Bradley, Linda, Ed.; Papadima-Sophocleous, Salomi, Ed.; Thou√´sny, Sylvie, Ed. (2016). CALL Communities & Culture: Short Papers from EUROCALL 2016 (23rd, Limassol, Cyprus, August 24-27, 2016). Research-publishing.net The 23rd EUROCALL conference was held in Cyprus from the 24th to the 27th of August 2016. The theme of the conference this year was "CALL Communities and Culture." It offered a unique opportunity to hear from real-world CALL practitioners on how they practice CALL in their communities, and how the CALL culture has developed in local and global contexts. Short papers from the conference are presented in this volume: (1) The impact of EFL teachers' mediation in wiki-mediated collaborative writing activities on student-student collaboration (Maha Alghasab); (2) Towards the development of a comprehensive pedagogical framework for pronunciation training based on adaptive automatic speech recognition systems (Saandia Ali); (3) Digital literacy and sustainability–a field study in EFL teacher development (Christopher Allen and Jan Berggren); (4) Self-evaluation using iPads in EFL teaching practice (Christopher Allen, Stella K. Hadjistassou, and David Richardson); (5) Amateur… [PDF]

Brookfield, Harold; Padoch, Christine (1994). Appreciating Agrodiversity: A Look at the Dynamism and Diversity of Indigenous Farming Practices. Environment, v36 n5 p6-11,37-45 Jun. Discusses the agricultural practices of indigenous peoples in countries such as Peru, Papua New Guinea, and Thailand. (Contains 35 references.) (MDH)…

Milliken, Noelene; Shea, Sonia (2007). From Oral History to Leadership in the Aboriginal Community: A Five Year Journey with the Wagga Wagga Aboriginal Elders Group Incorporated. Rural Society, v17 n3 p299-307 Dec. This paper aims to identify the links that show how the establishment of an Aboriginal Elders Group in the Wagga Wagga community has contributed to the social capital of the Wagga Wagga Aboriginal Community. The paper will highlight the key educational episodes: oral history program; incorporation of the Elders group; self governance of the group, and confirmation of identities of community members that show how social capital has accrued and community capacity building has occurred. It will also highlight the leadership role and the accumulation of community civil capital that has developed for members of the Aboriginal Elders group over the time that they have been together. (Contains 2 figures.)… [Direct]

Fertig, Gary; Silverman, Rick (2007). Walking and Talking Geography: A Small-World Approach. Social Studies and the Young Learner, v20 n2 p15-18 Nov-Dec. When teaching geography to students in the primary grades, teachers should provide firsthand experiences that young children need to make meaningful sense of their world. David Sobel, author of \Mapmaking with Children: Sense of Place Education for the Elementary Years,\ suggests that teachers in the early grades adopt a small-world approach to teaching geography, whereby instruction is designed to help students understand the geography that is closest to them. This article presents a unit of study in which a small-world approach to teaching geography is achieved by engaging young learners in a series of \sense of place\ activities related to their local environment. This unit of study moves through the four stages of a \learning cycle\: (1) engagement; (2) investigation; (3) reflection; and (4) explanation/clarification. Students are involved in creating two different kinds of graphic representations of what they are learning: individual students create a four-part \report\ with… [Direct]

Ngara, Constantine; Porath, Marion (2007). Ndebele Culture of Zimbabwe's Views of Giftedness. High Ability Studies, v18 n2 p191-208 Dec. This study explored Ndebele culture of Zimbabwe's views of giftedness. Using questionnaire narratives, data were collected from thirty Zimbabwean teachers and lecturers of Ndebele cultural background. The study established that Ndebele culture views giftedness as an unusually outstanding ability blessed in an individual from birth, which manifests in extraordinary performances and expertise including creativity and inspirational power. The hallmarks of Ndebele culture's views of giftedness are achieving exceptionally outstanding success, creativity, ability to solve problems and inspirational power. Indigenous views warrant attention since contemporary psychology now recognizes multiple views of giftedness. The study therefore recommends considering the implications of indigenous views in planning and implementing broad-based culturally sensitive gifted programs in Zimbabwe. (Contains 6 tables. 12 questions pertaining to giftedness in Ndebele culture is appended.)… [Direct]

(2009). University Student Access and Success. Go8 Backgrounder 9. Group of Eight (NJ1) Group of Eight (Go8) universities currently provide a wide range of services and programs to facilitate access and support for students from disadvantaged backgrounds. However, Go8 Vice-Chancellors have also agreed to develop jointly a coordinated equity strategy to increase the participation and success of students from disadvantaged backgrounds. This backgrounder reports the results of some initial research being undertaken to inform the design of the proposed joint Go8 equity initiative. The analyses are based on data from the 2009 Department of Education, Employment and Workplace Relations (DEEWR) national unit record data collection for undergraduate applications, offers and acceptances and the annual student data collection. A key part of the Go8 Equity Strategy will be identifying target groups and building a better understanding of their unique circumstances. In particular, it will focus on developing long-term relationships with schools and the broader community to raise… [PDF]

Dorman, Steve M.; Versnik Nowak, Amy L. (2008). Social-Cognitive Predictors of College Student Use of Complementary and Alternative Medicine. American Journal of Health Education, v39 n2 p80-90 Mar-Apr. Background: Little research has addressed the prevalence and predictors of complementary and alternative medicine (CAM) use among undergraduate students. Purpose: The purpose of this study was to: (1) measure the prevalence and type of CAM use among a sample of college undergraduates, and (2) test the significance of select social-cognitive constructs and demographics as predictors of CAM use among a college population. Methods: A random sample of undergraduate students within the Texas A&M University system was solicited via e-mail to complete a web-based survey. Results: Findings show high rates of CAM use. Gender, attitude toward CAM, outcome expectancies regarding the health care encounter, and social network use of CAM were shown to be significant predictors of CAM use. Discussion: CAM use is popular among college students. Results from this study can inform health care and health education professionals interested in improving health care processes and addressing positive… [PDF] [PDF]

Subramony, Deepak Prem (2006). Culturally and Geographically Relevant Performance Interventions. Performance Improvement Quarterly, v19 n2 p115-134 Jun. This article attempts to showcase how one particularly financially endowed organization is seeking to modify its instructional and organizational practice to better serve its Inupiat (Eskimo) target/client population. This is an extreme and instructive situation of socio-cultural tension that provides interesting contrasts with the issues of performance in culturally diverse corporations, governmental and non-governmental organizations. Considering the thematic argument made in this issue that multiple levels of analysis are sometimes required in developing human performance interventions in complex socio-cultural contexts, this author observed that running a school system conceived almost entirely along Western lines while serving a predominantly non-Western population leads to some problems at the macro, meso, and micro levels. This strongly suggests that, in today's cross- and multi-cultural organizational contexts, human performance technology (HPT) analyses and interventions… [Direct]

Watanabe, Sundy (2008). "Because We Do Not Know Their Way": Standardizing Practices and Peoples through Habitus, the NCLB "Highly-Qualified" Mandate, and PRAXIS I Examinations. Journal of American Indian Education, v47 n1 p118-135. Standardized testing, mandated by NCLB, can act as a barrier to prevent Indigenous students from entering teacher training programs and achieving "highly-qualified" certification upon exiting. Such regulations work against the nation-to-nation trust agreements that would place Indigenous teachers within Native school systems. Although experiencing difficulty, when these students analyze the epistemological underpinnings of standardized examinations, experience individualized writing instruction, and participate in exam preparation workshops, they can reach their immediate goals of teacher training as well as their long-term career goals of becoming educators in their home communities. Even under less than ideal circumstances, they can exercise self- and community-determination…. [PDF]

Johns, Susan; Kilpatrick, Sue; Le, Quynh; Millar, Pat; Routley, Georgie (2007). Responding to Health Skills Shortages: Innovative Directions from Vocational Education and Training. A National Vocational Education and Training Research and Evaluation Program Report. National Centre for Vocational Education Research (NCVER) This research examines innovative solutions developed by the vocational education and training (VET) sector in response to skill shortages in the health sector. The study focuses on VET-trained workers in the health industry, and includes enrolled nurses, nursing assistants, personal care assistants, allied health assistants and Aboriginal and Torres Strait Islander health workers. The research, which also examines innovative overseas approaches to skill shortages in this industry, found that a partnership approach was one answer to dealing with skills shortages in this sector. (Contains 3 footnotes and 9 figures.) [This work has been produced with funding provided through the Australian Department of Education, Science and Training. The author/project team was funded to undertake this research via a grant under the National Vocational Education and Training Research and Evaluation (NVETRE) Program. For Support Document, see ED499737.]… [PDF]

Cawkwell, Gail; Locke, Terry; Sila'ila'i, Emilie (2009). Teaching Literature in the Multicultural Classroom. Teaching and Learning Research Initiative This Teaching and Learning Initiative (TLRI) research project explored ways of teaching literature effectively in multicultural and multilingual classrooms. It involved primary and secondary school teacher-researchers working in partnership with university-based researchers over two years on a series of case studies, within an action research framework. The case studies involved classroom-based interventions carried out by individual teachers and developed collaboratively with the larger project group. Teachers in this project have shown the need to move beyond the critique of the cultural heritage model of English that views it as canonising the utterances of dead, white males and recognise that all cultures have literary heritages (including oral ones) and that these have an important role in the way people identify. Moreover, regardless of what happens in schools, literature and poetry are still thriving in the real world and teachers need to ensure that students have… [PDF]

Wolfgram, Matthew S. (2009). Ayurveda in the Age of Biomedicine: Discursive Asymmetries and Counter-Strategies. ProQuest LLC, Ph.D. Dissertation, University of Michigan. Since the beginning of the British colonial enterprise in India the representation of the relationship between Western biomedicine and Ayurveda has been based on a fundamental epistemological asymmetry. However much Ayurveda was represented in Orientalist literature as accurate, poetic, useful, scholarly, or interesting, it could never occupy with authority the privileged place of the scientific that was central to the rhetoric of colonial rationality. In postcolonial India the practice of Ayurveda, its textual and intellectual production, socialization, treatment, public health education, scientific debate, research, and pharmaceutical commerce, all take place in the shadow of this biomedical hegemony. This dissertation analyzes the historical contingencies of this asymmetry, its instantiation in the discursive practices of contemporary Ayurveda practitioners, and the counter-strategies developed and deployed in the context of Ayurveda's scientific modernization and… [Direct]

Chang, Janice Y.; Greaney, Malia F.; Hishinuma, Earl S.; Morris, Katherine A.; Nishimura, Stephanie T.; Rehuher, Davis; Scronce, Ami C.; Sy, Angela (2009). Hui Malama O Ke Kai: A Positive Prevention-Based Youth Development Program Based on Native Hawaiian Values and Activities. Journal of Community Psychology, v37 n8 p987-1007 Nov. Evaluation of after-school programs that are culturally and place-based and promote positive youth development among minority and indigenous youths has not been widely published. The present evaluation is the first of its kind of an after-school, youth-risk prevention program called Hui Malama O Ke Kai (HMK), that emphasizes Native Hawaiian values and activities to promote positive youth development for fifth and sixth graders (N = 110) in a rural Native Hawaiian community. Results indicated positive gains on youth self-reports in Native Hawaiian values, self-esteem, antidrug use, violence prevention strategies, and healthy lifestyle in Year 1, and in family cohesion, school success, and violence prevention strategies in Year 2. Parent reports of their children indicated positive gains in selected domains. Implications include the support for a promising culturally appropriate program, expansion to middle-school-aged youths, and parent involvement. (Contains 1 figure and 4 tables.)… [Direct]

Feng, Zhuolin; Zhao, Wenhua (2008). The Roles of Research Universities in Indigenous National Technological Innovation. Frontiers of Education in China, v3 n3 p398-414 Sep. The world is increasingly merged into a global market economy, and the government's intervention power in economy has rapidly given way to that of science and technology. For the world's major economic powers, indigenous technological innovation has become a national strategy for enhancing competitiveness. Investment in scientific and technological innovation has become the most important form of strategic investment and strategic technological industry has become a forward-looking deployment and key priority in innovative national building. Research universities may have critical strength in and important social contribution to indigenous technological innovation. An innovative government may achieve this by making use of the research university's mechanism and characteristics of technology transfer, clarifying the university-industry relationship and providing relevant policy incentives. The article concludes with an analysis of the advantages, problems and making strategies of… [Direct]

Lountain, Ken; Mellowship, Diane; Reinfeld, Barbara (2008). Math Monsters, Learning Trails, Games and Interventions: Some of the Teaching and Learning Resources Developed by Teachers in the Mathematics for Learning Inclusion Program. Australian Primary Mathematics Classroom, v13 n4 p28-32. This article describes some of the features of the Mathematics for Learning Inclusion program. The program is designed to improve the teaching and learning of mathematics in clusters of primary schools serving low socio-economic communities (low SES). Specifically, it aims to improve the engagement and learning outcomes for low SES and Aboriginal learners by enhancing the capacity of primary teachers in the effective and inclusive teaching of mathematics. (Contains 4 figures.)… [Direct]

Champagne, Duane (2007). In Search of Theory and Method in American Indian Studies. American Indian Quarterly, v31 n3 p353-372 Sum. American Indian studies should have a theoretical and methodological focus sufficient to organize an academic discipline. A primary focus of American Indian studies as a discipline is to conceptualize, research, and explain patterns of American Indian individual and collective community choices and strategies when confronted with relations with the American state and society. American Indian cultural emphasis on retaining culture, identity, self-government, and stewardship of land and resulting contestations with the U.S. government and society forms a body of empirical social action that constitutes the subject matter of American Indian studies as an academic discipline. American Indian studies defined in this way should be capable of generating theory, performing empirical research, making generalizations, commenting on policy, and supporting the goals and values of American Indian nations. Although multidisciplinary approaches to teaching and researching American Indians has… [Direct]

Zemits, Birut (2006). Biodiversity: Who Knows, Who Cares?. Australian Journal of Environmental Education, v22 n2 p99-107. Biodiversity is an abstract concept, attracting various responses from different people according to where they have come from and what ecosystems they have been closely linked to. In theory, most people would agree that protecting biodiversity is an important process, but in practice, few people commit to actions on a local level. This paper explores a situation faced in the Northern Territory where environmental educators seek to engage hearts, hands and minds to protect biodiversity but it is difficult to gain commitment given a diverse and transient community such as exists in Darwin. The survey of 175 tertiary students at Charles Darwin University develops insights into how individuals perceive and name local mangrove and savanna ecosystems, and which areas they would want to conserve. Results have implications for local environmental education. Suggestions are made about how awareness of and actions for biodiversity in the Top End could be extended. (Contains 2 tables and 4… [Direct]

(2008). First Nations, Metis and Inuit Education Policy Framework: Progress Report, 2008. Alberta Education This progress report describes the work currently underway toward improving the success of First Nations, Metis and Inuit (FNMI) students in Alberta. It provides an update on the progress made since the release of the Framework in 2002 and the 2004 Progress Report up to December 31, 2007. Since the release of the Framework, a new Ministry of Advanced Education and Technology was created. Alberta Education continues to lead the implementation of the Framework, while Advanced Education remains involved in various initiatives and as a member of the FNMI Education Advisory Committee. In this report, current action and recent progress in FNMI education are referenced against the goals and strategies recommended in the FNMI Education Policy Framework and Alberta Education's Business Plan Goals. Improving FNMI student success is a shared responsibility. It requires continued collaboration among students and parents, Aboriginal communities, various education stakeholders and government to… [PDF]

(2008). Opportunities for Everyone: Programs and Services for Disadvantaged and Low Skilled Learners Offered at Colleges and Institutes. Final Report. Association of Canadian Community Colleges This report is the result of a policy research initiative that was identified as a priority by the Board of Directors of the Association of Canadian Community Colleges (ACCC) in recognition of the increased demand for programs and services that address the needs of disadvantaged and low-skilled learners. The goal of this study is to facilitate the exchange of promising practices and lessons learned among colleges and institutes on programs and services for disadvantaged and low-skilled learners; and to inform policymakers on this role colleges and institutes have within education systems in Canada, in particular given the pressing need to more effectively address the literacy and adult education needs of Canadians. The study involved a review of existing research and resources available on literacy, adult learning, and programs and services for disadvantaged and low-skilled learners, and a survey of ACCC member institutions conducted via an on-line survey and interviews. Fifty-two… [Direct]

Crump, Stephen; Littler, Margaret; Twyford, Kylie (2008). Interactive Distance e-Learning for Isolated Communities: The Policy Footprint. Education in Rural Australia, v18 n2 p39-52. This paper provides information on the policy strand of an investigation into the Australian Research Council Linkage research project into "interactive distance e-learning" [IDeL] following the introduction in New South Wales and in the Northern Territory of Australia of satellite-supported two-way broad-band internet services for school-age and adult distance education. The "policy strand" context is the expansion and reform of educational services to these communities. One key conceptual development, explored on the basis of early data collection, is that of the shared nature of the IDL project, between governments and between public and private sectors. In particular, this is being explored within the concept of "knot-working"; that is, how the project has built up a distributed network of expertise. This aspect of the presentation draws upon the concept of communities of practice. The attraction of this approach is reinforced by the notion that… [Direct]

Zink, Robyn (2007). Can We Move beyond "Indigenous Good, Non-Indigenous Bad" in Thinking about People and the Environment?. Australian Journal of Outdoor Education, v11 n2 p3-9. Bucknell & Mannion (2007) commented that student responses in the 2006 VCE Outdoor and Environmental Studies (OES) exam could be boiled down to the simple formula of "Indigenous good, non-Indigenous bad" (p. 8). They suggest that the subject of OES is to rich for such pat answers. This paper uses this formula of "Indigenous good, non-Indigenous bad" as a springboard to explore some of the ways notions of the environment, race and ethnicity intersect and how this is taken up in the OES curriculum. The aim of this paper is to highlight some of the productive tensions of environment, race and ethnicity as a strategy for richer and more complex debates around peoples' interactions with the environment…. [Direct]

Stemp, Kellie; Wilson, Kimberley (2008). Science Education in a "Classroom without Walls": Connecting Young People via Place. Teaching Science, v56 n1 p6-10 Mar 2010. Edmund Rice Education Australia Flexible Learning Centres (EREAFLCs) operate within a social inclusion framework to "walk with" young people who have disengaged from the traditional schooling system. Students attending the centres face multiple stressors in their everyday lives, as well as significant barriers to achieving success in the classroom environment. Addressing the immediate literacy and numeracy concerns of students as they present at the centres has left little time to formalise strategies for engaging students with traditionally "difficult" subjects such as Science. In addition, there is very little research material available to assist teachers in the development of teaching and learning strategies for science education that deal with the unique situation of the flexible learning context. The aim of this research project has been to work with Flexible Learning Centre staff to identify and trial a range of science teaching strategies to enable the… [Direct]

(2008). VET in Schools, 2006: Terms and Definitions. Support Document. National Centre for Vocational Education Research (NCVER) This document covers the data terms used in the "VET in Schools, 2006" report. The primary purpose of this document is to help users understand the specific data terms used in the report. Terms that appear in the report are listed in alphabetical order with the following information provided for each: (1) Definition: a brief explanation of the term; (2) Classification categories: defined categories that apply to each term are listed, where applicable; and (3) Source: a description of the source of this information, including details of any calculations or derivations. [Funding for this report was provided through the Australian Department of Education, Science and Training. This document was produced as an added resource for the report "VET in Schools, 2006." For the main report, see ED507235.]… [PDF]

Benjamin, Craig (1997). Biopiracy and Native Knowledge: Indigenous Rights on the Last Frontier. Native Americas, v14 n2 p22-31 Sum. In the past few years, transnational corporations and university researchers received patents for traditional medicines and for food and textile plants used by indigenous peoples without returning any benefits to those peoples. In light of U.S. and Canadian government claims that traditional knowledge is not intellectual property, indigenous activists are carrying the "heritage rights" issue to international forums. (SV)…

Preston, Jane P. (2008). The Urgency of Postsecondary Education for Aboriginal Peoples. Canadian Journal of Educational Administration and Policy, n86 p1-22 Nov. Canada has an unprecedented need to increase the number of Aboriginal peoples who undertake and complete postsecondary programs. Endorsing postsecondary education for Aboriginal peoples advocates an invigorating, fortifying future for Aboriginal peoples, their families, and their communities. Additionally, the postsecondary educational achievements of Aboriginal peoples support the health and sustainability of the Canadian nation; spearheaded by Western Canada's current economic prosperity, human resources supplied by Aboriginal peoples have become increasingly important. Captured herein are demographic, social, educational, and economic trends reinforcing the rationale that Aboriginal peoples urgently need to be provided with greater opportunities to succeed in postsecondary education. (Contains 3 tables and 2 figures.)… [PDF]

Pino-Robles, Rodolfo (2000). Indigenous Studies as an International Field. This paper proposes the development of Indigenous Studies as an international field, both in the sense of advancing the discipline internationally, wherever there are Indigenous peoples, and in the sense of incorporating international perspectives into curricula. In Canada, Indigenous Studies has been and is still treated as something to be done by "experts" for others. Indigenous Studies does not exist in its own right as an autonomous discipline, has no serious academic recognition, and depends upon the paradigms and methodologies of non-Indigenous academia. A correctly conceived and correctly implemented Indigenous Studies program would address the "unfinished business of decolonization" and would produce both Native and non-Native graduates that understand Indigenous worldviews. The interdisciplinary approach to Indigenous Studies can be construed as a way of expanding universal knowledge while keep the subjects being studied marginalized from the… [PDF]

Pember, Mary Annette (2007). A Grassroots Effort. Diverse: Issues in Higher Education, v24 n21 p28-30 Nov. If academics, students and supporters at the Newark Earthworks Center at The Ohio State University have their way, the Newark Earthworks will be listed among the likes of England's Stonehenge and Mexico's Teotihuacan in terms of international archaeological and cultural importance. Dr. Richard Shiels, director of the newly founded center and Dr. Marti Chaatsmith, program coordinator, envision the site will become a "must see" for those touring international cultural sites. The center, approved in 2006 by university trustees as an interdisciplinary program, is poised to reap the academic rewards from growing interest in the mounds. Their hope is that the center will become the heart of scientific and cultural inquiry into the Earthworks, drawing academic and public attention. Earlier this year, the center hosted a conference sponsored by the American Indian Studies Consortium on the theme "Native Knowledge Written on the Land," which included faculty and students… [Direct]

Yazzie-Mintz, Tarajean (2007). From a Place Deep inside: Culturally Appropriate Curriculum as the Embodiment of Navajo-ness in Classroom Pedagogy. Journal of American Indian Education, v46 n3 p72-93. Three Navajo teachers' conceptions of culturally appropriate curriculum and pedagogy highlight the benefits of reflective practice within different educational and school contexts. Each teacher provides a way of thinking about culturally appropriate curriculum, and its implementation in classroom practice for different Navajo students. The ways in which these teachers acknowledge the influence of being Navajo allows us to see why each chooses to teach and to know from where her inspiration comes. This study of the three Navajo teachers brings to the larger discussion of culturally appropriate pedagogy the need to consider the cultural knowledge, referred to as \Navajoness,\ that the teacher brings to the classroom context. Navajoness, a way of being or familiarity with being a Navajo person, appears to provide Navajo teachers with the knowledge and ability to make immediate connections between knowledge in school and home contexts. Further, Navajo teachers have an initial foundation… [Direct]

(2008). Higher Learning and the Labour Market in a Changing World: Environmental Scan for British Columbia. Ministry of Advanced Education In a knowledge-based economy, economic and social well-being depend on the development of human resources, and those with access to education benefit from higher lifetime earnings, lower rates of unemployment and poverty, a greater sense of engagement at work and society, and healthier lifestyles. This environmental scan considers the major economic, demographic, social, and labour-market trends influencing British Columbia's higher education system and workforce. Five chapters include: (1) Economic Trends (including globalization, the North American economy, climate change, new technologies, and regional variations in economic development); (2) Demographic Trends (forces of change, such as the aging of the baby boom generation, the declining birth rate and school age cohort, and shifts in inter-provincial and international migration); (3) Social Trends (British Columbia's social fabric and inequalities faced by low-income groups, women, Aboriginal people, persons with disabilities,… [PDF]

Barraza, Laura; Ruiz-Mallen, Isabel (2008). Are Adolescents from a Forest Community Well-Informed about Forest Management?. Journal of Biological Education, v42 n3 p104-111. The indigenous community of San Juan Nuevo Parangaricutiro in Mexico has been engaged in a successful Community Forest Enterprise employing sustainable management practices since 1981. These environmental practices do not seem to be reflected in the educational programmes developed at school. In this study, the environmental knowledge and interest of 102 students at high-school (15 to 18 years old) towards forestry management were analysed. The association between their knowledge and interests in environmental issues was also estimated. These analyses examine their interest in forest management as potential employment and the effect of the educational system on environmental learning. A combination of quantitative and qualitative methods was used. Results showed that environmental concepts were poorly understood despite their inclusion in the curriculum. Adolescents did not envisage working in the forest in the future because they showed no interest in forest activities. Educational… [Direct]