McKeown, Eamonn (2006). Modernity, Prestige, and Self-Promotion: Literacy in a Papua New Guinean Community. Anthropology & Education Quarterly, v37 n4 p366-380 Dec. In this article, I examine patterns of literacy use in the daily life a rural community in the Papua New Guinea highlands. It is demonstrated that many of these practices do not correspond to the ways in which agencies responsible for imparting literacy, particularly the local school, intend. Instead, village concepts of prestige, chance, and reciprocity are influential in shaping literacy practices, and the uses are governed by local associations and preoccupations with modernity…. [Direct]

Sarangapani, Padma M. (2003). Indigenising Curriculum: Questions Posed by Baiga "Vidya.". Comparative Education, v39 n2 p199-209 May. The Baiga of central India are known for their extensive knowledge of the forest and healing. Healing knowledge is transmitted orally from male expert practitioners to novices. Features of this instruction, which is experiential and geared to the apprentice's levels of interest and ability, raise questions about the feasibility of including indigenous knowledge in school curricula, where practices and underlying assumptions are very different. (Contains 37 references.) (SV)…

White, Jonathan, Comp. (1994). Talking on the Water: Wisdom about the Earth, Dispensed from a Floating Podium. Sierra, v79 n3 p72-75 May-Jun. Reports excerpts of interviews conducted by Jonathan White with six prominent visionary environmental thinkers: Lynn Margulis; Peter Matthiessen; Roger Payne; Richard Nelson; Matthew Fox; and Dolores LaChapelle. Explores provocative, timely, and crucial questions about humanity's relationship with nature. (MDH)…

Vandeyar, Saloshna (2010). Educational and Socio-Cultural Experiences of Immigrant Students in South African Schools. Education Inquiry, v1 n4 p347-365. The advent of democracy and the easing of both legal and unauthorised entry to South Africa have made the country a new destination for Black asylum-seekers, long-distance traders, entrepreneurs, students and professionals. As this population continues to grow, its children have begun to experience South African schools in an array of uniquely challenging ways. In addition to opening their doors to all South African children irrespective of race, colour or creed, most public schools in South Africa have also opened their doors to a number of Black immigrant children. There is, however, very little research on the socio-cultural experiences of Black immigrant students within the "dominant institutional cultures" of schools. Accordingly, this study asks what are the educational and socio-cultural experiences of Black immigrant students in South African schools? To what extent has the ethos of these schools been transformed towards integration in the truest sense and how do… [Direct]

Austin, Ann M. Berghout; de Aquino, Cyle Nielsen; de Burro, Elizabeth Urbieta; Peairson, Shannon (2008). Cognitive Development and Home Environment of Rural Paraguayan Infants and Toddlers Participating in Pastoral del Nino, an Early Child Development Program. Journal of Research in Childhood Education, v22 n4 p343 Sum. Participants included 106 infants and toddlers living in rural Paraguay and their primary caregiver. Children ranged in age from birth to 24 months and belonged to two distinct groups, including 46 children who had never participated in Pastoral del Nino, an early child development program, and 60 children who had participated in Pastoral for at least half the child's life. This article describes a study comparing the cognitive development and caregiving environment of rural Paraguayan infants and toddlers, from birth to 24 months, who were participating in Pastoral del Nino with that of children who were not participating in Pastoral programs. Cognitive (BSID-II) scores differed between the two groups, with Pastoral infants and toddlers scoring significantly higher at 0-4 months and 20-24 months. IT-HOME scores were significantly higher for Pastoral children at 0-4 months, 5-9 months, 10-14 months, and 15-19 months. Overall, best predictors for BSID-II scores included health,…

Strong-Wilson, Teresa (2008). Changing Literacies, Changing Formations: The Role of Elicitation in Teacher Action Research with New Technologies. Teachers and Teaching: Theory and Practice, v14 n5-6 p447-463 Oct. As new technologies promise to be an enduring feature of the landscape of teachers' work, we consider how teachers implicitly bring stories forward into their classroom explorations with new media as a part of their \informal learning\. By \stories\ is meant specific classroom texts as well as preferred teacher practices with those texts. The article represents a reflection on the methodological role that \elicitation\ can play in drawing out teacher thinking during a time of professional change, thinking that would otherwise likely remain embedded, particularly when teachers' attention is focused forward on innovation in practice. The methodological use of \elicitation\ emerged in the first year of an ongoing teacher action research study, in which seven teachers have been involved in a professional development initiative that actively engages teachers in examining changing literacy formations, beginning with the teachers' own literacy formations. The methodological practice of… [Direct]

Fitzgerald, Tanya (2005). Cross-Cultural Research Principles & Partnerships: Experiences from New Zealand and Australia. Management in Education, v19 n1 p17-20. Indigenous communities remain concerned about research into their lives, their control over and participation in the research process and the public dissemination of knowledge. The relationship between researcher and participant and the product of this relationship has been traditionally cast as a dualism with one side being the less powerful, although the power relationships that set up the dualism in the first place are typically ignored. Embedded in any research relationship are the politics of position that create a hierarchical identity between researcher and participant. The terms "researcher" and "participant" contain overtones that suggest this relationship is concerned with and directed to the "looking over" or "looking after" the other. Furthermore, research and the apparent authoritative role and gaze of the researcher is embedded with dilemmas and difficulties that are exacerbated and brought into sharp relief when cultural… [Direct]

Strong-Wilson, Teresa (2007). Moving Horizons: Exploring the Role of Stories in Decolonizing the Literacy Education of White Teachers. International Education, v37 n1 p114-131 Fall. This article considers the place of stories in literacy formation and thus, in producing colonialism, as well as the role they can play in decolonizing formation; a story is understood to provide a perceptual horizon that influences how the teacher carries him/herself in the world. Eighteen white teachers, living in Canada, were invited to be part of a study in which they examined their constructions of "difference" through the reading and discussion of children's stories in teacher literature circles held once a month. Twelve of the teachers were predominantly of white (European or Euro-Canadian) ancestry while six were Indigenous teachers; four were male, fourteen were female. This article focuses on the processes involved in moving and decolonizing storied horizons. It is divided into four sections: (a) "decolonizing" the imagination and what that term means when applied to white teachers; (b) a brief description of the study conducted with the teachers; (c)… [Direct]

Depriest, Maria; Fowler, Cynthia; Jones, Ruthe Blalock (2007). Oklahoma: A View of the Center. Studies in American Indian Literatures, v19 n3 p1-44 Fall. This article presents a dialogue on twentieth-century Oklahoma artists and writers given at a conference titled "Working from Community: American Indian Art and Literature in a Historical and Cultural Context" and held in the summer of 2003 at Evergreen State College in Olympia, Washington. Twenty-five educators converged for six weeks of intensive study of American Indian art and literature to further more thoughtful scholarship on indigenous culture and to encourage teaching strategies that might integrate native topics into general courses on art and literature. The dialogue explored the shared subject matter of a select group of twentieth-century Oklahoma artists and writers, uniting the divide between the visual arts and literature for a more comprehensive perspective while revisiting the pervasive question of the connection between artist, home, and place. The five themes of travel, loss, memory, transformation, and dance were chosen as the organizing categories for… [Direct]

Cronin, Amanda; Ostergren, David M. (2007). Tribal Watershed Management: Culture, Science, Capacity, and Collaboration. American Indian Quarterly, v31 n1 p87-109 Win. This research focuses on two elements of contemporary American Indian natural resource management. First, the authors explore the capacity of tribes to manage natural resources, including the merging of traditional ecological knowledge (TEK) with Western science. Second, they analyze tribal management in the context of local and regional collaborative watershed groups. Of particular interest to this discussion is the variation in the capacity of individual tribes to participate actively in resource management. The authors compare three cases–two from the Pacific Northwest, namely, Jamestown S'Klallam Tribe and Confederated Tribes of the Umatilla Indian Reservation, and one from the Southwest, namely, Yavapai-Apache Nation–to explore the challenges tribes face to regain partial or complete control of traditional lands and resources. The three cases illustrate that there is not a clear divide between the use of Indigenous knowledge and Western science in tribal resource management…. [Direct]

Benham, Maenette K. P. (2002). The Story of the Hawaiian Studies Center on the Brigham Young University-Hawaii Campus. Journal of American Indian Education, v41 n2 p9-18. With an advisory committee of native community members, elders, educators, and students, the Center for Hawaiian Language and Cultural Studies has successfully founded, within a mainstream institution with strong religious foundations, a cultural center that teaches native values and language. The center creates cultural/educational projects that involve community organizations and are grounded on caring for the land and sea. (TD)…

Mackinlay, Elizabeth (2003). Performing Race, Culture, and Gender in an Indigenous Australian Women's Music and Dance Classroom. Communication Education, v52 n3-4 p258-272 Jan. One perpetual concern among Indigenous Australian peoples is authenticity of voice. Who has the right to speak for, and to make representations about, the knowledges and cultures of Indigenous Australian peoples? Whose voice is more authentic, and what happens to these ways of knowing when they make the journey into mainstream Western academic classrooms? In this paper, I examine these questions within the politics of \doing\ Indigenous Australian studies by focusing on my own experiences as a lecturer in the Aboriginal and Torres Strait Islander Studies Unit at the University of Queensland. My findings suggest that representation is a matter of problematizing positionality and, from a pedagogical standpoint, being aware of, and willing to address, the ways in which power, authority, and voice are performed and negotiated as teachers and learners of Indigenous Australian studies…. [Direct]

Johns, Susan; Kilpatrick, Sue; Le, Quynh; Millar, Pat; Routley, Georgie (2007). Responding to Health Skills Shortages: Innovative Directions from Vocational Education and Training. Support Document. 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. The support document includes literature review, methodology, models and case studies. (Contains 12 figures and 6 appended tables.) [This document was produced by the authors based on their research for the report, "Responding to Health Skills Shortages: Innovative Directions from Vocational Education and Training" (ED499736) and was funded by the Australian Department of Education, Science and… [PDF]

Pember, Mary Annette (2006). Deal or No Deal?. Diverse: Issues in Higher Education, v23 n21 p34-35 Nov. Education at a tribal college for non-Native students is "an awfully good deal for states," says Dr. Joseph F. McDonald (Salish/Kootenai), president of Salish Kootenai College on the Flathead reservation in Montana. It may come as a surprise to most Americans, but tribal colleges have been quietly providing higher education to a substantial number of non-Native, so called "non-beneficiary," students for many years, despite the fact that they receive no state or federal funding for these students. Funding for these students is derived primarily from tuition, which is usually significantly less than comparable state institutions. However, tuition often just barely covers the costs of educating the non-beneficiary students, placing a tremendous burden on the already cash-strapped colleges. For an unknown number of these students, it's a case of simply not being native enough. While they may be of American Indian ancestry, they are neither part of federally recognized… [Direct]

Barcan, Alan (2009). Three Pathways to Change in New South Wales Education, 1937-1952. Education Research and Perspectives, v36 n2 p45-80. Between 1937 and 1952 three differing philosophies for the reform of NSW schooling found expression in three successive ministers for education. David Drummond, the Country Party minister during the Great Depression, wanted to extend the well-established democratic principle of equality of opportunity and the formation of character. He emphasised the improvement of schooling for country children, provision of education for handicapped children, and improved technical education. Clive Evatt, Labor Minister for Education in the early 1940s, focused on the recently publicised doctrines of progressive, child centred education. An international conference on progressive education had been held in Australia in 1937. Following the 1939-45 war, a third, pragmatic, non-theoretical minister, Bob Heffron, sought to adapt traditional policies to help build a better world, a welfare state, based on improved services which included, to a limited degree, education. But Heffron had to focus on… [PDF]

Hamilton, Mary (2006). Just Do It: Literacies, Everyday Learning and the Irrelevance of Pedagogy. Studies in the Education of Adults, v38 n2 p125-140 Aut. This paper introduces the significant body of research on everyday literacies that has developed over the last 20 years and links it with the concerns of those working in the field of lifelong learning. It starts by briefly introducing debates about adult informal learning. It goes on to discuss ethnographic and interview studies of everyday learning and literacies, using both print and electronic media. It presents some of the new insights and orthodoxies from this research and discusses the challenges it poses to formal pedagogies. The paper goes on to identify some key issues that still need to be resolved, looking at the strengths and limitations of both informal and formal learning opportunities for literacy. For example, everyday networks have both strengths and limitations for learning; local knowledge resources are flexible but unevenly spread. The paper closes by looking at the implications of this work for the organisation of literacy learning opportunities for adults…. [Direct]

Cochran-Smith, Marilyn; Lytle, Susan (2006). Troubling Images of Teaching in No Child Left Behind. Harvard Educational Review, v73 n4 p668-697 Win. This article offers a critique of No Child Left Behind (NCLB) related to the implications for teachers in educational improvement. Through an analysis of the NCLB legislation and accompanying policy tools that support it, the authors explore three images or central common conceptions symbolic of basic attitudes and orientations about teachers and teaching that are explicit or implicit in NCLB: images of knowledge, images of teachers and teaching, and images of teacher learning. The authors argue that NCLB leaves teachers void of agency and oversimplifies the process of teacher learning and practice. Furthermore, NCLB undermines the broader democratic mission of education, narrows curriculum, and exercises both technical and moralistic control over teachers and teaching. They conclude by sketching a richer framework for teaching that embraces its myriad complexities and acknowledges teachers' agency, activism, and leadership in generating local knowledge. (Contains 4 notes.)… [Direct]

Howard, Damien (2004). Why We Need More Aboriginal Adults Working with Aboriginal Students. Australian Journal of Teacher Education, v29 n1 Article 2 Jun. The culturally shaped communicative context of classrooms has been documented to be an important influence on social and educational outcomes for Indigenous students. There is increasing evidence that it may be a critical factor in the outcomes of Indigenous students with conductive hearing loss (CHL) during their school years. This article describes research that explores social and educational disadvantage associated with conductive hearing loss in two remote schools with wholly Indigenous class groups taught in English by non-indigenous teachers…. [PDF]

Harrison, Barbara; Papa, Rahui (2005). The Development of an Indigenous Knowledge Program in a New Zealand Maori-Language Immersion School. Anthropology & Education Quarterly, v36 n1 p57-72 Mar. In 1985, Te Wharekura o Rakaumangamanga initiated a Maori-language immersion program for children ages 5 through 18. In recent years, a program based on Waikato-Tainui tribal epistemology has been incorporated into the language immersion program. This article describes the community context and the language immersion and tribal knowledge programs. We consider the relationship of these programs to individual and tribal self-determination and to theories of minority achievement, particularly the work of John Ogbu…. [Direct]

Bevan-Brown, Jill (2005). Providing a Culturally Responsive Environment for Gifted Maori Learners. International Education Journal, v6 n2 p150-155 May. Despite the multi-categorical concept of giftedness having widespread acceptance throughout the world, cultural giftedness does not appear to be widely recognised or provided for. This paper examines what cultural giftedness means for Maori (the indigenous people of New Zealand) and describes how a culturally responsive learning environment can contribute to identifying and providing for gifted Maori students. While the paper focuses on gifted Maori learners, the underlying principles are relevant to gifted students from any ethnic minority group. Readers will be challenged to reflect on and share how they recognise and provide for cultural giftedness in their particular area of involvement…. [PDF] [Direct]

Kurtz, Stanley (2003). Reconciling Culture and Democracy. Academic Questions, v16 n3 p76-83 Jun. Those who study and propose policy for dealing with the non-Western world are advised to balance their urge to modernize with an appreciation for indigenous social and cultural differences. Equilibrium is important, writes Stanley Kurd, yet the leftists who dominate social sciences have largely abandoned such an appreciation, as have traditionalists who now elevate world democratization over a more particular cultural perspective…. [Direct]

Lindow, Megan (2008). Academic Medicine Meets Traditional African Healing. Chronicle of Higher Education, v54 n37 pA21 May. Cyril Naidoo, who directs the department of family medicine at the University of KwaZulu-Natal's Nelson R. Mandela School of Medicine, conducts workshops to traditional healers on how to help patients with AIDS and HIV. In Dr. Naidoo's workshop, the group discusses how to counsel patients about HIV and AIDS, how to refer them for testing, and then how to follow up with HIV-positive patients to ensure that they receive proper care and that the healers' own herbal remedies do not clash with the clinics' powerful and often toxic anti-retro-viral drugs. The healers have been learning about ideas that are alien to the way that they practice medicine: the existence of germs and viruses, the contribution of sexual practices to HIV's spread, and the ways in which viral loads and immune-system cell counts can be used to measure the progress of the disease. This article reports how the threat of HIV and AIDS has caused doctors like Cyril Naidoo and traditional healers to work together to stem… [Direct]

Phillips, John (2005). Land Grant: International Partnerships Bring Benefits Home. Tribal College Journal of American Indian Higher Education, v16 n4 p24-26 Sum. When students from Haskell Indian Nations University set foot in Siberia, they anticipated a new experience. They did not expect something comfortably familiar. Haskell's Dan Wildcat (Euchee member of Creek Nation) explains it was "like being at home" when they first encountered the indigenous people in the Altai region of the former Soviet Union. "Our traditions, customs, and habits were in their eyes."…

Beckett, Gulbahar H.; Guo, Yan (2007). The Hegemony of English as a Global Language: Reclaiming Local Knowledge and Culture in China. Convergence, v40 n1-2 p117-132. English has become the dominant global language of communication, business, aviation, entertainment, diplomacy and the internet. Governments as well as some scholars appear to be accepting such a spread of English uncritically. However, we argue that the increasing dominance of the English language is contributing to neocolonialism by empowering the already powerful and leaving the disadvantaged further behind, an issue that needs attention. Specifically, we discuss how English as a dominant language worldwide is forcing an unfamiliar pedagogical and social culture on to its learners, along the way socio-psychologically, linguistically and politically putting them in danger of losing their first languages, cultures and identities, and contributing to the devaluation of local knowledge and cultures. Drawing on the work of critical theorists who have drawn our attention to the close relationship between language and power, we show how the global spread of English is not only a product… [Direct]

Simmons, Darlene R. (2007). Child Health Issues in New Zealand: An Overview. Journal of School Nursing, v23 n3 p151-157. International travel can provide the unique opportunity to experience other cultures. For nurses, it can also provide a window through which different health care structures and services can be viewed. Many similarities and differences can be found between the country visited and the United States in terms of health issues, nursing education, roles, and responsibilities. This article explores a number of ways health services are provided to school-age children in New Zealand. Nearly 20% of New Zealand's population are native Maori people. Not only is cultural sensitivity in health service delivery a priority, but the Maori people are guaranteed participation in health care decisions by law. School nurses in the United States can benefit from examining the models of care used by New Zealand nurses for managing the health care needs of school-age children. (Contains 4 figures.)… [Direct]

Roth, Wolff-Michael; Van Eijck, Michiel (2007). Keeping the Local Local: Recalibrating the Status of Science and Traditional Ecological Knowledge (TEK) in Education. Science Education, v91 n6 p926-947 Nov. The debate on the status of traditional ecological knowledge (TEK) in science curricula is currently centered on a juxtaposition of two incompatible frameworks: multiculturalism and universalism. The aim of this paper is to establish a framework that overcomes this opposition between multiculturalism and universalism in science education, so that they become but one-sided expressions of an integrated unit. To be able to do so, we abandon the concept of \truth.\ Instead, we adopt a contemporary epistemology that (a) entails both the cultural and material aspects of human, intersubjective reality; (b) concerns the usefulness of knowledge; and (c) highlights the dynamic, heterogeneous, and plural nature of products of human being and understanding. Drawing on narratives of scientists and aboriginal people explaining a comparable natural phenomenon (a salmon run), we show that both TEK and scientific knowledge, though simultaneously available, are incommensurable and irreducible to each… [Direct]

(2011). Guide to U.S. Department of Education Programs. Fiscal Year 2011. US Department of Education This paper provides an overview of U.S. Department of Education programs authorized and funded under federal law. It includes information as well on the laboratories, centers, and other facilities funded by the Department that provide important resources for education. Each entry, which gives a brief overview of a program or resource, is listed initially by a broad topical heading. The Guide is organized alphabetically according to these topical headings, and then alphabetically by program title within each heading. The program title as well as any commonly or formerly used names for the program come next, followed by the name of the principal office that administers the program. A unique identifier, either a number based on the CFDA (Catalog of Federal Domestic Assistance) or an assigned ED number follows. After the CFDA or ED number, information is provided about the entities that are eligible to apply to programs. Next comes information on any current competitions, including… [PDF]

Wotherspoon, Terry (2007). Teaching for Equity? What Teachers Say about Their Work in Aboriginal Communities. Education Canada, v47 n4 p64-66, 68 Fall. Policies to ensure education equity and programs to foster educational advancement among Aboriginal people have been in place for several years in most Canadian jurisdictions. Despite of the successes brought about by these policies, questions about just how much has been accomplished, and how best to secure desired results, remain matters of extensive debate and much skepticism on the part of many groups, including major Aboriginal organizations. Teachers occupy a pivotal role in this scenario. Their roles are framed in both specific terms and broader pedagogical expectations within curricular mandates, while their professional associations have also embraced Aboriginal action plans and initiatives. In this article, the author presents the findings of a study that investigated teachers' work in Aboriginal communities. Teachers in twenty-seven jurisdictions in Manitoba and Saskatchewan were surveyed to gain insight into their perspectives on experiences and current teaching… [Direct]

(1988). Indigenous Knowledge and Learning. Papers Presented in the Workshop on Indigenous Knowledge and Skills and the Ways They Are Acquired (Cha'am, Thailand, March 2-5, 1988). This proceedings documents an international workshop that focused on the research linking indigenous knowledge and indigenous learning with rural intervention programs. Research into indigenous knowledge and indigenous learning could lead to an improvement in rural intervention programs by building upon the knowledge and skills indigenous to rural communities. Individual presentations were on the following topics: (1) indigenous technological knowledge (ITK) in Malaysia relating to agriculture, fishing, forest resource exploitation, architecture, handicrafts, and indigenous medicine; (2) indigenous knowledge in Thailand and the need for ITK research and a close liaison between development workers, researchers, and politicians to safeguard relevance and applicability of research results; (3) the state of research on indigenous knowledge and indigenous learning in the Philippines; (4) research on indigenous knowledge and skills in Indonesia; (5) methodology of research on indigenous… [PDF]

Bull, Cheryl Crazy (2004). Decolonizing Research: Indigenous Scholars Can Take Over the Research Process. Tribal College Journal of American Indian Higher Education, v16 n2 p14-15 Win. The article discusses efforts made by native scholars across the U.S. to decolonizing research methodologies. It states that for many years, educators and students at tribal colleges and universities (TCL's) have recognized contributions of community-based scholars and their efforts to preserve and revitalize their cultural traditions and ways of living. Indigenous scholars have learned that such research is sacred work and is essential to their survival. Research also serves the sovereignty and sustainability goals of tribal nations. Author Linda Tuhiwai Smith, a Maori scholar, has published a book \Decolonizing Methodologies: Research and Indigenous People\ that validates the significance of community-based research and discusses problems that indigenous researchers experienced with Western research…. [Direct]