Kirkness, Verna J. (2002). The Preservation and Use of Our Languages: Respecting the Natural Order of the Creator. As a world community, Indigenous peoples are faced with many common challenges in their attempts to maintain the vitality of their respective languages and to honor the "natural order of the Creator." Ten strategies are discussed that are critical to the task of renewing and maintaining Indigenous languages. These strategies are: (1) banking Indigenous languages by immediately recording elders and other fluent speakers on audiotape, videotape, or CD-ROM; (2) raising the consciousness of Aboriginal peoples about the history of their oppression and the importance of language to culture, world view, identity, and spirituality; (3) mobilizing human resources and raising money; (4) developing a full spectrum of language training and certification for language teachers, linguists, and others; (5) developing a comprehensive and appropriate curriculum to recreate the intergenerational transmission process in school and community programs; (6) engaging in meaningful research about… [PDF]

Dawson, Don (1982). Ethnic Bilingual/Bicultural Programs in Canadian Public Schools. Canadian Modern Language Review, v38 n4 p648-57 May. It does not appear that bilingual (ethnic/official language) schools in the public sector will replace private ethnic schools. The latter often emphasize religious training and conduct much instruction in the community's native dialect, which most school boards would avoid, despite government and public support for bilingual/bicultural programs as enrichment. (MSE)…

Garrison, Edward R. (1994). Transforming Biology Curriculum at Navajo Community College to Include Navajo and Western Cultural Knowledge. Journal of Navajo Education, v12 n1 p18-22 Fall. Describes how a college teacher used Navajo traditional knowledge to rethink the teaching of college biology. Suggests that teachers intimidated by the intricate Dine Philosophy of Education may integrate Navajo knowledge into their courses through focused research guided by Navajo consultants. Includes five examples of redesigned curricula for teaching about taxonomy, evolution, origins of life, and other topics. (Author/SV)…

Dayo, Dixie, Ed. (2000). Sharing Our Pathways: A Newsletter of the Alaska Rural Systemic Initiative, 2000. Sharing Our Pathways, v5 n1-5. Funded by the National Science Foundation, the Alaska Rural Systemic Initiative (AKRSI) promotes systemic educational reform based in the culture and philosophy of the Alaska Native world view. AKRSI's first 5-year funding cycle ended in August 2000, and AKRSI was funded for a second 5 years beginning in November 2000. AKRSI activities are organized in five tracks, which rotate among Alaska's five cultural regions: Inupiaq, Athabascan, Yupik/Cupik, Aleut/Alutiiq, and Southeast regions. This document contains the five issues of Sharing Our Pathways, the AKRSI newsletter, published in 2000. Feature articles include: "Rural Alaska School Districts: Who Is in Control?" (Frank Hill); "The Time Is Right To Write" (Dorothy M. Larson); "Guidelines for Respecting Cultural Knowledge";"Identity-Creating Camps" (Angayuqaq Oscar Kawagley); "Report on Native Education Summit" (Frank Hill, Angayuqaq Oscar Kawagley, Ray Barnhardt, Andy Hope, Merritt… [PDF]

Vakhtin, Nikolai (1992). Native Peoples of the Russian Far North. "Northern minorities" is an official term for 26 indigenous peoples who live in a vast northern and Arctic territory (58% of the new Russia, mostly Siberia). These peoples include very different ethnic groups with different cultures and languages, but today they all live in a situation best described as "ethnic catastrophe." The period, covering the 16th-19th centuries was one of Russian colonization and annexation. From the 1920s onward, the official view in the USSR was that minority rights issues had been satisfactorily resolved through communism and the supposedly devolved administrative structure of the Soviet state. However, the rights of various nationalities existed more on paper than in practice. In the 1920s, schools were established in the North, Native languages were included in the curriculum, and 13 alphabets based on the Roman alphabet were developed for northern languages. However, in 1937, the Cyrillic alphabet was introduced and northern… [PDF]

McCroskey, Linda L. (1998). An Examination of Factors Influencing U.S. Student Perceptions of Native and Non-Native U.S. Teacher Effectiveness. This investigation examines factors influencing United States student perceptions of native and non-native United States teacher effectiveness. A questionnaire employing measures of ethnocentrism, intercultural communication apprehension, willingness to communicate, and motivation was completed by 204 native United States undergraduate students. Further, students responded to affective, cognitive, and behavioral measures with regard to native and non-native teacher effectiveness. The results showed that native United States students significantly evaluated native United States teachers more positively than non-native United States teachers. Simple correlations between evaluation scores for the two teacher types (native and non-native United States) for each dependent variable suggest that students in this study responded very specifically to the different teachers (intracultural versus intercultural context) rather than on a general trait basis. The positive associations with the… [PDF]

Johnson, Edward A. (1991). Religious Radio Listening among Brazil's Indians: A Question of Cultural Hegemony and Freedom. A study examined the religious radio listening habits of Brazil's indigenous population. Subjects, 46 linguists (under contract to the Brazilian government to educate the population) who worked with 32 different Brazilian tribes, completed a 16-item survey. Results indicated that: (1) 13-20% of adult Brazilian Indians have access to a radio; (2) these tribespeople can receive an average of over 6 hours per week of intelligible Christian radio programming, with the average tribesperson listening to about 1.5 hours per week; (3) the most popular radio format in religious programming was traditional Brazilian religious music, followed by contemporary religious music; and (4) religious programming apparently has only a small impact on the religious practices, beliefs, and lifestyles of Brazilian Indians. Findings suggest that radio in Brazil is a free marketplace of ideas rather than a hegemonic monopoly. (Twenty-two graphs and 26 tables of data are included; all written responses to…

(1968). Conference Proceedings: Annual Conference on Women in the War on Poverty. (Second, Washington, D. C., May 15-17, 1968). The 300 delegates from women's organizations and State Commissions on the Status of Women met to discuss problems defined in the Report by the President's Advisory Commission on Civil Disorders. Federal Government poverty programs were discussed and speeches were given on the need for effective programs, the profile of the disadvantaged American, and plans and successes in New Brunswick, New Jersey. Ways of approaching problems of poverty and racism in home communities were outlined in workshops on education, employment, welfare, health, housing, and human relations. Workshops were aided by resource teams of program specialists from the Offices of Educational Opportunity and Education, Departments of Health and Welfare, Justice, Housing and Urban Development, and Women's Bureau of the Department of Labor. The point of view of the poor was provided in all sessions by program recipeints in Head Start, Job Corps, Vista, and Upward Bound. It was not the purpose of the conference to…

Norsworthy, Gary F. (1971). The Role of the Paraprofessional in Adult Basic Education. Research to Practice Series. The emerging role of paraprofessionals in Adult Basic Education (ABE) programs is discussed. A definition is provided of the term paraprofessional, and a brief description is given of the typical person who assumes that role. Certain unique contributions of a paraprofessional to ABE programs and the task of recruiting paraprofessionals are explored. Possible duties of the paraprofessional are examined by use of several descriptive models. A setting for paraprofessional training is briefly described. Nine references for additional study are provided. (For related documents, see AC 014 525-530, 532-534.) (DB)…

Dafaala, E. N. (1974). Creating the African University. Bulletin of the Association of African Universities, 1, 1, 20-5, May 74. A workshop of the Association of African Universities redefined the African university as a community of essentially African scholars committed to serve knowledge to its community and liberate the common man. The university's role in relation to the government and objectives for staff development and research development was formulated. (SW)…

(2004). Print Literacy: A Teacher's Story. Early Literacy and Assessment for Learning (K-3) Series. Pacific Resources for Education and Learning (PREL) Hannah is a Pacific island grade 1 teacher in a local village school. She has been guided in her teaching practice by the values she learned growing up in an extended family. These values involved observing and listening to elders, and then practicing what she observed and participating in many conversations among family members. Written by the staff of the Pacific Communities with High-performance In Literacy Development (Pacific CHILD) project at Pacific Resources for Education and Learning (PREL), this booklet, second of the five-part Early Literacy and Assessment for Learning (K-3) Series, shares a teacher's experiences learning how to create a rich learning environment that enhances literacy for young students…. [PDF]

Wittmann, Teresa (2000). Mesoamerican Indigenous Society at the Millennium: Historic and Contemporary Perspectives. Fulbright Hays Summer Seminars Abroad Program, 2000 (Mexico and Guatemala). This curriculum unit combines folk tales and art from Guatemala and Mexico. The unit introduces students to traditional stories and local art of the indigenous people, as well as some details about the culture and geography of the area. It contains four lesson plans: (1) "The Race of Toad and Deer" (Guatemala), mask and play, grades 2-4; (2) "People of Corn" (Guatemala), textile pattern bookmark, grades 6-8; (3) "The Woman Who Outshone the Sun" (Oaxaca, Mexico), animal sculpture, grades 4-8; and (4) "Cuckoo/Cucu" (Mexico), ornament and puppet and play, grades K-2. Each lesson details time needed, materials needed, objectives, evaluation methods, and activity procedures. (Contains a 4-item bibliography of Mexican and Guatemalan folk tales to go with the lesson plans and a 6-item bibliography of other folk tales.) (BT)… [PDF]

Chung, Hsueh-Yu (2001). School Adjustment of Taiwanese Aborigine Girls at Jen-Te Junior College of Medical Nursing and Management. A study explored the school experiences of aboriginal female students (n=5) at Jen-Te Junior College of Medical Nursing and Management School in Miao-Li, Taiwan. The following research questions were addressed: (1) do aboriginal girls feel that their culture and background influences their schooling experiences? (2) what problems do aboriginal girls experience at school that may be a result of cultural background? (3) what strategies do aboriginal girls use to adapt to life in school? and (4) how can the educational system in Taiwan better meet the needs of aboriginal girls who are adapting to life in Taiwanese schools? An open-ended three-part qualitative interview was used. Part one reviewed personal information from the participants, part two contained several open-ended qualitative questions, and part three was developed as a result of new insights resulting from the open-ended qualitative question. Several findings emerged: (1) family culture and background influence the… [PDF]

Matsumura, Kazuto, Ed. (2002). Indigenous Minority Languages of Russia: A Bibliographical Guide. This publication is a printed version of 54 Web documents as they were at the end of March 2002. It includes selected lists of school textbooks, dictionaries, grammars, grammatical descriptions, and folklore collections in and on 54 indigenous minority languages of Russia, many of which are endangered. The 54 languages are arranged in the alphabetical order of their English denominations used in this publication. Most of the bibliographical data have been compiled from Russian language sources and translated into English by linguists affiliated with the Institute of Linguistics, Russian Academy of Science in Moscow. A classified index of languages according to the genetic relationships among them is included in the book. The 54 languages include the following: Abaza, Aghul, Akhvakh, Aleut, Alutor, Andi, Archi, Bagvalal, Bezhta, Botlikh, Chamalal, Chukchee, Chulym, Dolgan, Enets, Even, Evenki, Godoberi, Hinukh, Hunzib, Itelmen, Izhorian, Kaitag, Karata, Kerek, Ket, Khanty, Khvarshi,… [PDF]

Dumont, Jim (2002). Indigenous Intelligence: Have We Lost Our Indigenous Mind?. Native Americas, v19 n3-4 p14-16 Fall-Win. Eurocentric intelligence is restricted to rational, linear, competitive, and hierarchical thinking. Indigenous intelligence encompasses the body, mind, heart, and experience in total responsiveness and total relationship to the whole environment, which includes the seven generations past and future. Implementation of major changes to indigenous communities requires being well educated in the indigenous way of being. (TD)…

Hyde, Merv; Power, Des (2002). The Characteristics and Extent of Participation of Deaf and Hard-of-Hearing Students in Regular Classes in Australian Schools. Journal of Deaf Studies and Deaf Education, v7 n4 p302-11 Fall. A survey of 143 teachers of students with hearing impairments found that 22% of the students were from an indigenous Australian background, 81% spent more than three-quarters of their time in the regular class, and two-thirds were regarded as fully integrated into a regular classroom for the entire school day. (Contains references.) (CR)…

Solnit, Rebecca (1992). Up the River of Mercy. Sierra, v77 n6 p50-57,78,81-84 Nov-Dec. Presents a landscape historian's perspective of California's Yosemite National Park in which is described the history behind the names and places of Yosemite amidst descriptions of the landscape and significant people. Includes accounts of military ventures, native cultures, gold rush confrontations, and relationships between Native Americans, the land, and white settlers. (MCO)…

Fogarty, Gerald J.; White, Colin (1994). Differences between Values of Australian Aboriginal and Non-Aboriginal Students. Journal of Cross-Cultural Psychology, v25 n3 p394-408 Sep. Examines differences in the values of 112 aboriginal university students and 106 nonaboriginal students at an Australian university. Aboriginal students placed more emphasis on values associated with tradition, conformity, and security, and less on values associated with achievement, self-direction, stimulation, hedonism, and benevolence. Results emphasize collective values. (SLD)…

Rains, Frances V.; Swisher, Karen Gayton (1999). Authentic Voices: Advice for Incorporating American Indians and Alaska Natives in the Elementary School Curriculum. Social Education, v63 n1 p46-50 Jan-Feb. Questions the methods in which schools traditionally teach about American Indians and Alaska Natives. Offers alternatives to help eliminate the stereotypes and misconceptions often found in school curricula. Offers four recommendations to help teachers and teacher educators gain more knowledge about these indigenous peoples. (CMK)…

Begay, Manley; Cornell, Stephen; Kalt, Joseph P. (1998). Making Research Count in Indian Country: The Harvard Project on American Indian Economic Development. Journal of Public Service & Outreach, v3 n1 p42-51 Spr. The Harvard Project on American Indian Economic Development is the largest and most comprehensive effort to understand how Indian nations can overcome persistent poverty and restore their own economic vitality and social sovereignty. The project's research base, services to Indian nations, executive education, teaching, and outreach are described, and future directions are discussed. (MSE)…

White, Carmen M. (2001). Between Academic Theory and Folk Wisdom: Local Discourse on Differential Educational Attainment in Fiji. Comparative Education Review, v45 n3 p303-33 Aug. In the multiethnic South Pacific nation of Fiji–a former British colony–the impact of Western theoretical hegemony on educational discourse is evident. Results of extensive fieldwork show how themes of achievement motivation, differential valuation of education, and cultural deficit theory combine with surviving colonial discourse and stereotypes in explanations of attainment differences between native Fijians and Fiji Indians. (SV)…

Malcolm, Ian G.; Sharifian, Farzad (2005). Something Old, Something New, Something Borrowed, Something Blue: Australian Aboriginal Students' Schematic Repertoire. Journal of Multilingual and Multicultural Development, v26 n6 p512-532. Learning a second dialect entails learning new schemas, and in some cases learning a whole new set of language schemas as well as cultural schemas. Most Australian Aboriginal children live in a bicultural and bidialectal context. They are exposed, to a greater or lesser extent, to the discourse of Australian English and internalise some of its schemas. This may occur in diverse contexts, not only the context of the school. However, Western-based schooling by its nature generally expects students to operate exclusively according to the schemas that underlie the "standard" dialect. An analysis of the discourse of bidialectal Aboriginal children in the South-west of Australia suggests that it exhibits the use of schemas from Aboriginal English ("something old"), Australian English ("something new") as well as parodic uses of Australian English schemas ("something borrowed") and schematic blends which may sometimes be dysfunctional ("something… [Direct]

Brozik, Dallas; Dabb, Helen; Keiha, Pare; Zapalska, Alina M. (2002). Teaching Maori Students Business Issues: An Experiential Approach. Education & Training, v44 n3 p138-143. Effective teaching arises when each class accommodates all types of learners. Individual students have different learning styles, and an effective classroom presentation should mix different teaching methods in order to accommodate these individual differences. In order to help Maori students improve their academic performance, cooperative and active learning activities were used to match the learning style preferences of the students. The supply/demand simulation permits students to become actively involved in a market scenario. The simulation gives students a real experience and makes economic theory more meaningful. (Contains 2 tables and 1 figure.)… [Direct]

Kritt, David W., Ed.; Winegar, Lucien T., Ed. (2007). Education and Technology: Critical Perspectives, Possible Futures. Lexington Books This book offers a truly learner-centered and learning-centered approach to educational technology. In substantial and interdisciplinary ways it carefully builds a foundation not just for rethinking the potential for technology in light of educational principles but, more importantly, rethinking teaching and learning in light of technology's potential. Now that technology is both so ubiquitous in culture and has–as the volume points out–\underachieved\ educationally, it is more important than ever to keep fundamental questions about its potential in the foreground of discussions about the future of education and learning. This volume makes an important contribution to that ongoing conversation by offering rich contexts for revisiting these key questions, whether through cognitive psychology, philosophy, activity theory and many other perspectives. More importantly, it models an intelligent and stimulating way of approaching these questions. Following a Preface by Stanley Aronowitz,… [Direct]

Pingayak, John (1998). The Cup'ik People of the Western Tundra: A Curriculum. The Cup'ik people are a group of Yup'ik Eskimos who live in southwest Alaska. This curriculum aims to enhance Cup'ik students' interest in their own culture by making that culture a part of their daily activities; to teach students to practice the traditional Cup'ik respect for elders, fellow students, and others in the community; and to teach traditional skills for surviving in the Alaskan tundra. An introduction briefly discusses the Cup'ik way of life, traditional rules of cooperation, and the importance of field trips to traditional Cup'ik sites. Such trips allow students to appreciate and understand their cultural way of life and internalize the stories told by the elders. There are three lessons: the land and waters, the history of the Cup'ik people, and the Cup'ik way of life (traditional hunting and fishing practices and the subsistence lifestyle). The history lesson compares the Cup'ik traditional history with modern anthropological theories of Cup'ik history and describes… [PDF]

Soler, Janet (2006). Renegotiating Cultural Authority: Imperial Culture and the New Zealand Primary School Curriculum in the 1930s. History of Education, v35 n1 p11-25 Jan. The dominant influences that forged curriculum policy in relation to the literacy curriculum in New Zealand during the 1930s can be seen to be enmeshed in the politics of the wider context of what de Castell and Luke have identified as the "literacy ideologies of the British Empire". It was these literacy ideologies and concerns over the cultural authority of "standard English" that were to spark a growing public and professional concern during the 1930s over New Zealanders' speech and the growing "insidious" influence of American-derived popular culture. These tensions led to debates that would eventually highlight the need for New Zealanders to develop their own national and cultural identity. They would also bring into question the role of Maori language and culture in New Zealand primary school education, and herald the first challenges to the cultural dominance of the English language in New Zealand's Native schools in the late 1930s…. [Direct]

Harris, Ian M. (1994). International Peace Research Association Meets in Malta. Peace Education Miniprints No. 70. From October 30, 1994 to November 4, 1994 the International Peace Research Association held its 15th general conference in Malta. Over 200 delegates from 40 different countries attended the week long gathering whose theme was "International Conflicts: The Role of Peace Research and Education." The conference featured plenary sessions in the morning followed by working sessions where the participants could focus on specific peace related concerns by taking part in various commissions. This report gives an overview of the conference. (RJC)… [PDF]

Saxe, Geoffrey B. (1985). Effects of Schooling on Arithmetical Understanding: Studies With Oksapmin Children in Papua New Guinea. Journal of Educational Psychology, v77 n5 p503-13 Oct. This study showed that Oksapmin children not only spontaneously use the indigenous numerical system of their nontechnical culture but also have created new forms of numerical symbolization and calculation to deal with schooling arithmetic problems. Novel conceptual developments, factors mediating the schools effect, and the influence of prior knowledge are discussed. (Author/BS)…

Westberg, Jane (2003). Native Americans in Physical Therapy. Winds of Change, v18 n2 p44-52 Spr. Three Native American physical therapists share stories of their careers, including educational background; motivation to enter the field; and experiences as a volunteer in Vietnam and working with the Indian Health Service and various rehabilitation programs. Advice on appropriate preparation in the sciences is offered to Native students considering the field. (SV)…

Armstrong, Sherry (2003). Aboriginal Adventure. Arts & Activities, v132 n5 p22-23 Jan. Describes an art project for high school students in which they create Aboriginal-style paintings using cotton swabs. Discusses the process of creating the works of art in detail. Includes learning objectives, art materials, and a bibliography. (CMK)…