Deloria, Vine, Jr. (1992). Relativity, Relatedness and Reality. Winds of Change, v7 n4 p34-40 Fall. Anticipated the modern physics relativity theory, American Indians gained information about the natural world through careful observation based on the principle that all things are related. American Indian students could radically transform scientific knowledge by grounding themselves in traditional knowledge about the world and working this understanding into the Western scientific format. (SV)…

Armstrong, Elaine; Bennett, Sarah; Grenier, Annie (1997). Satuigiarniq: Reclaiming Responsibility for Education. Journal of Staff Development, v18 n3 p6-11 Sum. In northern Quebec, "Satuigiarniq" is a project that gives Inuit community members a voice in reclaiming responsibility for their children's education. This paper explains how the project developed and improved over time, focusing on training of local leaders, development of community groups, and presentations to the Education Council. Lessons for staff developers are included. (SM)…

Irwin, Rita L.; Rogers, Tony (1997). Video-conferencing for Collaborative Educational Inquiry. Art Education, v50 n5 p57-62 Sep. Profiles a series of video conferences that examined the effects of European settlement on the art of Aboriginal peoples in Australia and the cultural conflicts facing contemporary Aboriginal artists. The video conferences brought together Aboriginal artists and Canadian educators. Considers the role of video-conferencing in educational research and outlines several approaches. (MJP)…

Gelade, Susan (1999). The E Course: Expatriate Teachers for Pre-Independent Papua New Guinea. History of Education, v28 n2 p191-203 Jun. Focuses on the "E Course," a teacher recruitment and training program from Australia's colonial education delivery in Papua New Guinea (PNG). Discusses the context of post-war education in PNG. Explores the E Course program addressing issues such as the experience of E course teachers and the syllabus. (CMK)…

(1971). Proceedings: Indian Education Training Institute, Pacific Northwest Indian Center/Gonzaga University (Spokane, Washington, August 5,6,7,8, 1971). The 1971 Indian Education Training Institute culminated in a 4-day conference attended by American Indian scholars, tribal administrators, and students concerned with education of Indians in the Northwest. This document contains a verbatim record of the proceedings in addition to an evaluation of the program. Recommendations are made (1) to improve Indian education in reservation and near-reservation elementary and secondary schools; (2) to meet the needs of Indian students in higher education; and (3) to plan for the use of Pacific Northwest Indian Center (PNIC) materials. It is noted that 3 follow-up activities are in progress to implement these recommendations: a committee is investigating possibilities for Indian educational programs in area institutions of higher education to move forward on the basis of concepts developed during the institute; a committee is studying Indian involvement in PNIC; and faculty and administrative personnel in area institutions of higher education… [PDF]

Russo, Kurt (1997). Ceremonies Bond Tribes of the Americas. Tribal College, v8 n3 p20-25 Win 1996-97. Discusses a cultural exchange program at Northwest Indian College, run by Washington state's Lummi Tribe, designed to provide indigenous communities in Latin America with tools and information to protect their cultures from extinction. Highlights projects with Mexico's Lancondone Tribe and the Pehuenche, in Chile. Discusses future projects. (AJL)…

Hogan, Jenny; Priest, Simon (1996). Deep Ecology: Toward Eco-equalism. Journal of Adventure Education and Outdoor Leadership, v13 n1 p25-27 Spr. Reviews eight principles of deep ecology, a philosophy that calls for a paradigmatic shift toward eco-equalism: the belief that all things are of equal importance and should be afforded equal rights. Stresses the important role of environmental education in supporting conservation of the natural world by teaching present and future generations to live in balance with nature. (LP)…

McDonald, Helen (1993). Identity and the Acquisition of Academic Literacy: A Case Study. Open Letter, v4 n1 p3-14. A case study is reported of a mature-aged Aboriginal woman who acquired the academic literacy necessary for participation in university education. It suggests the possibility that members of marginalized minority groups can acquire the literacy practices of the dominant society without becoming complicit in them. (Contains 19 references.) (LB)…

Krugly-Smolska, Eva (1994). An Examination of Some Difficulties in Integrating Western Science into Societies with an Indigenous Scientific Tradition. Interchange, v25 n4 p325-34 Dec. There is little recognition of the scientific traditions of non-Western and indigenous cultures. Non-Western scientists can take part in scientific activity by defining their own agenda, attitudes, values, behaviors, and world views, working on a different model without losing the benefits of science and departing from universal criteria of validity. (SM)…

Smith, Walter S. (1998). Native American Perspectives. Science Teacher, v65 n3 p32-36 Mar. On the Fajada Butte in New Mexico, 11th-century Anasazi constructed a site that marks the high and low points of the orbits of the sun and the moon. This unit on astronomy challenges students to think differently about the moon and about the ability of native people to understand the natural world. Includes resources for further study. (PVD)…

Bennett, Tony; Hansford, Brian; Maxwell, T. W. (1997). Aboriginal Students' Perceptions of School. McGill Journal of Education, v32 n2 p99-124 Spr. Focuses on Aboriginal students' perceptions of their lives in schools and their teachers and their aspirations. Indicates that students have a vocational orientation to school life, do not have high self-esteem, admire teachers' interpersonal characteristics, and perceive teachers' expectations to differ from peers' expectations. Identifies possible methodological problems. (DSK)…

Smith, Douglas James (1997). Indigenous Peoples' Extended Family Relationships: A Source for Classroom Structure. McGill Journal of Education, v32 n2 p125-38 Spr. Explores the nature of indigenous extended family relationships and determines its potential for designing new classroom structures in bicultural schools. Reports supporting views from the work of several educators in bicultural schools. Shows that children in family-based schools had fewer late, absent, and dropout incidents than those in mainstream schools. (DSK)…

Waller, Margaret (2002). Family Mentors and Educational Resilience among Native Students. Prevention Researcher, v9 n1 p14-15. Promoting educational resilience is integral to prevention of maladaptive outcomes for children and adolescents in general, but is a particularly pressing need for Native students. The discontinuity between indigenous and dominant culture worldviews creates a sense of disorientation and distress for many Native students. Moreover, students from reservation communities may feel pressured to choose between traditional and the dominant culture values. Given these cultural discontinuities, it is not surprising that Native students are particularly vulnerable to negative educational outcomes. Substantial evidence suggests that children of adversity who are educationally resilient typically have had a mentor watching over them. To date, research on mentoring has focused largely on relationships outside of the family, for example, between established members of organizations and communities and junior members in need of guidance. Curiously, elder members of kinship systems, although obvious… [Direct]

(2006). Final Report of the Steering Committee. A Learning Alberta. Alberta Advanced Education This is the final report and recommendations of the Steering Committee for "A Learning Alberta": a report gleaned from a series of discussions and reports to review the Advanced Education system in Alberta. In order to foster a strong system, the committee recommended the achievement of six key goals and provided a 20 year strategic plan to achieve those goals. The first key goal is that over 90% of Albertans will score in the upper tiers of international adult literacy measures and have the literacy and numeracy skills to be active citizens, achieve employment goals, and engage in further learning. Second, that Alberta will have the highest participation rate in post-secondary studies. Third, that Alberta will have the highest participation rate in lifelong learning. Furthermore that Alberta must be one of the top two jurisdictions for research activity in natural and physical sciences as well as social sciences/humanities. The fifth goal is to provide the best support for… [PDF]

Hesch, Rick (1990). Aboriginal Teachers as Organic Intellectuals. This paper reviews an instructor's experience in teaching a social studies methods course. The course focused on the themes of anti-racist education and critical pedagogy and was taught to a group of eight aboriginal women enrolled in the Saskatchewan Urban Native Teacher Education Program (SUNTEP). SUNTEP is an affirmative action teacher education program for students of Metis ancestry in Saskatchewan. The class encouraged social change by developing preservice teachers into organic intellectuals. Organic intellectuals use the language of their culture to express the real experiences and feelings of their people. Anti-racist education focuses on changing institutions rather than individuals. Critical pedagogy incorporates student experience and lived culture as a curriculum concern, and emphasizes dialogue that organizes knowledge students already possess. Requirements of the class included: (1) a paper analyzing a local education policy based on multicultural assumptions; (2)…

(2000). Guidelines for Respecting Cultural Knowledge. Adopted by Assembly of Alaska Native Educators (Anchorage, Alaska, February 1, 2000). Guidelines are presented that address issues in the documentation, representation, and utilization of Alaska Natives' traditional cultural knowledge. This guidance is intended to encourage the incorporation of indigenous knowledge and teaching practices in schools by minimizing the potential for misuse and misunderstanding. The guidelines provide assistance to school personnel seeking to apply the Alaska standards for culturally responsive schools in their work. Native educators throughout the state contributed to the development of these guidelines through a series of workshops and meetings associated with the Alaska Rural Systemic Initiative. Throughout this document, Elders are accorded a central role as the primary source of cultural knowledge. Guidelines are listed to increase the cultural responsiveness of Native Elders, authors and illustrators, curriculum developers and administrators, teachers, editors and publishers, document reviewers, researchers, Native language… [PDF]

Simonelli, Richard (1999). Education, Traditional Knowledge and the Indian Future: An Interview with Native American Educator, Author and Philosopher, Vine Deloria, Jr. Winds of Change, v14 n4 p20-23 Aut. An interview with Native American educator, Vine Deloria, Jr., discusses changes in the state of higher education for American Indians over the past 30 years, focusing on pitfalls for Indian students entering higher education, suggestions regarding how to improve training for teachers of Indian students, the place of traditional knowledge in postsecondary education, and his dreams for the future. (CDS)…

Wang, Bee-Lan Chan (1983). Positive Discrimination in Education: A Comparative Investigation of Its Bases, Forms, and Outcomes. Comparative Education Review, v27 n2 p191-203 Jun. Explores some basic theoretical questions pertaining to positive discrimination in education, drawing from empirical experiences of several countries that have practiced it in one form or another–the United States, India, Malaysia, and Sri Lanka. Encompasses policies and practices that have variously been called reverse discrimination, preferential treatment, or affirmative action. (BRR)…

Hickling-Hudson, Anne; McMeniman, Marilyn (1993). Curricular Responses to Multiculturalism: An Overview of Teacher Education Courses in Australia. Teaching and Teacher Education, v9 n3 p243-52 Jun. Investigates the extent to which Australian teacher education institutions have responded to multicultural issues. Data are revealed showing that curricular provisions in most institutions were at a token level only. Three cases are presented which illustrate both this tokenism and the preferred model of the permeation of multiculturalism throughout the curriculum. (GLR)…

McNickle, Roma K., Ed. (1967). Differences That Make the Difference. A total of 20 representatives of state and federal agencies, universities, national voluntary associations, and the staff of the Joint Commission on Correctional Manpower and Training participated in a conference to encourage the inclusion of content relating to different cultural groups in the training of persons who work with these groups in the field of corrections. Papers presented in the document were given by individuals who are members of minority groups or have worked closely with them, and were entitled: (1) \Mexican-Americans,\ (2) \Spanish-Speaking People of the Southwest,\ (3) \American Indians,\ (4) \Japanese-Americans,\ (5) \American Negroes,\ (6) \Puerto Ricans,\ and (7) \The Job Corps Experience with Minorities.\ Recommendations in the summary presentation,\Cultural Differences: Implications for Corrections\ include: (1) incorporating content on cultural differences into training programs, (2) using minority group members as instructors, (3) training future workers… [PDF]

Ngobaasu, Akwesi (1974). The National University of Zaire: Birth, Organizational Structure and Development. Bulletin of the Association of African Universities, 1, 1, 95-108, May 74. The National University of Zaire was established in 1971 from the merger of three formerly independent universities and 17 institutions of higher learning. The reform changed higher education administrative organization, emphasized African culture and Africanization of the academic staff, and achieved statutory integration of the university into the state. (SW)…

Malcolm, Ian G.; Sharifian, Farzad (2001). Something Old, Something New, Something Borrowed, Something Blue: Indigenous Students' Learning and Schematic Knowledge. Learning a second dialect entails learning new schemas. Most Australian Aboriginal children live in a bicultural, bidialectal context and are exposed to the discourse of Australian English, so they internalize some of its schemas but may not be able to use its schemas effectively or distinguish them from Aboriginal English schemas. Analysis of the discourse of bidialectal Aboriginal children in Southwest Australia suggests that the discourse exhibits the use of schemas from Aboriginal English and Australian English as well as parodic uses of Australian English schemas and schematic blends, which may be dysfunctional. The paper investigates, from the perspective of schema theory, the acquisition of standard Australian English as a second dialect by Aboriginal children speaking Aboriginal English as their first dialect. It begins by reviewing research on dialect acquisition and schema theory, then describes Aboriginal English and standard Australian English and highlights the…

Sharpes, Donald K. (1997). Adolescent Self-Concept among International Native Populations. Most researchers continue to assume that one's self-concept is primarily governed by environmental determinants despite abundant evidence of the strong influence of genetic heritability. Ways in which the self-concept is developmental in the organism, particularly how adolescents' perceptions of personal, relational, and academic self-identity occurs uniformly across cultures and environmental circumstances, are explored in this paper. The study assumes that self-concept is both a part of the cognitive structure and is a construct of personality. Data were collected from a validated survey instrument (translated from English into Chinese and Russian), and self-reported perceptions of individual self-concepts were drawn from 301 Chinese, 105 Kazakh, and 75 American Indian adolescents. Results indicate a high uniformity among native adolescent groups, that is, perceptions that adolescents have of their conscious personal identity and its various components are relatively uniform…

Anderson, Barry; Postl, Bill (2001). Using Large Data Sets as a Basis for School Improvement. This paper provides an overview of the data collection, analysis, and reporting system of the British Columbia Ministry of Education, a system that is intended to improve the results obtained by the school system. The background of the system is described, and how it is used to assist in school improvement is outlined. The system's success to date is also evaluated. British Columbia, which has a long history of collecting information from its schools, began to collect basic information about each student in 1989, replacing the former paper-based system of summaries of school information. Case-by-case data collected year after year can be used to provide information about the performance of schools, even if there is little information about the performance of students. School dropout or completion rates can be used to see if programs are successful, and differences between schools and districts can be displayed. The data can be used in various ways to draw inferences about program… [PDF]

Rymer, Sheila (1976). A Community Health Representative Program. Health Education (Washington D.C.), 7, 6, 17-19, Nov-Dec 76. Canada's community Health Representative Program trains Indians to act as teachers, organizers, promotors, and liaisons in health education among their own people. (MB)…

Olson, David R. (1994). Aboriginal Literacy. Critical Notice. Interchange, v25 n4 p389-94 Dec. Persistent low levels of school literacy among Canadian Natives is discussed in terms of language, script, culture, and pedagogy. Low literacy level is only a problem when defined by the narrow Western conception of literacy. When writing is taken as a graphic means of preserving and communicating information, then native cultures have always been literate. (SM)…

Durning, Alan Thein (1992). Last Sanctuary. World Watch, v5 n6 p18-25 Nov-Dec. Report on Philippine tribal people's struggle to protect their homelands against loggers, miners, and the global industrial economy. Links the issues surrounding tribal homelands and environmental degradation to world trade, foreign debt, and expansion of the industrial economy. (MCO)…

Kirby, Diana Gonzalez (1992). Reading with Uncle Sam: A Review of Children's Literature from the U.S. Government, 1940-1990. Behavioral & Social Sciences Librarian, v11 n2 p1-38. This examination and discussion of the types and quantity of government resources produced for children from 1940 to 1990 reveals that most books aimed at young readers deal with the following topics: safety education, drug abuse, the environment, health, Native American folktales, birth control, and stamp collecting. A 159-item annotated bibliography follows. (EA)…

Ovington, Gary (1994). "Both Ways Education" Dominant Culture Access and Minority Culture Maintenance: An Analysis of Competing Theories. Journal of Multilingual and Multicultural Development, v15 n1 p29-46. Two competing theories of "both ways" (dominant culture access and minority culture maintenance) education are examined: Harris' culture domain separation theory and Kemmis'"negotiated meaning" approach. Analysis along three dimensions (view of culture, language, and epistomology/ontology) suggests Harris' theory is based on a flawed concept and the other is more congruent with contemporary culture theorizing. (Contains 26 references.) (Author/LB)…

Ceppi, Andrea K.; Lau-Smith, Jo-Anne; Yamauchi, Lois A. (1999). Sociohistorical Influences on the Development of Papahana Kaiapuni, the Hawaiian Language Immersion Program. Journal of Education for Students Placed at Risk, v4 n1 p27-46. Describes sociohistoric influences on the development of Papahana Kaiapuni, an indigenous language-immersion program in kindergarten through grade 12 in selected public schools in Hawaii. Highlights the importance of parental activism and the value of this program as a model for other threatened languages. (SLD)…