(2003). Bicultural Development within an Early Childhood Teacher Education Programme. International Journal of Early Years Education, v11 n1 p43-56 Mar. Examined processes implemented within an early childhood teacher education program at the University of Waikato in Hamilton, New Zealand, that aimed to recognize the Treaty of Waitangi obligation to protect the Maori people. Describes key features of the bicultural development restorative process related to lecturers' aspirations, pedagogical approaches, program content, exploration of cultural values, partnership models, and recognition of Pakeha students' resistance. (Author/KB)…
(1999). Beyond Cultural Differences and Similarities: Student Teachers Encounter Aboriginal Children's Literature. Canadian Journal of Education, v24 n4 p383-97 Fall. Studied the interactions of 14 to 20 Canadian teacher education students taking a course in Aboriginal (Canadian First Nations) children's literature. Observations of these students suggest that expressing and exploring ideas and feelings about issues like stereotyping help students develop a supportive kinship promoting learning that transforms attitudes. (SLD)…
(2003). Educational Legislation in Colonial Zimbabwe (1899-1979). Journal of Educational Administration and History, v35 n2 p137-151 Sep. This article focuses on a historical series of education acts that impacted on education in Rhodesia. These Acts are the: (1) 1899 Education Ordinance; (2) 1903 Education Ordinance; (3) 1907 Education Ordinance; (4) 1929 Department of Native Development Act; (5) 1930 Compulsory Education Act; (6) 1959 African Education Act; (7) 1973 Education Act; and the (8) 1979 Education Act. These Acts were developed in order to protect the settlers' economic advantage and because most Euro-Rhodesians believed that contact with Africans should be minimised and controlled, and that differential rights and privileges for the two culture groups were necessary. The Rhodesians thought that only after the African people had been "civilised", that is completely acculturated into the European world view, that they could then lead equal but separate lives. In general the colonial settlers in Southern Africa believed that African people were intellectually and culturally inferior in comparison to… [Direct]
(2006). The Politics of Implementing Local Cultures in Music Education in Taiwan. Research and Issues in Music Education, v4 n1 p1-14 Sep. The purpose of the present study was to investigate how the national development of Taiwan has shaped the context of music learning through the development of local cultures in current education reform. Through the examination of relevant literature, official documents, websites and a selection of music education publications that are commonly used in primary and secondary schools, this study addresses two main research questions: (1) How is the cultural shift towards localization reflected in music learning in the arts and humanities curriculum?; and (2) What are the limitations of students' music learning in response to the localization of Taiwanese music in the school curriculum? First, the study explains music learning as a reflection of the relative localization of Taiwan's political tendencies to allow greater expression of national local cultural identity in school music education. Second, it examines the dilemmas of implementing policies on local Taiwanese music in the… [PDF]
(2006). "The Value is Enormous–It's Priceless I Think!": New Zealand Preschool Teachers' Understandings of the Early Childhood Curriculum in New Zealand–A Comparative Perspective. International Journal of Early Childhood, v38 n1 p31-45. This article examines a group of New Zealand preschool teachers' perspectives on their early childhood curriculum–"Te Whariki: He Whariki Maatauranga mo ngaa Mokopuna o Aotearoa" (Ministry of Education, 1996). In this discussion we focus on the teachers' understandings of the meaning, value and focus of this curriculum document. This is part of a small-scale qualitative study based on in-depth interviews with eight and nine preschool teachers undertaken in each of three countries–Norway, Sweden and New Zealand (during 1999-2002). We conclude this article with a comparative discussion of some of the similarities and differences between the three countries. (Contains 16 end notes.)… [Direct]
(2007). Elementary Science Literature Review. Alberta Education This report presents a literature review of elementary science and design technology education research. The review is intended to provide direction to the elementary science working groups charged with the responsibility to revise the "Alberta Elementary Science Program" (1996) by reflecting current ideas reported in research literature. The review included journals (primarily from the years 2000-2006) that contained information about K-6 science education, K-6 design technology education, Aboriginal science education and K-6 French language science education. This range of journals reflected the current "Alberta Elementary Science Program" (1996) emphasis on science inquiry and problem solving through technology and a wish to take an inclusive approach to designing the new program. Meetings by the Literature Review Team resulted in identifying the research themes listed below. These themes reflected the main strands of research presented in the literature and… [PDF]
(1993). Learning Literacy in Papua New Guinea: Which "Language"?. A major controversy in education in Papua New Guinea (PNG) has been the choice of language for initial literacy education. It is now generally accepted by academics, education leaders, and politicians that this should be a language already spoken by the learner. Research suggests that this will contribute to better, not worse skills in English at a later point. However, another issue to be considered is the kind of language (formal or vernacular) to be taught. In early PNG colonial history, written language was seen by native people as an almost mystical force because of the uses to which it was put by the Europeans. Cognitive skills required for literacy include visual skills to make the connection between sounds and symbols, skills for linking linguistic structure and meaning, and skills in the ability to decontextualize language. Literacy materials should be produced or selected according to two main criteria: the language used must be real (meaningful) to the learner; and there… [PDF]
(1989). A History of Indian Education. The goal of assimilating American Indians into an alien culture seemed inevitable as superior weaponry and foreign diseases conquered the Indians. Only in the 20th century has serious consideration been given to allowing Indians to choose their own destiny. Using many excerpts from historical accounts, this book describes educational efforts by the dominant white culture to remake the native inhabitants into pseudo-Europeans and both resistance and cooperation that the Indians exhibited in reaction. In the late 19th century reformers felt that the way to get Indians to progress quickly was to detribalize and individualize them. Education in white ways was seen as a method to destroy tribal life, rid the government of its trust and treaty responsibilities, and compensate Indians for land taken from them. However, attempts at quick assimilation have often led to failure. Rapid erosion of traditional culture produced cultural disintegration, not cultural replacement. This paperback…
(1967). Review of Literature Relating to the Use of Nonprofessionals in Education (from 1942 to 1967). A review of literature between 1942 and 1967 on the use of nonprofessionals in elementary and secondary education indicates that authors somehow involved with teacher aide projects tend to be favorably impressed, while those lacking such involvement are critical. Difficulties in class management, supervision, and evaluation have been cited by those opposed to teacher aides. Proponents have cited advantages in meeting crises, recruiting teachers, enriching the curriculum, involving lay citizens in worthwhile activities, increasing student achievement, and creating an atmosphere conducive to wholesome personality development. In general, the use of teacher aides has become an acceptable part of the educational scene. Recent related findings also show that low income, relatively uneducated nonprofessionals can serve effectively in–and derive benefits from–meaningful teacher aide positions. The document includes 33 references. (ly)… [PDF]
(1977). Reactions of Indigenous People to the Writings of Behavioral and Social Scientists. International Journal of Intercultural Relations, 1, 2, 15-34, Sum 77. Assesses systematically the opinions of indigenous people about the writings of social scientists in an effort to change their negative opinions of requests made by social scientists conducting research studies in their cultures. Available from: International Journal of Intercultural Relations, Transaction Periodicals Consortium, Rutgers-The State University, New Brunswick, New Jersey 08903. (MH)…
(2000). Examining Assessment. Conference Proceedings (Wellington, New Zealand, October 1999). Papers presented at the annual meeting of the New Zealand Council for Educational Research present diverse views on assessment in the context of proposals for national testing in primary schools in New Zealand. Also of widespread interest as the conference was developed was the restructuring of secondary school examinations. The papers are: (1) "Pressures, Priority and Progress: An International Perspective on School Assessment: Back to Basics" (Patrick Griffin); (2) "Commentary on Patrick Griffin's Paper" (Cedric Croft); (3) "A Primary Perspective" (Frances Nelson); (4) "Assessment Priorities for the Secondary Sector" (Graeme Macann); (5) "Assessment–Maori Attitudes to Assessment" (Wharehuia Hemara); (6) "Ministry of Education's Policy Interests in Assessment" (Frances Kelly); ( 7) "Achievement 2001" (Michael Irwin); and (8) "Conclusion" (Richard Watkins). Most of the papers contain references. (SLD)…
(2001). Learning Genres, Learning about Genres and Learning through Genres: Educating Indigenous Learners. This research examined how Aboriginal speakers of English in Western Australia used genre in discourse, noting that the genre approach in most Australian schools has tended to ignore out-of-classroom performance and concentrate on changing behaviors rapidly through classroom instruction. Researchers analyzed 200 oral narratives produced by Aboriginal English speakers of varied ages from the lands of the Yamatji and Nyungar people between 1977-00. Speakers discussed topics of their choice. They examined what Aboriginal students in schools had already done in terms of learning genres, learning about genres, and learning through genres when exposed to genre-based instruction in schools. They took separate account of approaches to experience represented in the schemas by which speakers oriented themselves to the reality they talked about and the genres they employed in expressing themselves. Overwhelmingly, the preferred genre was the first person recount. Aboriginal students were… [PDF]
(1971). The \Americanization\ of Canada's Universities. International Educational and Cultural Exchange, 6, 3, 7-16, Win 71. Canada is in danger of not having a genuinely cosmopolitan academic community, but American branch universities located in Canada. (Editor)…
(1976). Staff Indigenization in African Universities–The Nigerian Experience. Bulletin of the Association of African Universities, v3 n1 p43-60 Nov. The staffing of African universities with the nationals of the country in which the university is located has become a goal in much of Africa. The efforts of Nigerian universities to achieve a target goal of 90 percent is reviewed and alternative methods of staff development are outlined. (JMF)…
(1998). Warrior Mothers. Journal for a Just and Caring Education, v4 n1 p96-109 Jan. Educational institutions should inspire "warrior mothers" to work together against androcentric agendas of homogenization and acculturation. The history of aboriginal women in Canada, whose children were abducted and raised in religious schools, is one of cultural denigration. These students' daughters and granddaughters are the warrior mothers who demand respectful education while persisting in maintaining, rebuilding, and developing vibrant contemporary First-Nations lives and cultures. (22 references) (MLH)…