Toke, Arun Narayan, Ed.; And Others (1994). Our Native Ways: The Voices of Native American Youth. Skipping Stones, v6 n4 p1-35 Fall. To celebrate the \Decade of the Indigenous Peoples,\ this issue of a nonprofit children's magazine includes art and writings by Native American youth who share their ways of looking at and living life. Emphasizes the distinct customs, traditions, languages, and folklore of the different Native Nations and Tribes. (LZ)…

Keary, Anne (1994). We've Got a Way to Go Yet!. Australian Journal of Adult and Community Education, v34 n1 p39-45 Apr. Palm Island aboriginal women have a central role in family, community, and cultural maintenance. Adult and community education programs should focus on the specific experiences and educational needs of these women who are active agents in constructing their own reality. (SK)…

Iversen, Geoff; Thomas, Priscilla (1999). One Vision, Two Windows: Educational Self Determination for Indigenous Peoples of Central Australia. In 1992, the South Australian Minister of Education granted operational control of schooling in the remote Anangu Pitjantjatjara lands to the Pitjantjatjara Yankunytjatjara Education Committee (PYEC). PYEC is composed of Aboriginal community members (Anangu) who largely retain their traditional values and customs. This means that generally semi-literate Anangu with minimal Western school experience have decision-making control over all education policies and operational practices in this geographical area of some 50,000 square kilometers. The key activity at the Anangu education system level is policy formulation, provision of infrastructure support for its implementation, and response to information on quality. The management of quality must at some stage emphasize the final outputs from the system for the assessment of its overall efficiency and effectiveness. External standards that are oriented toward effectiveness and efficiency take little account of different cultural… [PDF]

Arthur, Jo; Martin, Peter (2006). Accomplishing Lessons in Postcolonial Classrooms: Comparative Perspectives from Botswana and Brunei Darussalam. Comparative Education, v42 n2 p177-202 May. Drawing on observations and audio-recordings of classroom language use in two postcolonial societies, the Republic of Botswana in Africa and the Sultanate of Brunei Darussalam in south-east Asia, this study seeks to explore how teachers and pupils face the challenge of accomplishing teaching and learning using a language which is not their own. In both Botswana and Brunei Darussalam, English is the official language of instruction for some subjects from mid-primary school level. Unlike many comparative studies which concentrate on the macro or national level, the focus of this study is the micro-level of classroom interaction. The study shows that there are both similarities and differences across the two contexts in the ways teachers and pupils engage with language(s) through a range of monolingual and bilingual strategies. In comparing the discourses of primary-level classrooms in Botswana and Brunei Darussalam, the study demonstrates the tensions in the language policies and… [Direct]

Kwarteng, E. Fredua (2006). Implementing Nunavut Education Act: Compulsory School Attendance Policy. Canadian Journal of Educational Administration and Policy, n55 p1-22 Sep. This paper discusses the implementation of Nunavut compulsory school attendance policy as part of the Nunavut Education Act (2002). Using a bottom-up approach to policy implementation in the literature and the author's six years teaching experience in Nunavut, the paper argues that the compulsory school attendance policy may not achieve its objectives unless the District Education Authority (DEA) of each community is allowed the flexibility to adapt the policy to its local context. Because each community in the territory has a different micro-implementation environment, the DEA in consultation with principals, teachers, parents, and other community members would be able to construct effective implementation plans based on the latitude that the policy allows them…. [PDF]

Thompson, Donald L. (1972). Head Start at Home: A Model for Rural Areas. Appalachia, 5, 3, 17-19, Jan 72. …

Dalton, Robert; Zuk, Bill (1998). Faces of the Circumpolar World. Art Education, v51 n4 p25-32 Jul. Presents a lesson that asks students to compare a culture's traditional and innovative artwork in order to encourage an appreciation of artistic heritage. Gives the historical and cultural contexts of two artworks from Greenland and two from Alaska, along with a collection of activities, as the means for investigation. (CMK)…

Clark, Sylvia T. (1998). Songlines and Dreamlines. Arts and Activities, v122 n5 p30-31 Jan. Presents a brief background on Australian Aboriginal beliefs and their connection to Aboriginal artwork. Recounts how students connected with this culture by creating bark paintings of their personal animal spirits using grocery bags, crayon, and tempera paint. Includes references to teaching resources on Aboriginal beliefs and art. (DSK)…

Matheson, David J. (1996). An Examination of Some of the Difficulties of Establishing an Open University in a Small Linguistic Area: The Case of Suisse Romande. International Journal of Lifelong Education, v15 n2 p114-24 Mar-Apr. Outlines open university models and discusses the criteria necessary for establishing one in the French-speaking areas of Switzerland, characterized by a rural/urban mix and variety of cultures. Argues that a home-grown open university can respect indigenous cultures and provide opportunities to those denied them better than an externally imposed model can. (SK)…

Boyer, Paul (2006). Should Expediency Always Trump Tradition?: AIHEC/NSF Project Develops Indigenous Evaluation Methods. Tribal College Journal of American Indian Higher Education, v18 n2 p12-15 Win. The article presents the author's views on the important role of tribal colleges in shaping the social and cultural development of their tribes. The author says that even small tribal colleges can manage programs that promote wellness, economic development, and basic scientific research. Tribal colleges need to develop culturally based approaches to teaching, learning, and research that respect traditional values…. [Direct]

Jordan, Dierdre F. (1984). The Social Construction of Identity: The Aboriginal Problem. Australian Journal of Education, v28 n3 p274-90 Nov. A study attempting to map the contexts within which aboriginal people build a cultural identity looked at three situations: one city, one country, and one tradition-oriented. The school environment within each of these situations was examined as a substructure within which students interact to form their identity. (MSE)…

Dei, George J. Sefa (2002). Rethinking the Role of Indigenous Knowledges in the Academy. NALL Working Paper. This paper is an invitation to critically engage in the discussion of "indigenous knowledges" and the implication for academic decolonization. Among the issues raised are questions of the definition and operationalization of indigenous knowledges and the challenges of pursuing such knowledge in the western academy. The paper draws attention to some of the nuance, contradictions, and contestations in affirming the place of indigenous knowledges in the academy. It is pointed out that indigenous knowledges do not "sit in pristine fashion" outside of the effects of other knowledges. In particular, the paper brings new and complex readings to the term "indigenous," maintaining that different bodies of knowledge continually influence each other to show the dynamism of all knowledge systems. It is argued that when located in the Euro-American educational contexts, "indigenous knowledges" can be fundamentally an experientially-based, non-universal,… [PDF]

Phillips, C. J.; Williams, Ann (1983). Assessing Children's Learning Skills in the First Term of Infant Schooling. Educational Review, v35 n3 p255-64 Nov. Describes a study that investigated learning skills as a determinant of future academic achievement. Compared cultural effects between the two largest groups in the study, indigenous (British) and Asian children, and examined adverse ratings by sex, ethnicity, preschool experience, and age. Considered the findings within the context of early screening. (NRJ)…

Omoniyi, Tope (2003). Local Policies and Global Forces: Multiliteracy and Africa's Indigenous Languages. Language Policy, v2 n2 p133-52. Discusses the intricate connections between local education cum literacy policies in Africa and the global economic, cultural, and political forces that impact them. (Author/VWL)…

Moulin-Acevedo, Madeleine; And Others (1993). Regions. World of Work, n2 p20-25 Feb. Includes "From School to Jobs: Africa's Dilemma" (Moulin-Acevedo); "Helping Change in Eastern Europe"; "Recognizing the Dignity of Indigenous Peoples"; "An Employment Plan for Pakistan"; and "Around the Continents." (JOW)…

Boulton-Lewis, Gillian M.; Lewis, David C.; Marton, Ference; Wilss, Lynn A. (2000). Learning in Formal and Informal Contexts: Conceptions and Strategies of Aboriginal and Torres Strait Islander University Students. Learning and Instruction, v10 n5 p393-414 Oct. Studied the conceptions of formal learning held by 22 Aboriginal and Torres Strait Islander students from 3 Australian universities, a group with a high attrition rate in tertiary education. Results show that these students view and approach university learning in much the same way as other students, but the strategies these students used did not match the conceptions of learning they held. (SLD)…

Fogarty, Gerard J.; White, Colin (2001). Educational Implications of the Values Held by Australian Aboriginal Students. Journal of College Student Retention, v2 n3 p253-70 2000-2001. Investigated whether the values held by Australian aboriginal college students, which are more collective than those of non-aboriginal students, could help explain their low achievement levels. Longitudinal survey data indicated there were factors other than value systems that had a much greater impact on students' problems (e.g., lack of readiness for tertiary study and aboriginal student background). (SM)…

Puentes, Roberto Valdes (2000). La Educacion de los Jesuitas en Cuba durante el Siglo XVI (1566-1574) (Jesuit Education in Cuba during the 16th Century (1566-1574). Comunicacoes, v7 n1 p143-51 Jun. Explains the relationship between Spanish colonialism in Cuba, evangelization of the Indians, and the origins of Cuban culture, as well as the role the Jesuits played in this process of transculturation. Analyzes the first phase in the history of the educational work of the Jesuits in Cuba (1566-1574). (BT)…

Puentes, Roberto Valdes; Reyes, Francisco Barroso (2000). Evangelizacion Indigena en Cuba (1512-1550): Estrategia y Razones de su Fracaso (Evangelization of Indigenous People in Cuba (1512-1550): Strategies and Reasons for its Failure). Comunicacoes, v7 n2 p119-36 Nov. Presents the different moments and contents of the strategies of the evangelization process practiced by the Spanish during the conquest and colonization of Cuba, as well as possible reasons for its failure. States that the Indians were enslaved and directed through evangelism toward acculturation. (BT)…

Graziano, Jane (2004). Aboriginal Bark Painting: Learning about the Beliefs of Others Is Important for Developing an Appreciation of Other Cultures. School Arts: The Art Education Magazine for Teachers, v103 n6 p42 Feb. In this article, the author describes one classroom's experience engaging in a lesson on aboriginal painting. Aboriginal painting has a particular allure to middle school students. As this age group crosses the threshold from concrete knowing to conceptual understanding, they are ready to re-frame their perspective of the artist's intent. Learning about the beliefs of others has important outcomes for developing an appreciation of other cultures. Exploring the ways other cultures make use of available resources in their artistic pursuits also has important implications for young artists. Aboriginal art beautifully weds media and myth, a narrative known to the Western world as the Dreaming….

Castagno, Angelina E. (2005). Extending the Bounds of Race and Racism: Indigenous Women and the Persistence of the Black-White Paradigm of Race. Urban Review: Issues and Ideas in Public Education, v37 n5 p447-468 Dec. In this article, the author illustrates how the dominant Black-White binary paradigm of race in the United States situates Indigenous women as either racialized Others or White Others in the context of a predominantly White university. Race and racism are thus salient in the lives of Indigenous students in multiple and complex ways–ways which are rarely elaborated upon in the current research literature…. [Direct]

Baskin, Cyndy (2002). Re-Generating Knowledge: Inclusive Education and Research. Wherever colonizers have overwhelmed and marginalized Indigenous peoples, the educational system has failed these populations because it has been racialized and hegemonic, Eurocentric practices have subverted other ways of knowing. Despite the diversity of today's classrooms, minority world views are not provided space within educational discourse. Consequently, marginalized students struggle to achieve self-esteem and have high dropout rates. In inclusive schools, multiple ways of knowing are represented according to the terms of all participants, and the diversity of the student population is reflected in the physical environment of the school and in the educational materials used. Storytelling, drama, song, and experiential practices are methods of transmitting knowledge in Aboriginal cultures and could be incorporated into a more holistic learning methodology. A curriculum that reflects an appreciation of all students encourages the acceptance of differences among individuals,… [PDF]

Pence, Alan (2007). Early Childhood Development and E-Learning in Africa: The Early Childhood Development Virtual University Programme. E-Learning, v4 n1 p15-23. This article explores the development and evaluation of the graduate-level Early Childhood Development Virtual University (ECDVU) programme in Sub-Saharan Africa from 2001 through to 2004. It outlines the history of the ECDVU and the establishing of a Sub-Saharan programme for future leaders in the early childhood field guided by the key principle of community capacity building, developed through the author's involvement in an undergraduate educational programme in aboriginal communities of western Canada. The article explores the role of online technologies in the design, implementation and assessment of the ECDVU programme. A complex mix of online and face-to-face engagement was seen to underpin the programme's success in supporting students to enhance their contribution to the development of early childhood programmes in their respective communities…. [Direct]

Maddern, Eric (1990). What Is It Fifteen Year Olds Need? Notes on Developing Initiations Appropriate to Our Times. Journal of Adventure Education and Outdoor Leadership, v7 n1 p29-32 Spr. Fifteen-year olds have the highest crime rate of any age group in Great Britain. A formal initiation of adolescents into adulthood, such as that of Australian Aboriginal society, may be what is lacking in contemporary society. Examines functions of the Aboriginal initiation as a basis for modern initiations that include challenge, responsibility, environmental awareness, and community participation. (KS)…

Birchard, Karen (2006). Native Suspicion. Chronicle of Higher Education, v52 n19 pA46-A49 Jan. Canada's colleges and universities are looking for ways to recruit aboriginal students wary of a once-hostile educational system. Prime Minister Paul Martin's promise in November 2005 of increased funding to close the educational gap between aboriginals and the rest of the population would bolster three existing federal programs that provide financial aid to aboriginal students, help universities with recruitment and retention, and support aboriginal-studies programs…. [Direct]

Yazzie, Lena (1997). The Navajo Calendar. Journal of Navajo Education, v14 n1-2 p13-19 Fall-Win 1996-1997. The Navajo calendar is a means of educating people to thrive in their surroundings, realize their individual potentials, and perpetuate their society. Describes in Navajo and English: the Navajo calendar, ceremonies and activities appropriate to each month, the moccasin game and string game (played in winter), and the significance of the number four. (Author/TD)…

Aikman, Sheila (1999). Interculturality and Intercultural Education: A Challenge for Democracy. International Review of Education/Internationale Zeitschrift fuer Erziehungswissenschaft/Revue Internationale de l'Education, v43 n5-6 p463-79. Uses Peru to exemplify the debate taking place in South and Central American countries with large populations of indigenous people. Questions whether an interculturality based in apolitical calls for dialog and respect for cultural and linguistic plurality can meet the needs of indigenous peoples and their daily confrontations with oppressive and unequal intercultural relations. Contains 37 references. (AMA)…

Nagai, Yasuko (2001). Vernacular Education and Development: Dilemmas, Struggles and Innovations in Papua New Guinea. Convergence, v34 n1 p67-82. Describes the process by which the Maiwala community in Papua New Guinea designed an elementary school curriculum that recognizes the need for Western-style education in order to communicate with the outside world, but focuses on vernacular education that makes the curriculum culturally relevant and meaningful to the community. (Contains 36 references.) (SK)…

Hornberger, Nancy H.; Johnson, David Cassels (2007). Slicing the Onion Ethnographically: Layers and Spaces in Multilingual Language Education Policy and Practice. TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v41 n3 p509-532 Sep. In this article, we take up the call for more multilayered and ethnographic approaches to language policy and planning (LPP) research by sharing two examples of how ethnography can illuminate local interpretation and implementation. We offer ethnographic data collected in two very different institutions–the School District of Philadelphia and the Andean regional graduate program in bilingual intercultural education in Cochabamba, Bolivia–both of which act as intermediary agencies between national language policies and local educational initiatives. Drawing from long-term ethnographic work in each context, we present excerpts from spoken and written discourse that shed light on the opening up or closing down of ideological and implementational spaces for multilingual language education policy and practice. We illustrate through our examples that ethnographic research can, metaphorically speaking, slice through the layers of the LPP onion (Ricento & Hornberger, 1996) to reveal… [Direct]

Doherty, Catherine (2002). Extending Horizons: Critical Technological Literacy for Urban Aboriginal Students. Journal of Adolescent & Adult Literacy, v46 n1 p50-59 Sep. Outlines the distinctive features of a small-scale literacy program offered to urban Aboriginal school students, which was premised on understandings of critical multi-literacies and explored through technological environments and texts. Argues for literacy programs to address critical practices that interrogate texts across multiple texts and modes. Presents a model of a critical multiliteracies framework interpreted in a case-study project. (SG)…