(2012). Ministry of Education 2011/12 Annual Service Plan Report. British Columbia Ministry of Education The Ministry of Education "2011/2012 Annual Service Plan Report" outlines achievements during the fiscal year ending March 31, 2012. This report reflects the Ministry's progress over the past year, including the launch of British Columbia's Education Plan, the expansion of StrongStart BC early learning programs, the full implementation of full day kindergarten, new funding to support students with special needs as well as their most vulnerable students and investments in Neighbourhood Learning Centres, school upgrades and new schools. This "Annual Service Plan Report" compares the actual results to the expected results identified in the Ministry's "Revised 2011/12-2013/14 Service Plan."… [PDF]

Fleer, Marilyn (2008). A Cultural-Historical Reading of \Culturally Sensitive Schooling\: Thinking beyond a Constructivist View of Science Learning. Cultural Studies of Science Education, v3 n3 p781-786 Sep. \Culturally-Sensitive Schooling\ as proposed by Brayboy and Castagno offers an important way of thinking about the relations between formal and informal science learning and between Western and Indigenous science. The constructiveness framework adopted by Brayboy and Castagno in their discussions is consistent with the theoretical approach traditionally used by many researchers and scholars interested in science learning. In this article I explore the basic concepts introduced in their paper, but use a different theoretical lens for explicating concept formation. Through a cultural-historical reading of \Culturally Sensitive Schooling,\ different insights can be gained about the relations between everyday informal learning and schooled learning in science. I argue that dialectical logic is more productive for re-theorising science teaching and learning in culturally diverse communities…. [Direct]

Billings, Elsa S.; Hernandez, Anita; Martin-Beltran, Melinda (2010). Beyond English Development: Bilingual Approaches to Teaching Immigrant Students and English Language Learners. Yearbook of the National Society for the Study of Education, v109 n2 p384-413. Educational policies for English language learners (ELLs) tend to focus on English language acquisition. In this chapter, the authors argue that educators need to give more attention to the development of bilingualism and biliteracy to draw upon the tremendous intellectual, linguistic, and cultural resources that bilingual children bring to the schools. Bilingual education programs have the potential to develop language resources of multilingual immigrant students and ELLs that are otherwise neglected in monolingual English programs. In their call for a new educational policy agenda to meet the needs of immigrant students, C. Suarez-Orozco and Suarez-Orozco (2009) argued that all students of the 21st century should be able to function in multiple languages. They recommended that the new administration \urge more schools to implement dual-language programs that, when well designed and managed, produce excellent results to prepare competent bilingual speakers, immigrant and native… [Direct]

Szulc, Andrea (2009). Becoming "Neuquino" in Mapuzugun: Teaching Mapuche Language and Culture in the Province of Neuquen, Argentina. Anthropology & Education Quarterly, v40 n2 p129-149 Jun. This article explores the sense of belonging promoted by the current program of Educacion Intercultural Bilingue (EIB) of the province of Neuquen for Mapuche children, examining the design and implementation of this program. The analysis reveals how this program reinforces a hegemonic definition of Mapuche identity, which relegates Mapuche culture to times past and to a rural setting. At the same time, the program subordinates the Mapuche identity to the provincial realm, and merges it with the Argentine and Catholic identities in supposed "harmony."… [Direct]

Singh, Michael (2009). Using Chinese Knowledge in Internationalising Research Education: Jacques Ranciere, an Ignorant Supervisor and Doctoral Students from China. Globalisation, Societies and Education, v7 n2 p185-201 Jun. The problematic of the research reported in this paper, namely the place of Chinese knowledge in educational research in Australia provides an opportunity to use Rancire's work to rethink the place of ignorance in the supervisory pedagogies used in internationalising education. Because its scope and character is quite variable, consideration is given to four heterogeneous but interdependent approaches to deciding what counts as ignorance. This raises several important theoretical and pedagogical questions about the correspondence between economic power, what we know and what we do with our ignorance; the agency of international students in articulating their intellectual heritage through Western educational research, and the potential of intellectual resources available from China being used by students from there when undertaking research aboard. Eight working principles are provided to inform debates among care-full and conscientious supervisors' interested in engaging,… [Direct]

Barraza, Laura; Bodenhorn, Barbara; Reyes-Garcia, Victoria; Ruiz-Mallen, Isabel (2009). Evaluating the Impact of an Environmental Education Programme: An Empirical Study in Mexico. Environmental Education Research, v15 n3 p371-387 Jun. This study draws on information from 11 in-depth interviews, two focus groups and 72 written questionnaires to evaluate an extra-curricular environmental education programme on forestry designed for preparatory school students from a small rural community in Mexico. Specifically, the study assessed the impact of the programme on the ecological knowledge of 72 students. Qualitative feedback suggests that students learnt about forestry, acquired greater awareness of the importance of conservation for the local environment and enjoyed the participatory teaching methods used in the programme. Quantitative results show a positive and significant association between the number of times a student participated in the programme and the student's ecological knowledge. Students who participated in the programme once had a 16.3% higher knowledge on ecological concepts and knew, on average, 1.5 more local forest plants than students who never attended it (p less than 0.001). Findings suggest that… [Direct]

Deloria, Philip (2009). Commentary on \Working from Home in American Indian History\. American Indian Quarterly, v33 n4 p545-552 Fall. What does it mean to \work from home\? Despite the way the phrase rolls easily off the tongue, there is nothing simple or transparent about it. The essays in this issue stake out a different territory in which home is not only the location of work but also its subject and perhaps its methodology. While working from home may sound (and be) perfectly acceptable, this close parsing of the phrase also suggests that home-work is not necessarily the \natural\ order of things. These essays seek to explore the dynamic of acceptability and normalization in terms that are personal, political, intellectual, and disciplinary. At the same time, the essays also recognize that \home\ simultaneously names Indian worlds that exist on their own terms, worlds that are hardly called into being by academic inquiry. Native academics often find themselves in a double bind, confronting the doubled audiences and structures that originate from work that must speak both to \home\–often experienced as family,… [Direct]

Maeda, Mitsuko (2009). Education and Cultural Hybridity: What Cultural Values Should Be Imparted to Students in Kenya?. Compare: A Journal of Comparative and International Education, v39 n3 p335-348 May. This paper discusses what cultural values should be imparted to Kenyan students in the post-colonial era. Traditionalists had argued that an education based on Western culture, i.e. colonial culture, was the root cause of the present social and political problems, and therefore it should be de-emphasised. Such an argument, however, is criticised by post-modern scholars who embrace the concept of cultural hybridity. The criticism is validated by a case study presented here, which showed the observed attitudes of Kenyan students. This paper therefore suggests that the concept of cultural hybridity should be accepted in school, as it may contribute to the formation of a stable democratic society…. [Direct]

Allery, Virginia (2009). How One Class Experienced Cultural Immersion. Tribal College Journal of American Indian Higher Education, v20 n3 p29 Spr. Twenty-one teacher candidates and faculty from Turtle Mountain Community College (TMCC, Belcourt, North Dakota) and Cikana Cankdeska Community College (CCCC, Fort Totten, North Dakota) traveled by train from North Dakota to Minneapolis, Minnesota, for an immersion experience as part of their Human Relations and Multicultural Education. The group met with local Native people and Somali people in Minneapolis to learn how these cultures cope with the struggles related to cultural identity. This article describes their experiences during their immersion…. [Direct]

(2010). Ministry of Advanced Education and Labour Market Development. 2010/11-2012/13 Service Plan. Ministry of Advanced Education and Labour Market Development British Columbia is facing challenging economic times. Indeed, the province is managing the effects of an economic recession that has been truly global in nature. In times like these, it becomes even more important to draw on the core strengths of the province and clearly recognize that the opportunities for everyone's future lie in the innovative spirit and talent of the citizens. The Ministry is implementing programs and policies to ensure that the province will meet the labour market demands by maximizing the productivity of its existing labour force, attracting people with the skills needed to the province, and ensuring that newcomers are able to realize their full potential when they arrive. It is not enough to simply react to the current, short term economic realities. Everyone must take steps now to ensure that the province has the skills and talent it needs to seize the opportunities of the future. To this end, the Ministry is developing the long-terms strategies that will… [PDF]

Bodkin-Andrews, Gawaian; Craven, Rhonda G.; O'Rourke, Virginia (2010). The Utility of General Self-Esteem and Domain-Specific Self-Concepts: Their Influence on Indigenous and Non-Indigenous Students' Educational Outcomes. Australian Journal of Education, v54 n3 p277-306 Nov. It is only relatively recently that empirical research has begun to emerge that has sought to further understand the factors that may contribute to the educational inequities between Indigenous Australian and non-Indigenous Australian students. Although it has been argued that research has typically employed small, unrepresentative case studies and weak statistical approaches, a new wave of Indigenous educational research is seeking to understand the impact of psychological constructs on educational outcomes for Indigenous (and non-Indigenous) students. Embedded within this research is a careful consideration as to whether measures used are not only equivalent in meaning for Indigenous and non-Indigenous students but also equivalent in their ability to predict important schooling outcomes. Using this approach, this investigation tests the relation of multiple dimensions of self-concept to Indigenous and non-Indigenous students' educational outcomes. The validity of the quantitative… [Direct]

Johnson, Ping; Johnson, Roy D.; Priestley, Jennifer Lewis (2008). A Survey of Complementary and Alternative Medicine Knowledge among Health Educators in the United States. American Journal of Health Education, v39 n2 p66-79 Mar-Apr. Background: Complementary and alternative medicine (CAM) is popular among U.S. health care consumers, but no study has examined how much health educators know about CAM. Purpose: To examine the knowledge of basic CAM concepts and common CAM therapies among health educators in the U.S. Methods: An online survey was conducted among 1,299 health educators with valid e-mails on a professional listserv. The response rate was 39%. The 16-item CAM knowledge scale yielded a Cronbach's alpha of .71. Results: Participating health educators were most knowledgeable about chiropractic and massage therapy, familiar with the general definition of CAM, understood whether acupuncture is beneficial in treating a variety of health conditions, and whether there is sufficient scientific evidence regarding CAM safety and effectiveness. Participants were unclear about the difference between complementary medicine and alternative medicine. CAM knowledge appeared to be influenced by the participants' sex,… [PDF] [PDF]

Bowers, Chet (2009). Educating for a Revitalization of the Cultural Commons. Canadian Journal of Environmental Education, v14 n1 p196-200. This article discusses how the cultural commons that exist in every community, both rural and urban, carry forward the intergenerational knowledge and skills that enable people to live more mutually supportive lives that are less dependent upon consumerism and that have a smaller ecological footprint. Also discussed is why public schools and universities have relegated the intergenerational and largely non-monetized knowledge and skills to low status, as well as the different ways in which the traditions of community self-sufficiency are being transformed into new markets that lead to greater dependency upon a money economy. The cultural commons began with the first humans, and will become increasingly important as the industrial/consumer culture continues to collapse…. [PDF] [Direct]

Smith, Jill (2010). Biculturalism and Multiculturalism: Competing Tensions in Visual Arts Education in Aotearoa-New Zealand. International Journal of Multicultural Education, v12 n2. New Zealand has become an increasingly multicultural society since the 1990s. But multicultural education is complicated in this nation by its position on biculturalism, a commitment founded in its postcolonial history. The finding of an investigation in secondary schools, which showed that national and visual arts curricula emphasize biculturalism over multiculturalism, was reflected in art teachers' pedagogies. In this paper I discuss how multicultural art education could be strengthened within the existing bicultural framework. Bridging the gap between policies and practices would require art teachers to review their practices and implement strategies which take into account the cultural diversity of students to enhance understandings of their own and other multicultural societies…. [PDF]

Beaman, Robyn; Langstaff, Elizabeth; Wheldall, Kevin (2010). "Mind the Gap": Effective Literacy Instruction for Indigenous Low-Progress Readers. Australasian Journal of Special Education, v34 n1 p1-16 May. A large gap is evident between the reading and related skills performance of Aboriginal students compared with that of their non-indigenous peers and this gap increases over the primary years of schooling. In this study, 34 students attended a tutorial centre in Sydney for older low-progress readers in Years 5 and 6, for two school terms. All students were referred by their schools on the basis of their reading difficulty and low socioeconomic status. The parents of 14 of these students self-identified as being Aboriginal. All students received an intensive, systematic skills-based remedial reading and spelling program (mornings only) and were assessed on a battery of literacy measures both prior to and following the two term intervention. The pre- and post-test raw scores on all measures were analysed to determine the efficacy of the program. The group as a whole made large and highly significant gains on all measures of reading accuracy, comprehension, single word reading, non-word… [Direct]

Allan, Darien, Ed.; Oesterle, Susan, Ed. (2015). Proceedings of the 2014 Annual Meeting of the Canadian Mathematics Education Study Group = Actes De La Rencontre Annuelle 2014 Du Groupe Canadien D'√©tude en Didactique Des Math√©matiques (38th, Edmonton, Alberta, Canada, May 30-June 3, 2014). Canadian Mathematics Education Study Group This submission contains the Proceedings of the 2014 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at the University of Alberta in Edmonton, Alberta. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, an elder talk memoire, panel discussions, working group reports, topic sessions, new PhD reports, and summaries of ad hoc and poster sessions. Papers include: (1) The Economic Use of Time and Effort in the Teaching and Learning of Mathematics (Dave Hewitt); (2)… [PDF]

Brazzoni, Randall; Kunkel, Titi; Schorcht, Blanca (2011). Aboriginal Business Capacity Building Programs in the Central Interior of British Columbia: A Collaborative Project between the University and Communities. Canadian Journal of University Continuing Education, v37 n1 Spr. Aboriginal communities in Canada are typically marginalized, have very low employment participation rates, and have limited economic infrastructure. The downturn in global economies further marginalized these communities. The University of Northern British Columbia's (UNBC) Continuing Studies department piloted an Aboriginal and Small Business Leadership Certificate program in the central interior of British Columbia (BC) between November 2008 and May 2009. The aim of the program was to address some of the issues faced by Aboriginal communities affected by the mountain pine beetle infestation in central BC. The success of the pilot project led UNBC Continuing Studies to collaborate with some communities in the central interior of BC to access funds through the federal government's Community Adjustment Funds initiative in order to develop and deliver a business capacity building project. The project consisted of a certificate program with enhanced Aboriginal content and an internship… [Direct]

Austin, Theresa Y.; Pirbhai-Illich, Fatima; Turner, K. C. Nat (2009). Using Digital Technologies to Address Aboriginal Adolescents' Education: An Alternative School Intervention. Multicultural Education & Technology Journal, v3 n2 p144-162. Purpose: The purpose of this paper is to examine how digital technologies were introduced in a collaborative literacy intervention to address a population long underserved by traditional schools: the Aboriginals of Canada. Design/methodology/approach: Situated within a critical ethnographic project, this paper examines how digital technologies were introduced. The questions focused on: how can critical multiliteracies be used to engage students, in both academic and digital literacies development? In what ways does participation in multimodal media production provide evidence of teachers and students' critical literacy development?Findings: Digital literacies as a part of multiliteracies were developed in teaching contexts where learning is challenged by many factors. Research limitations/implications: The paper reports on the achievement and the struggles that remain. Implications for further research and teacher education are also drawn from the experience of implementing a broader… [Direct]

Nilan, Pam (2009). Indigenous Fijian Female Pupils and Career Choice: Explaining Generational Gender Reproduction. Asia Pacific Journal of Education, v29 n1 p29-43 Mar. This paper examines aspects of the school-to-work transition process for high-achieving indigenous Fijian young women using selective data from a wider study of school-to-work transitions conducted in 2005. It appears that traditional and colonial understandings of the role of Fijian women still shape even high-achieving girls' career and life options; these are expressed through their subject choices at school and their narrow career aspirations. While the social reproduction mechanisms of schools are evident, families and communities are also implicated. High-achieving girls still tend to emulate the career choices of older women in their families and communities, even in the current context of a marked lessening of labour market opportunities for the time-honoured "white-collar" occupations of teaching, nursing and public service work. Some provisional interpretations, looking towards productive interventions at school, community and church level, of this phenomenon are… [Direct]

Howell, Jennifer; McDonald, Susan (2012). Watching, Creating and Achieving: Creative Technologies as a Conduit for Learning in the Early Years. British Journal of Educational Technology, v43 n4 p641-651 Jul. This paper describes the use of robotics in an Early Years classroom as a tool to aid the development of technological skills in a creative environment rich with literacy and numeracy opportunities. The pilot project illustrates how a three-phase process can result in the development of: (1) emergent literacy and numeracy, (2) digital access for disadvantaged Early Years learners and (3) basic engineering concepts. The pilot study was conducted with a class of 16 students aged between 5 years and 6 months to 7 years, over a 6-week period. During this period, the students were introduced to and engaged in the creation of robots and simple machines via the use of a commercial robotics package. The pilot was designed around three distinct phases: modelling, exploring and evaluating. These phases provided scaffolding for the students to engage with the technology and for the class teacher to develop her own skills. The use of this particular robotics package is unique to Australia,… [Direct]

Waterman, Stephanie J. (2012). Home-Going as a Strategy for Success among Haudenosaunee College and University Students. Journal of Student Affairs Research and Practice, v49 n2 p193-209 May. Native American students find sources of strength in their families, communities, and culture. This article reviews the experiences of 26 Haudenosaunee (Iroquois) college graduates who lived in residence halls while enrolled in college. These students obtained college educations while remaining culturally centered by going home often, some said "every single weekend," until they could transfer to an institution close to home and commute. The importance of place is discussed in relation to home-going behavior…. [Direct]

Johansson, Gunilla (2009). Parental Involvement in the Development of a Culture-Based School Curriculum. Intercultural Education, v20 n4 p311-319 Aug. This study focuses on parental involvement in Sami schools when developing a culturally sensitive school curriculum. The research recognizes a number of competing and complementary interests that play a role when constructing structures and policies in curriculum development. Two Sami schools in Sweden with 115 pupils, their parents and 27 teachers were included in a longitudinal three-year study. Interviews, school visits, videotapes and document analysis were used to gather information. The results indicate the invisible existence of culture-based school practice and curriculum texts. The lack of contact among homes, schools and community culture was obvious. Parents and teachers expressed an interest in developing a culture-based local curriculum through a process of reflecting on and creating an education incorporating the past, the present and the future. The study showed that parents, pupils and teachers experienced increased awareness in culture-based schoolwork. The study… [Direct]

Smith, Jill (2009). Art Education in New Zealand: Historical Antecedents and the Contemporary Context. Canadian Review of Art Education: Research and Issues, v36 p19-36. Education is never a passive, autonomous, or static activity. It manipulates, as much as it is manipulated, and reflects specific contexts. Education histories document continuities and changes over time, and are able to throw light on and inform contemporary practice. Prompted by perspectives on curriculum as a social and cultural construction, together with Efland's (2004) identification of the principal visions of nineteenth and twentieth century art education in the United States, the author traces the historical antecedents of art education in New Zealand. The author points out that the development of art education in New Zealand from the 1840s to the 1990s was essentially a selection from the culture–the way of life, the kinds of knowledge, and the attitudes and values of society–of a particular time. The author discusses how the current policies and practices in art education reflect the economic, social, cultural and educational changes, including curriculum reforms,… [PDF]

Decker, Paul A.; Enoch, Carrie; Hurt, Richard D.; Kaur, Judith S.; Kelley, Stacy F.; Lanier, Anne; Nevak, Caroline; Offord, Kenneth P.; Patten, Christi A.; Renner, Caroline C.; Thomas, Janet (2009). Focus Groups of Alaska Native Adolescent Tobacco Users: Preferences for Tobacco Cessation Interventions and Barriers to Participation. Health Education & Behavior, v36 n4 p711-723. Tobacco cessation interventions developed for Alaska Native adolescents do not exist. This study employed focus group methodology to explore preferences for tobacco cessation interventions and barriers to participation among 49 Alaska Natives (61% female) with a mean age of 14.6 (SD = 1.6) who resided in western Alaska. Using content analysis, themes from the 12 focus groups were found to be consistent across village, gender, and age groups. Program location or site (e.g., away from the village, hunting, fishing), a group-based format, and inclusion of medication and personal stories were reported to be important attributes of cessation programs. Motivators to quit tobacco were the perceived adverse health effects of tobacco, improved self-image and appearance, and the potential to be a future role model as a non-tobacco user for family and friends. Parents were perceived as potentially supportive to the adolescent in quitting tobacco. The findings will be used to develop tobacco… [Direct]

Innes, Robert Alexander (2009). "Wait a Second. Who Are You Anyways?": The Insider/Outsider Debate and American Indian Studies. American Indian Quarterly, v33 n4 p440-461 Fall. In this article, the author presses the virtues of insider research, suggesting that Native American studies might profit from a deeper engagement with the broader debates that have taken place in other disciplines and fields. Insider research, he suggests, can generate questions not available to those with outsider perspectives. Participating in the insider/outsider debate gives American Indian studies scholars the opportunity to exert influence on an issue important to their discipline to a wider academic audience, demonstrating that their research has significance not only to Indigenous communities but also to the broader scholarly community. In this article, the author situates his dissertation research within both the insider/outsider debate and American Indian studies and thereby highlights the interplay of both. This article is divided into four sections. First, the author presents a discussion of the dominant issues in the insider/outsider debate, specifically, those issues… [Direct]

Michael, Orly; Rajuan, Maureen (2009). Perceptions of "the Other" in Children's Drawings: An Intercultural Project among Bedouin and Jewish Children. Journal of Peace Education, v6 n1 p69-86 Mar. This article presents research on an intercultural project supervised by teacher trainers and implemented by two Jewish student teachers in a Bedouin school in the south of Israel. The student teachers developed and taught an English language unit on the differences and similarities between Jewish and Arab cultures for the purpose of promoting intercultural awareness and acceptance. Figure drawings of Jewish and Arab people made by the children were analyzed qualitatively as measures of changes in attitudes and stereotypes before and after the educational intervention. We found that many negative stereotypes were changed as a result of the culture unit taught by the student teachers. As teacher trainers and researchers, we present this project as an example of an educational intervention for the promotion of intercultural understanding. (Contains 1 table and 6 figures.)… [Direct]

Antal, Carrie; Easton, Peter (2009). Indigenizing Civic Education in Africa: Experience in Madagascar and the Sahel. International Journal of Educational Development, v29 n6 p599-611 Nov. In Africa, as in many countries of the South, democratization is sometimes perceived as a process modeled upon outside–and specifically Northern–experience. Formal civic education programs in those countries arguably reflect the same bias and have not always been notably successful. Yet there are rich patterns of civic involvement and democratic process in African culture and in the myriad ways in which it has adapted to development challenges, often more successfully reflected in non-formal and informal education endeavors. This article reports on a comparative study of related experience in Madagascar and Sahelian West Africa and draws conclusions regarding ways to draw inspiration for school-based civic education from such ground-level sources…. [Direct]

Bierbrier, Christin; Edward, J. K. Patterson; Linden, Eva; Lofgren, Inger; Patterson, Jamila (2008). Community-Based Adult Education for the Fisherwomen of Rajapalyam Fishing Village in Tuticorin, Southeast Coast of India. Australian Journal of Adult Learning, v48 n2 p399-405 Jul. Rajapalyam village is located in the Tuticorin district along the biodiversity rich Gulf of Mannar coast in southeastern India. The people of this village are economically backward and most of the men are engaged in fishing. The fisherwomen of this village are less literate than the men, or illiterate. Adult education has been introduced to the women of this village in order to enhance their literacy level, environmental awareness and livelihood. Within a very short period, the women have improved themselves greatly through learning and are now demonstrating the importance and necessity of education to neighbouring villages. (Contains 1 table.)… [PDF]

Kapoor, Dip (2007). Subaltern Social Movement Learning and the Decolonization of Space in India. International Education, v37 n1 p10-41 Fall. Prompted by the author's experience as a participant in an organized partnership with "Adivasis" in south Orissa since the early 1990s; Gayatri Spivak's intimation that the "subaltern can not speak" (Spivak, 1988) [and the "theoretical asphyxiation" of a subaltern politics ably contested in Parry's work as a "deliberate deafness to the native voice where it can be heard" (1987, p. 39)]; Dirlik's (1994) pertinent assertion that postcolonial theory reduces the material relations of colonial power to the rules of language (colonial discourse analysis); and the praxiological possibilities encouraged by a Gramscian-strain of subaltern studies (Sarkar, 2005), this paper addresses subaltern agency as expressed through social movement learning and the decolonization of physical/material space (land and forests in particular) in "Adivasi" contexts in south Orissa. Relying on data and associated reflections on emergent themes and understandings… [Direct]

Davenport, Melanie G.; Gunn, Karin (2009). Collaboration in Animation: Working Together to Empower Indigenous Youth. Art Education, v62 n5 p6-12 Sep. How do underrepresented populations, with little exposure to global media discourse, begin not only to develop a critical stance toward dominant messages in the media, but also to assert their own voices and perspectives in unfamiliar formats? How can a school with a mission to develop leadership skills for members of indigenous populations empower students to honor and preserve valued traditions, languages, and practices while adapting to the challenges of thriving in an increasingly media-saturated society? Perhaps through media literacy programs like the one that these authors have offered for the past 3 years at the Centro Rural de Educacion Superior (CRES) in Estipac, Mexico. In this article, they describe the goals, processes, and outcomes of their animation and technology workshops at CRES, and offer insights into the teamwork that is integral to this ongoing project…. [Direct]