Barr, Hugh (1994). Toward a Bicultural Education System: The Experience of New Zealand. National Forum: Phi Kappa Phi Journal, v74 n1 p12-15 Win. Efforts toward a bicultural perspective in New Zealand education have involved more than classes in Maori language and culture. The entire school system is being revised to acknowledge the value of a bicultural society. Maori people have been eager to share their culture, and nonindigenous New Zealanders have been supportive. (MSE)…

Tsai, Min-Ling (1997). Culture Reflection and Re-construction in Aboriginal Children's Community Play: An Analysis of Children's Competence in and out of School. A study applied an ethnographic approach to present a contextualized interpretation of children's competence as revealed in their play activities outside of school. The purpose of the study was to de-construct claims that Taiwan's aboriginal children cannot make it at school because of their "lacking cultural stimulus." Five play episodes, drawn from a year-long ethnographic study in a school composed of aboriginal students who belonged to the Atayal tribe in the mountain area in northern Taiwan, were videotaped and subjected to a fine-grained analysis. Results indicated that (1) the themes of the community play reflected the children's perceptions of adult concerns and role relationships in daily life; and (2) the conversation and interaction styles in these play contexts contained important elements of the local cultural ethos, such as valuing competence over the material resources, stressing "sharing" in group life, regarding fighting as justified actions for… [PDF]

Ezeomah, Chimah (1992). Functional Curriculum Development: A Means of Retaining Nomadic Fulbe Cultural Identity. Contribution of Education to Cultural Development. To develop a functional curriculum for Nigeria's nomadic Fulbe tribespeople it is necessary to understand the cultural setting. The myths of the Fulbe, such as the story of herdsman Sile Sajo's encounter with the deity Kumen, provide insight into the culture. The story reflects the society's agricultural base, identifies personal characteristics which the culture prizes, and provides insight into the Fulbe moral code. Fulbe nomads have a culture distinct from that of the larger Nigerian society. As such, there is a need for special approaches to education. Nigeria's New National Policy on Education provides details of the integrative aims and objectives of the government's educational efforts, including its short and long term goals. The policy also sets out curriculum guidelines on language, mathematics, social studies, science, and creative activities. Education must incorporate the past into the present in order to fashion the future, and thus enable the Fulbe to take their place… [PDF]

Harker, Richard K. (1981). Multiculturalism and Multicultural Schools. The question of multicultural schools, like many other aspects of education, cannot be considered only in educational terms. Before beginning to consider what a multicultural school may be like, two crucial points must be understood: first, a decision in favor of multicultural schooling is a political decision, not an educational one; and second, multicultural schools can only exist in a multicultural society. When reviewing the literature on multiculturalism and particularly on multicultural education, it is clear that practically no consensus is to be found over the meaning of the terms. Using definitions of multicultural society, it becomes apparent that New Zealand is not a multicultural society, and is unlikely to ever become one. New Zealand falls into the category of a multi-ethnic society, where Maori and Pakeha share the economic institutions (based on European models) but keep separate the non-economic aspects. A Maori identity has survived (though not unchanged) 200 years…

Curry, Volna M.; Davis, John H. (1969). \Nobody Asked Me!\. Adult Leadership, 17, 9, 378-80+, 69 Mar. …

Marvelly, Ann; Phillips, C. J. (1984). Basic Educational Skills of Asian Children at the End of Infant Schooling. Educational Research, v26 n1 p36-45 Feb. Discusses a study that compared the basic educational skills of Asian children living in the United Kingdom to that of the indigenous White majority. In general, found that Asians achieved nearly average levels, and in socially disadvantaged areas, educational retardation was greater among the indigenous majority. (JOW)…

Weir, Margaret R. (1999). Research: Documenting an Urban/Rural Aboriginal Culture. During research on cultural differences in Australian Aboriginal and Torres Strait Islander pedagogy, it became obvious that the lack of an Aboriginal or Torres Strait Islander cultural typology was impeding research progress. The author's cultural heritage group, the Malara People, a subgroup of the Bandjalang People of northern New South Wales, agreed that their oral history heritage could be documented and used for educational purposes. Data were collected from three reference subgroups through interviews, group discussions, and general conversation. Using phenomenological analysis, a cultural typology was constructed in accord with Malara People's knowledge transmission guidelines, in which knowledge is available to all or is limited to Aboriginal persons, Malara People, family members, or those who have the right to know sacred information. Material on the Malara People's world view was organized into five categories depicted as circles: clan law based on the Creator's laws,… [PDF]

Mullinix, Bonnie B. (1999). Spiraling towards Sustainability: Supporting Facilitator and Training Program Development through Experiential Learning. This paper describes the history of a 4-year evolution of the Namibian Trainer of Trainers (ToT) program from conceptualization to sustainable implementation. After 23 years of armed struggle, most Namibian adults were in need of skills and knowledge. The project had been designed to reach out to historically disadvantaged populations and support development through adult education and action. The implementing organization, World Education, soon realized that existing Namibian nongovernmental organizations (NGOs) could carry out the program most effectively. Each NGO worked with World Education to tailor a support package that would best help them to reach their populations with needed services while increasing their capacity to do so. Among the support offerings most frequently accessed was the ToT program. To ensure a firm grounding in the sociopolitical and cultural context of Namibia, the design and development of ToT had to incorporate Namibian trainers. The program was…

Lynch, John; Mugler, France (2002). Pacific Languages at the University of the South Pacific. Current Issues in Language Planning, v3 n1 p76-81. Examines the use of Pacific languages in the teaching of the University of the South Pacific (USP). In introducing Pacific languages, the USP is responding to language planning in the various countries that operate the university. The challenge has been to integrate Pacific languages into university structures by creating both individual units using Pacific languages and also sequences of units contributing to a specialization in those languages. (VWL)…

Ashmore, Rhea; Shields, Carolyn (2002). The Achievement Gap. A Comparison of Anglo and Navajo Student Writing Samples. Planning and Changing, v33 n1-2 p91-105. Compares writing performance of Anglo American and Navajo students in grades 7 and 11 by gender and ethnicity. Finds, for example, that Navajo female students' writing is longer and more expressive than that of Navajo males. (Contains 40 references.) (PKP)…

Byrnes, Jill (1993). Aboriginal Learning Styles and Adult Education: Is a Synthesis Possible?. Australian Journal of Adult and Community Education, v33 n3 p157-71 Nov. Review of both aboriginal and nonaboriginal literature elicited principles for aborigine adult education: enabling learner control; supporting and reflecting culture, values, and experience; conducting learning in places familiar to learners; and using culturally appropriate content and teaching strategies. (SK)…

Tacelosky, Kathleen (2001). Bilingual Education and Language Use among the Shipibo of the Peruvian Amazon. Journal of Multilingual and Multicultural Development, v22 n1 p39-56. Investigates how language choice for education contributes to changes in the way a society views and uses language in the context of the Peruvian Amazon. Oral surveys were administered to Shipibo people in 13 communities along the Ucayali River of eastern Peru where a transition type bilingual education program was introduced several decades ago. (Author/VWL)…

Marr, Tim (1999). Neither the State nor the Grass Roots: Language Maintenance and the Discourse of the Academia Mayor de la Lengua Quechua. International Journal of Bilingual Education and Bilingualism, v2 n3 p181-97. Describes the Academia Mayor de la Lengua Quechua, a Peruvian institution ostensibly dedicated to maintaining Quechua. Data from writings by and about the Academia and from administrator interviews suggest that the institution shows signs of an ambivalent and potentially conflictive attitude toward the Peruvian state and Quechua speakers, and this could potentially produce negative effects on Peru's Quechua language maintenance. (SM)…

Charles, Walkie (2005). \Qaneryaramta Egmiucia\: Continuing Our Language. Anthropology & Education Quarterly, v36 n1 p107-111 Mar. Orchestrating an Indigenous language program for Indigenous peoples within any academic environment is no easy task. In most cases, Indigenous languages are taught by a recognized community expert, in the community; teaching that same language in a university environment is much more challenging. This article responds to Mindy J. Morgan's description of a university-based Ojibwe language program by exploring the efforts of students and facilitators of the Yup'ik Eskimo language as they attempt to gain ownership of the language and grammar they are teaching or learning to use in their own communities…. [Direct]

Kaomea, Julie (2005). Indigenous Studies in the Elementary Curriculum: A Cautionary Hawaiian Example. Anthropology & Education Quarterly, v36 n1 p24-42 Mar. This article uses a Native Hawaiian example to raise difficult questions about the role and responsibility of non-Indigenous educators in teaching and supporting Indigenous studies. It challenges educators and educational researchers to think closely about how they might serve as allies in Indigenous struggles for self-determination…. [Direct]

Brandt, Carol B. (2004). A Thirst for Justice in the Arid Southwest: The Role of Epistemology and Place in Higher Education. Educational Studies: Journal of the American Educational Studies Association, v36 n1 p93-107 Aug. How is the university connected to the pressing social and environmental problems that confront citizens in its region? What sorts of communities will students build in this changing cultural and environmental landscape as a result of their experiences in education? In this article I explore how an ethnobotany seminar uses critical pedagogy of place to engage students in the social, economic, and ecological relationships beyond the university campus. I describe how ethnobotany, the study of plants used by human cultures, is one way for students to explore the epistemology of Western science and traditional ecological knowledge. In this course, I encouraged students to ask, What counts as science? Whose knowledge is valued? What knowledge can sustain our communities? In our ethnobotany seminar, the topic of access and quality of water in the Southwest became a focal point for understanding the relation between place, epistemology, and ecojustice….

Tonemah, Stuart A. (2002). Education Warriors: Emergence of the American Indian Teacher Training Program. American Indian Graduate, v2 n1 p11-13 Fall. Three master's degree programs for American Indian administrators and teachers of gifted students are described. Indian education and leadership theories and issues are integrated into the courses. Each program has a large enough cohort of Indian students to allow them to form their own communities within the larger university environment, resulting in retention and graduation rates of over 97 percent. (TD)…

Neff, Rob; Yarnal, Brent (2007). Teaching Global Change in Local Places: The HERO Research Experiences for Undergraduates Program. Journal of Geography in Higher Education, v31 n3 p413-426 Sep. The Human-Environment Research Observatory (HERO) Research Experience for Undergraduates (REU) program aimed to develop the next generation of researchers working on place-based human-environment problems. The program followed a cooperative learning model to foster an integrated approach to geographic research and to build collaborative research skills. The program hosted 12-16 students annually, who first engaged in an intensive short course and then formed three- or four-person teams to conduct research in four biophysically and socioeconomically diverse places. The teams used cyberinfrastructure to collaborate and integrate their research and findings. Most of the REU students have opted to attend graduate school and specialize in human-environment research. (Contains 3 tables and 2 notes.)… [Direct]

Baker, David, Ed.; Wiseman, Alex, Ed. (2006). The Impact of Comparative Education Research on Institutional Theory. International Perspectives on Education and Society. Volume 7. JAI Press This volume of International Perspectives on Education and Society explores how educational research from a comparative perspective has been instrumental in broadening and testing hypotheses from institutional theory. Institutional theory has also played an increasingly influential role in developing an understanding of education in society. This symbiotic relationship has proven intellectually productive. In light of the impact that comparative education research has had on institutional theory, the chapters in this volume ask where the comparative and international study of education as an institution is heading in the 21st century. Chapters range from theoretical discussions of the impact that comparative research has had on institutional theory to highly empirical comparative scholarship that tests basic institutional assumptions and trends. Two pioneers in the field, John W. Meyer and Francisco O. Ramirez, contribute the Forward and the concluding chapter. The other chapters are… [Direct]

Chou, Hui-Min (2007). Teachers' Beliefs about Teaching Urban Indigenous Students in Taiwan. Online Submission The purpose of this interpretive study is to situate teachers' understanding and interpretation of their experiences with indigenous students in city schools. This qualitative study examines six teachers' perspectives of indigenous students and reveals factors that potentially impede or promote the success of indigenous students in Taiwanese urban schools. From the cross-case discussion, we learn that there is a need in the educational field for a reshaped perspective of indigenous students, along with changes in curriculum, instructional methods, and practices and policies. Hopefully, then, schooling experiences like those of indigenous teachers will be historical memories, not everyday occurrences, and their children will have more successful stories to tell about their school experiences. (Contains 1 figure.)… [PDF]

Francis, Norbert; Hamel, Rainer Enrique (2006). The Teaching of Spanish as a Second Language in an Indigenous Bilingual Intercultural Curriculum. Language, Culture and Curriculum, v19 n2 p171-188. This paper reports on the implementation of an ambitious bilingual instructional programme in the P'urhepecha-speaking region of Michoacan state in Mexico, the Meseta Tarasca. A curriculum of indigenous language preservation and cultural affirmation, overturning the previous Spanish-only programme, has been developed by a group of indigenous teachers in two P'urhepecha elementary schools, "Miguel Hidalgo" of San Isidro and "Benito Juarez" in the neighbouring village of Uringuitiro. Today, the P'urhepecha language is the nucleus of the curriculum. With the previous curriculum largely discredited, the bilingual teachers embarked on a project that would both provide instruction to children in a language they understand, and contribute to the preservation of their indigenous language, which in these communities, in all cases, is children's first language (L1). Being cognizant of the importance of learning Spanish as a second language, a major current planning and… [Direct]

de Souza, Sueli Maria (2002). Collecting Texts in Craho and Portuguese for Teaching. The Crao are an indigenous group of Tocantins in Brazil who speak a Je language of the Timbira group. In the Aldeias, Crao students often use the same materials as other Brazilian students. The Indians often do not consider these educational materials good because textbook content does not pertain to their culture and they cannot make sense out of it. Researchers developed a collection of texts in Crao and Portuguese for educational purposes. The text presented in this paper describes an important Crao festival that involves a sacred axe. The educational materials reflect the everyday practices of the different Indian people of Tocantins, starting with the Crao. The paper offers a passage, which is the first lesson in the textbook, that describes the festival (which celebrates good harvesting). In order to prepare an educational program using this text, teachers can have students make word lists or can record and listen to different texts in specific or related languages. The…

Bajunid, Ibrahim Ahmad (1996). Preliminary Explorations of Indigenous Perspectives of Educational Management: The Evolving Malaysian Experience. Journal of Educational Administration, v34 n5 p50-73. Articulates the need to understand and seek indigenous perspectives of educational management, using Malaysia's experience as an example. To differentiate culture-free and culture-bound content in educational management, the field's core corpus of theories, concepts, and terminology must be identified; the culture-specific ways of knowing must be examined; and unique categories must become identifiable. (95 references) (MLH)…

Antone, Eileen M. (2003). Aboriginal Peoples: Literacy and Learning. Literacies: Researching Practice, Practising Research, n1 p9-12 Spr. A three-phase research project included a literature review on Canadian Aborigine literacy, interviews and focus groups, and a symposium and follow-up workshops. Findings were as follows: (1) Aboriginal literacy has a distinct, culturally appropriate holistic perspective; (2) no single educational practice is best; (3) funding tied to criterion-based outcomes is not culturally appropriate; and (4) Aboriginal literacy reflects distinct world views. (SK)…

Hewett, Kerri-Ann (1996). Our Culture/Your Good Intentions (Reflections). Primary Voices K-6, v4 n3 p38-41 Aug. Offers a Native Hawaiian educator's perspective on the well- intentioned but misguided efforts of many non-Native teachers, administrators, and professors. Uses the Kamehameha Early Education Program as an example of an authoritarian discourse being taught to Native children. (SR)…

Todal, Jon (2003). The Sami School System in Norway and International Cooperation. Comparative Education, v39 n2 p185-92 May. In Norway, a separate curriculum for primary and lower secondary schools has been introduced in indigenous Sami areas, and some jurisdiction over the school system has been transferred to the Sami Parliament. These recent initiatives are discussed against a backdrop of three international relationships: between the Sami people and other speakers of Finno-Ugric languages, other arctic indigenous peoples, and other European minority groups. (Contains 17 references.) (Author/SV)…

De Cora, Lorelei; Geishirt-Cantrell, Betty; Hodge, Felicia Schanche; Struthers, Roxanne (2003). The Experience of Native Peer Facilitators in the Campaign against Type 2 Diabetes. Journal of Rural Health, v19 n2 p174-80 Spr. Four lay health workers on two American Indian reservations were trained to present a diabetes curriculum while coordinating and guiding group discussion in "talking circles"–a culturally appropriate intervention. Facilitator interviews discussed their "calling" and commitment to the work and to Indian people, their journey of self-growth, blending of two worldviews as a diabetes intervention strategy, and interpretation of the health materials. (Contains 23 references.) (SV)…

Keast, David A. (1997). Toward an Effective Model for Implementing Distance Education Programs. American Journal of Distance Education, v11 n2 p39-55. Describes the implementation and evaluation of the partnership between the University of Alberta, Fairview College, and Kayas Cultural College offering synchronized, multipoint video conferencing for introductory faculty of arts courses in remote regions of Alberta, Canada. Aboriginals constituted 70% of the students in the first year. Proposes a model for effective distance education initiatives. (PEN)…

Voyageur, Cora J. (2001). Ready, Willing, and Able: Prospects for Distance Learning in Canada's First Nations Community. Journal of Distance Education, v16 n1 p102-12 Spr. Describes a study conducted by Athabasca University that investigated the use of information technology by First Nations communities in Canada, often in remote rural areas, to help determine their readiness for distance learning opportunities for postsecondary education. Discusses individual technology use and community technology use. (Author/LRW)…

Lawrence, Randee Lipson (2005). Knowledge Construction as Contested Terrain: Adult Learning through Artistic Expression. New Directions for Adult and Continuing Education, n107 p3-11 Fall. Traditional forms of teaching and learning based on textual forms of representation and rational thought may limit how we perceive our world. Artistic forms of expression and their implications for adult education are discussed…. [Direct]