Behera, Deepak Kumar; Nath, Nibedita (2005). Aboriginal Female Children in Kanyashrams of Orissa, India: A Critical Assessment of the Processes of Educational Institutionalization. Childhood Education, v81 n6 p321 Aug. In India, the Constitution now includes special educational safeguards for aboriginals (Mohanty, 2003). Aboriginal communities, commonly denoted as "tribal," constitute roughly 8 percent of the total Indian population. In 1960, the Scheduled Area and Scheduled Tribes Commission was established with the aim of integrating the aboriginal people into the mainstream. It was assumed that formal education would enable the aboriginal people to meet their needs and requirements, especially in a changing world, and that it would be instrumental in reshaping their "quality of life" by integrating them into the mainstream (Sachchidananda, 1990, p. 404). Following the recommendation of the Dhebar Commission, a number of Kanyashrams were opened in India during the fifth five-year plan, 1970-75. This article critically examines the process of institutionalization of aboriginal female children in two sample Kanyashrams in Orissa, an eastern state in India. It analyzes the impact…

Bequette, James W. (2007). Traditional Arts Knowledge, Traditional Ecological Lore: The Intersection of Art Education and Environmental Education. Studies in Art Education: A Journal of Issues and Research in Art Education, v48 n4 p360-374. Teaching about Native artworks as part of school arts curriculum can serve to pass on traditional ecological knowledge while also contextualizing colonialism's influence on traditional and contemporary Native arts practices. This article explores how schools can actively engage in community arts partnerships with American Indians who have traditional cultural knowledge and can construct standards-based multidisciplinary curricula true to both art and science disciplines. An example from my recent study of a culturally relevant arts program highlights the work in classrooms of a Native basketmaker who did just that. (Contains 2 footnotes.)… [Direct]

Mpako, Nombeko (1999). The Making of Dolls and Figurative Clay Sculpture among Black Indigenous People of South Africa. Among African cultures, the creative process is regarded as the most important because it is usually done jointly as a culturally shared communal activity. For Africans, art is normally functional and the artifacts carry more meaning when they are in use. This paper focuses on the communal making of art, rather than just the aesthetic appreciation of artifacts, in an effort to highlight this activity as an important social phenomenon among African people. The paper presents the author's own experience of making and playing with these artifacts, followed by an analysis of the interpretation of this process by other authors. It concludes with some speculations about the cultural, personal, and educational effects of the loss of this cultural activity among the present generation of the Nguni young people to which the author belongs. (BT)… [PDF]

Brooks, Alison S., Ed.; Kaupp, P. Ann, Ed.; Lanouette, JoAnne, Ed.; Selig, Ruth O., Ed. (2001). AnthroNotes: Museum of Natural History Publication for Educators, Volume 22, No. 2, Winter 2001. AnthroNotes, v22 n2 Win. This publication for educators offers in-depth articles on anthropological research, teaching activities, and reviews of new resources. The publication aims to disseminate recent research in anthropology; to help those teaching anthropology use new materials, approaches, and community resources, as well as integrate anthropology into a variety of curriculum subjects; and to create a national network of anthropologists, archaeologists, teachers, and other professionals interested in disseminating anthropology, particularly in schools. Articles in the publication include: "Body Art as Visual Language" (Enid Schildkrout); "Tattooed Beauty: A Pacific Case Study" (Adrienne L. Kaeppler); and "North American Indians: Resources on the Internet" (Margaret R. Dittemore). (BT)… [PDF]

Hall, Bonnie L. (2000). Two Curricular Units for Advanced Spanish Students: Guatemala, Ayer y Hoy Descubre Mexico. Fulbright-Hays Summer Seminars Abroad Program, 2000 (Mexico and Guatemala). These two curriculum units were developed as a result of study in Mexico and Guatemala during the Fulbright Hays Summer Seminar Abroad Program, 2000. The units are designed for use in an upper-level high school Spanish class. They are intended to be taught in Spanish, and the supplementary materials (with a few exceptions) are written in Spanish. The units aim to introduce students to current-day Mexico and Guatemala. The Mexican unit provides learners with basic knowledge of Mexico's geography, political divisions, demographics, economics, and tourist/historical sites. The Guatemalan unit is broader in scope and could follow a unit on the classic Maya. Its general purpose is to develop in students an awareness of the effects of the Spanish conquest on the Guatemala of today. It consists of a brief historical survey, emphasizing the Ladino and indigenous people of Guatemala today, their characteristics, customs, and conflicts. Provides course objectives, unit outlines, and daily…

King, Kendall A. (1999). Language Ideologies and Heritage Language Education. The divergent Quichua language ideologies existing among an indigenous group of the southern Ecuadorian Andes mountains are examined. Analysis of data from 51 interviews with indigenous highlanders, including parents, teachers, school administrators, and political leaders, reveals the existence of two conflicting Quichua language ideologies: one characterized by loyalty to Quichua and great value attached to the language, particularly in private and humorous situations and in traditional contexts; and the other characterized by the beliefs that bilingualism is onerous, by contempt for subordinated, non-standard languages (such as Quichua), and by a linguistic "survival of the fittest" attitude. Each element of this last, Western language ideology was also present in the population interviewed. A belief that children prefer Spanish to Quichua was found, and Spanish was the dominant language of home use. Implications for endangered language communities are considered…. [PDF]

Aikenhead, Glen S. (2002). Cross-Cultural Science Teaching: \Rekindling Traditions\ for Aboriginal Students. Canadian Journal of Science, Mathematics and Technology Education, v2 n3 p287-304 Jul. Introduces the project \Rekindling Traditions\ which illustrates one modest way of addressing the underrepresentation of Aboriginal people in careers related to science, a situation that arises from a colonial type of science education. Integrates Western science content into a local community's Aboriginal Science. (Contains 85 references.) (Author/YDS)…

Elbow, Gary S. (1992). Migration or Interaction: Reinterpreting Pre-Columbian West Indian Culture Origins. Journal of Geography, v91 n5 p200-04 Sep-Oct. Describes the ethnic makeup and traditional models of culture origins of Caribbean natives before 1492. Suggests that archaeology and linguistics show that the islands were most recently populated in three migrations of a single group. Argues that frontiers were within rather than between large islands because of the seafaring nature of the Arawak speakers. (DK)…

Chambers, Cynthia (1999). A Topography for Canadian Curriculum Theory. Canadian Journal of Education, v24 n2 p137-50. Presents challenges to Canadian curriculum theorists: (1) to create curriculum languages and genres that represent all of Canada; (2) to use Canadian scholars and indigenous languages to find these curriculum languages and genres; (3) to seek interpretive tools to understand what it means to be Canadian; and (4) to create curriculum theory that works for everyone. (Author/SLD)…

Hatchell, Helen (2004). Privilege of Whiteness: Adolescent Male Students' Resistance to Racism in an Australian Classroom. Race, Ethnicity and Education, v7 n2 p99-114 Jul. In this article I explore links between racism and 'whiteness' within hegemonic masculine discourses. I examine ways in which adolescent male students construct their own identities within a privileged white position. I acknowledge whiteness as a racial issue and interrogate different forms of whiteness through students' narratives. Adolescent white male students in my research often acknowledge the existence of racism against Indigenous Australians and recognize their own privileged 'white' position. These students also presented ideas that because white people were racist against Indigenous Australians, then racism was 'naturally' exercised in reverse. Students, however, were perceptive of the power of whiteness and recognized how this privilege was reflected at many levels in society. Noticeably, my interviews show promise for possible changes and show the importance of teaching anti-racism at all levels in schools. This article forms part of a qualitative research project… [Direct]

Toner, Mark (2004). Northwest Passage. Teacher Magazine, v16 n1 p40-45 Aug-Sep. This article reports how students at Seattle's public Alternative School #1 carved a long lasting connection with the native Haida people of Alaska. These students created a 40-foot canoe with the guidance of Robert Peele, an artist and a descendant of Haida royalty, whose ancestors once carved a 63-foot canoe now on display at the American Museum of Natural History in New York City. The project was created as a way to help restore tribal customs lost through the centuries of integration forced upon the native peoples of the Pacific Northwest…. [Direct]

Palmer, W. P. (1990). An Annotated Aboriginal Science Bibliography. Online Submission Science is one area within Aboriginal Education which appears to receive comparatively little attention. The author experienced this in practice when he was lecturing in science education to trainee teachers on the topic of teaching science to Aboriginal students in secondary schools. As a newcomer to the Northern Territory the author does not have direct personal experience in this area and so he decided to search the literature. No previous bibliography of this topic was found. Initially searching revealed very little, but slowly the collection of interesting articles has increased, and whilst it is realised that the selection included in this bibliography is far from complete, it is offered to the reader as a starting point. Perhaps the area being considered needs to be defined more carefully. The initial aim of the selection was to focus upon the teaching of Western science to Aboriginal children, but this is a very narrow target and it was soon decided to broaden the field of… [PDF]

Kraipeerapun, Kittima; Thongthew, Sumlee (2007). The Development of Ethnobotany Curriculum for Students in Rural Schools: An Approach that Incorporates the Needs and Insights of Local Communities. International Education Journal, v8 n1 p64-70 Apr. In this paper, an ethnobotany curriculum is used as a case example of one approach to incorporating the insights and needs of the local community into the curriculum development process. This curriculum development was carried out in the "Kiriwong Community" in Nakornsrithammarat Province, Southern Thailand. The ethnobotany curriculum was developed after conducting ethnographic research to better understand how villagers might learn to gain the benefits from plants and what knowledge and skills were required to prepare their student to live well in their community. Data were collected through participant observation and in-depth interview. Developing the ethnobotany curriculum, I incorporated the basic information gained from studying the Kiriwong villagers' needs and (a) their usage of plants into the study of ethnobotany, (b) sustainable natural resource management principles, (c) rural philosophy for education, and (d) constructivist theory to obtain an ethnobotany… [PDF] [Direct]

Palmer, Bill (2006). The Introduction of Middle Schools in the Northern Territory: Processes and Reality. Online Submission, Paper presented at the Annual Meeting of the Australian and New Zealand Comparative and International Education Society (ANZCIES) (34th, Canberra, Australia, Nov 30-Dec 3, 2006). The year 2006 has been a year in which a decision on the introduction of middle schools has been made by the Labor government of the Northern Territory. The initial impetus for the change came from the 2003 Secondary Education Review "Future Directions for Secondary Education in the Northern Territory," chaired by Gregor Ramsay. There are many features of this change which will include both administrative and pedagogical aspects. Some comparisons with other systems which include a middle schooling element will be made. However the way in which educational change in the Territory is being introduced is of importance in itself and much of this study will relate to the change mechanisms that the government has used and public reaction to them. Definitions of Middle School on the Web (referring to the USA) are appended. (Contains 1 table.) [This paper was published in: 34th Annual Conference of the Australian and New Zealand Comparative and International Education Society… [PDF]

Ramsland, John (2006). The Aboriginal Boys' Training Home, Kinchela, 1924-1970, and the Development of a Culture of Physical Fitness and Sport. Journal of Educational Administration and History, v38 n3 p237-248 Dec. Kinchela Boys' Home on the mid-north coast of New South Wales, was established by the state's Aborigines Protection Board for Aboriginal boys and youths in 1924 and closed in 1970. By the 1930s the place had become known as a notorious carceral, poorly managed and psychologically isolated. An overdue government enquiry in 1940 concluded that it was not fulfilling its "requirements" as a place of training and had many "shortcomings". Reform and reconstruction were in the air, but did not occur until after the Second World War. The reshaping of post-war Kinchela involved a vigorous sports and physical education programme for inmates as well as agricultural training. This article explores the development of a sporting culture and ethos at Kinchela in the 1950s and how it gained a local and state-wide reputation. Some of its inmates became "sporting stars". Consideration is given to the relationships with local outside sporting bodies and community… [Direct]

Wetzel, Christopher (2006). Neshnabemwen Renaissance: Local and National Potawatomi Language Revitalization Efforts. American Indian Quarterly, v30 n1-2 p61-86 Win-Spr. Language decline in many immigrant and ethnic communities is always a persistent problem in America. To prevent Native tribal languages from becoming obliterated, several organizations have been founded to document and teach Indigenous languages, a number of tribes have crafted ambitious language policies, and Congress approved the Native American Languages Act in 1990. This article focuses on efforts at invigorating Indigenous languages generally, and Neshnabemwen specifically. The author examines the current status of the Potawatomi language, describes tribal and national language revitalization projects and programs, and considers the implications of these endeavors. (Contains 4 tables and 45 notes.)… [Direct]

Shore, Sue (1988). Issues in Aboriginal Adult Education: Balancing Academic Skills and Personal/Political Development. Two types of programs are currently targeted specifically toward adult Aboriginal people in Australia: (1) compensatory programs that are designed to compensate for lapses and defects in the education they have received in the regular educational system; and (2) support programs based on provision of academic support, personal support, and an environment supportive of a positive sense of Aboriginal identity. Because of the unique history of their development and the special problems they have encountered as members of a minority group, Aboriginal people have a unique set of basic education political education and community development needs. The most effective way of meeting these diverse needs would be through integrated development of academic and personal/political skills programs for Aboriginal adults in order to give adequate consideration to the historical and political factors influencing their educational needs in the 1990s. At present, however, the links between… [PDF]

(1988). Establishing as the Policy of the United States the Preservation, Protection, and Promotion of the Rights of Indigenous Americans To Use, Practice and Develop Native American Languages, and for Other Purposes. Report To Accompany S.J. Res. 379 from the Select Committee on Indian Affairs. United States Senate, 100th Congress, 2d Session. This report was submitted in support of a joint resolution (S.J. Res. 379) to establish as the policy of the United States the preservation, protection, and promotion of the right of indigenous Americans to practice and develop their indigenous languages. Traditional languages are an integral part of Native American culture, heritage, and identity; history, religion, literature, and traditional values are all transmitted through language. A clear statement of federal policy is mandatory to protect and encourage diverse cultural practices. This resolution recommends that educational institutions recognize indigenous languages in the same way that foreign languages are recognized, including the inclusion of such languages in academic curricula. A brief legislative history section notes that S.J. Res. 379 was introduced on September 15, 1988 and referred to the Select Committee on Indian Affairs who recommended passage by the Senate. The Congressional Budget Office indicated there… [PDF]

Nyland, Berenice (2001). Language, Literacy and Participation Rights: Factors Influencing the Educational Outcomes of Boys. This paper addresses concerns about boys and literacy in Australia. The paper notes that boys appear to be behind girls on most measures, and there are also differences between social and cultural groups–therefore, boys in high socio-economic groups outperform girls from industrial and some rural areas. It notes that girls from each area outperform the boys. The paper explains that such a pattern leaves boys, especially boys from the Aboriginal population, most at risk in Australian educational institutions while showing patterns of inequity across the whole system. The paper discusses issues of equity and difference in educational outcomes using examples like inappropriate assessment measures to suggest how boys may be discriminated against in the context. It argues for participation rights in relation to linguistic and cultural representation within the school institution; such representation has a potential to have a transformative effect on schools at the social level…. [PDF]

Mohatt, Gerald V. (1994). Cultural Negotiation and Schooling: New Idea or New Clothing for an Old Idea?. Peabody Journal of Education, v69 n2 p172-85 Win. The article critiques cultural negotiation as a model for understanding how to change schooling within indigenous communities, discussing its implications regarding barriers to careers in teaching for indigenous people, how to expand the knowledge base for differentiating an indigenous pedagogy, theoretical implications, and who controls negotiation. (SM)…

Marika, Raymattja; And Others (1992). Always Together, Yaka Gana: Participatory Research at Yirrkala as Part of the Development of a Yolngu Education. Convergence, v25 n1 p23-39. Yolngu researchers in the Northern Territory of Australia are applying indigenous problem-solving processes and the traditional principle of unity to educational research in, for, and with the community. (SK)…

Hollihan, K. Tony (1993). The Search in Australian Aboriginal Education: Recent Developments and Bilingual Education. Canadian Journal of Native Education, v20 n1 p136-47. Traces the development of Australia's educational policies toward Aboriginal children since important legal changes in 1967. Focuses on developing bilingual education, maintenance of culture and native language, and the movement toward Aboriginal self-determination. Suggests that the apparently inactive 1970s was a time of reflecting on deep-rooted problems and possible solutions. (SV)…

Williamson, Alan (1992). Torres Strait Islanders and Australian Nationhood: Some Educational Perspectives. International Review of Education/Internationale Zeitschrift fuer Erziehungswissenschaft/Revue Internationale de Pedagogie, v38 n1 p65-80 Jan. Analyzes the role of education in incorporating Australia's Melanesian minority, the Torres Strait Islanders, into the Australian nation. Reviews education on the Strait Islands from 1892 to 1985, focusing on issues related to educational standards, the inclusion of islanders within legislative provisions for Aborigines, immigration, and citizenship. (DMM)…

Irwin, Rita L.; Rogers, Tony; Wan, Yuh-Yao (1999). Making Connections through Cultural Memory, Cultural Performance, and Cultural Translation. Studies in Art Education, v40 n3 p198-212 Spr. Addresses the need for making connections between cultures, especially among Aboriginal and dominant cultures. Focuses on these themes: cultural memory, cultural performance, and cultural translation. Highlights three Aboriginal cultures on three continents (South Australia, Canada, and Taiwan) to encourage art educators and students to engage in cultural translation in cultural contexts. (CMK)…

Boyer, Paul (2005). To Be, or Not to Be?: TCUs Probe Identity Questions as They \Indigenize\ Their Institutions. Tribal College Journal of American Indian Higher Education, v16 n3 p10-14 Spr. This article examines issues regarding the organizational identities of tribal colleges. It provides views that despite being modeled on conventional colleges and universities, tribal colleges need to become more uniquely Native American institutions. A suggestion is explored that tribal colleges offer more courses of study involving tribal history and tribal philosophy. The article also questions whether tribal colleges have done enough to integrate cultural knowledge and ensure the survival of tribal languages. Included are comments from Fort Belknap Community College President Carole Falcon-Chandler…. [Direct]

Kvernmo, Siv; Silviken, Anne (2007). Suicide Attempts among Indigenous Sami Adolescents and Majority Peers in Arctic Norway: Prevalence and Associated Risk Factors. Journal of Adolescence, v30 n4 p613-626 Aug. The prevalence of suicide attempts and associated risk factors such as sociodemographic conditions, emotional/behavioural problems and parent-child relationships were examined among 591 indigenous Sami and 2100 majority adolescents in Arctic Norway. There were no significant ethnic differences in prevalence of suicide attempts. In both ethnic groups, suicidal ideation, anxious/depressed problems and eating behaviour problems were associated with suicide attempts. Cross-cultural differences in risk factors associated with suicide attempts existed. For Sami adolescents, factors diverging from the traditional cultural norms were associated with suicide attempts, such as alcohol intoxication, single-parent home and paternal overprotection (p less than or equal to 0.05). Vocational studies, not living together with parents, current smoking and experienced sexual intercourse were ethnic specific risk factors associated with suicide attempts among majority peers (p less than or equal to… [Direct]

Fast, Gerald R., Ed.; Hankes, Judith Elaine, Ed. (2002). Changing the Faces of Mathematics: Perspectives on Indigenous People of North America. This book provides resources and practical ideas for classroom teachers, administrators and principals, curriculum supervisors and program developers, and ethnomathematicians and researchers who wish to develop a deeper understanding of the mathematics and pedagogy of the indigenous peoples of North America. Chapters 1-6 focus on the theoretical foundation that undergirds indigenous ethnomathematics. Chapter 7 addresses the issue of portfolio assessment. Chapters 8-17 include classroom lessons and activities that elementary and middle school teachers will find useful while chapters 18-24 focus on middle school and high school topics. (KHR)…

Agbo, Seth (2002). Unstated Features of Cultural Deprivation or Discontinuity: Culture Standards for Administrators and Teachers of Aboriginal Students. Journal of Educational Administration and Foundations, v16 n2 p10-36. Examines a curriculum-development project utilizing participatory research to address cultural standards for non-Aboriginal administrators and teachers of Aboriginal schools. Explores premise that to work effectively with Aboriginal children and to enable them to achieve desirable academic standards, administrators and teachers need to abide by certain cultural standards and benchmarks. (Contains 35 references.) (Author/PKP)…

Aikman, Sheila (1999). Sustaining Indigenous Languages in Southeastern Peru. International Journal of Bilingual Education and Bilingualism, v2 n3 p198-213. Examines Muhlhausler's thesis that to understand the decline of small languages, one must comprehend ecological factors comprising each language's support system. Discusses the Harakmbut peoples of southeastern Peru, examining their concept of territory, which provides context for understanding environments that support Harakmbut and Spanish. Considers the role of intercultural bilingual education in the context of increasing Spanish and decreasing Harakmbut. (SM)…

Cassady, Bevan; Fleet, Alama; Hughes, Ross; Kitson, Ros (2007). University-Qualified Indigenous Early Childhood Teachers Voices of Resilience. Australian Journal of Early Childhood, v32 n3 p17-25 Sep. Demonstrating persistence and resilience, increasing numbers of Aboriginal and Torres Strait Islander early childhood teachers are gaining university qualifications. This paper explores factors that support and constrain these students on the path to their degrees. Investigated through a cycle of interviews and focus groups, otherwise perceived as taking time to chat and yarn, the data speaks through Aboriginal and Torres Strait Islander voices. Graduates from a cohort-specific three-year degree program, and several of their colleagues from an earlier program, share their reflections. The importance of family, community and infrastructure support is apparent, as well as recognition of complexities of "both ways" learning (Hughes, Fleet & Nicholls, 2003) and cultural boundary crossing (Giroux, 2005). Highlighting salient factors is critical in efforts to create and maintain conditions in which Aboriginal and Torres Strait Islanders can gain university qualifications and… [Direct]