cultural-Historical Activity Theory (CHAT). Drawing on a case study of technology that is not rooted in a (Eurocentric) scientific tradition, the SXOLE (Reef Net) fishing technology of the WSANEC (Saanich) people, we show how technology can be understood as inherent to human praxis, which presupposes a dialectically related and unique epistemology that is incommensurable and irreducible to a… [Direct]

Hunter, Nicole; Topfer, Alex (2011). Educational Outcomes of Children on Guardianship or Custody Orders: A Pilot Study, Stage 2. Child Welfare Series. Number 49. Australian Institute of Health and Welfare This report presents a snapshot of the academic performance of children on guardianship/custody orders from 2003 to 2006, and changes in their performance over this period. This concludes a two-stage pilot study, the first of its kind in Australia. A considerable proportion of children on guardianship/custody orders are not meeting the national benchmarks for reading and numeracy (ranging from 4% to 68% across states and years), and Indigenous children within this group are particularly disadvantaged. A glossary is included. Appendices are: (1) Methods; and (2) Detailed tables and figures. (Contains 29 tables, 11 figures, and 4 boxes.) [For the first study, "Educational Outcomes of Children on Guardianship or Custody Orders: A Pilot Study. Child Welfare Series. Number 42," see ED512577.]… [Direct]

Huerta, Mary Esther Soto; Riojas-Cortez, Mari (2011). Latino Parents and Students Foster Literacy through a Culturally Relevant Folk Medicine Event. Multicultural Education, v18 n2 p39-43 Win. This study was inspired by the literary elements of "cuentos tipicos" (culturally-relevant stories). The book "Prietita y la llorona" ("Prietita and the Ghost Woman") written by Anzaldua (1995) is a good example of a "cuento" that provides information about medicinal herbs and also includes "consejos" (advice). The plot stems from a well-known Mexican story that is traditionally told orally and passed on through generations. Reading this book validates the parents' background knowledge of medicinal herbs and provides a forum for their animated discussion, enthusiastic contributions, and elaboration of shared information. This context thus inspired a community of learners, which in turn facilitated the parents' participation and performance of the protocol-based literacy tasks the authors assigned them. The Family Institute for Early Literacy (FIELD) is housed on two university campuses in Texas. FIELD seeks to examine how multiple… [PDF] [Direct]

Bauman, Adrian E.; O'Hara, Blythe J.; Phongsavan, Philayrath; Venugopal, Kamalesh (2011). Characteristics of Participants in Australia's Get Healthy Telephone-Based Lifestyle Information and Coaching Service: Reaching Disadvantaged Communities and Those Most at Need. Health Education Research, v26 n6 p1097-1106 Dec. To address increasing rates of overweight and obesity, a population-based telephone intervention was introduced in New South Wales, Australia. The Get Healthy Information and Coaching Service[R] (GHS) offered participants a 6-month coaching program or detailed self-help information. Determining the population reach of GHS is of public health importance to ensure that the program reaches disadvantaged groups. This paper describes the socio-demographic and risk profile of participants (n = 4828) in the first 18 months of operations, determines how representative they are of the population, assesses changes in participants' socio-demographic profile and compares "information-only" and "coaching" participants. The results show that GHS users are representative of the adult population in relation to education, employment status, Aboriginal status, fruit and vegetable consumption and alcohol use. However, more female, middle-aged, English-speaking, rural and socially… [Direct]

Burns, Laura; Einaudi, Peter; Green, Patricia (2009). S&E Graduate Enrollments Accelerate in 2007; Enrollments of Foreign Students Reach New High. InfoBrief. NSF 09-314. National Science Foundation U.S. enrollment in science and engineering (S&E) graduate programs in 2007 increased by 3.3% over comparable data for 2006. This is the highest annual growth rate since 2002 and is nearly double the 1.7% growth rate seen in 2006. First-time, full-time enrollment of foreign students (the terms \foreign student\ and \temporary\ visa holder are equivalent in this report) eclipsed its previous high, set in 2001, and total enrollment of temporary visa holders topped its 2003 high. Despite this growth, the proportion of S&E graduate students who are temporary visa holders remained below its peak level, set in 2002, because of growth in the numbers of U.S. citizens and permanent residents pursuing graduate-level study in S&E fields. The National Science Foundation-National Institutes of Health (NNSF-NIH) Survey of Graduate Students and Post-doctorates in Science and Engineering (GSS), which collects these data, was refined in 2007 to improve reporting. New fields were added to the survey,… [PDF]

Hoppers, Catherine A. Odora (2009). Education, Culture and Society in a Globalizing World: Implications for Comparative and International Education. Compare: A Journal of Comparative and International Education, v39 n5 p601-614 Sep. As the world settles in to the reality of globalization, it becomes clear that many incongruous facets of human existence have been forced together into a giant tumbler–economy, information systems, finance and people–giving rise to contradictory but also generative responses. Previously excluded and excised \objects\ are now occupying intimate spaces with those who had believed that their subject position was ordained by God. Questions around co-existence and co-determination, knowledge and citizenship, culture and science, and cognitive justice are being asked at the most penetrating levels. This paper posits the integrative paradigm shift as a method in this dynamic episode in which knowledge paradigms of those excluded and epistemologically disenfranchised move centre stage, acquire agency and demand a new synthesis, signalling an era in which modernization now proceeds but without Western values. New theories of freedom, understandings of context, diversity, difference and… [Direct]

Delong, Jacqueline (2010). Engaging Educators in Representing Their Knowledge in Complex Ecologies and Cultures of Inquiry. Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (Denver, CO, Apr 30-May 4, 2010). This paper is a self-study in which a university teacher educator studies her practice. She creates a space for alternate ways of representing forms of knowledge from diverse cultural backgrounds, including Indigenous, and for their accreditation in the Academy. As she develops a way of thinking that is appropriate for getting closer to understanding indigenous ways of knowing, there is a transformation in her own understandings. Moving from reliance on print to the use of multi-media and artifacts to represent forms of knowledge in complex ecologies supports the development of cultures of inquiry. In this work, the meanings of the embodied energy-flowing values that educational researchers use to explain their educational influences in their own learning and in the learning of others, are made explicit. These meanings are shown to have epistemological significance for educational knowledge…. [PDF]