Sheorey, R. (1999). An Examination of Language Learning Strategy Use in the Setting of an Indigenized Variety of English. System, v27 n2 p173-90 Jun. Reports on language-learning strategies of a group of Indian college students studying English in the environment of an indigenized variety of English. Data for study were collected through a questionnaire–the English-Language-Learning Strategies Inventory (ELLSI)–designed specifically for the study. Results indicated that Indian college students use learning strategies included in the ELLSI with high to moderate frequency and that their cultural and educational backgrounds seem to influence the strategies they use. (Author/VWL)…

Gibson, Kay L. (1998). A Promising Approach for Identifying Gifted Aboriginal Students in Australia. Gifted Education International, v13 n1 p73-88. Two data collection activities focused on improvement in the identification of giftedness among Australian aboriginal children. Interviews with urban aboriginal community members were followed by a survey of aboriginal teachers in Queensland. Findings resulted in the modification of Frasier's model of identifying gifted minority and disadvantaged students developed at the University of Georgia to make it more relevant to Australian and aboriginal culture. (DB)…

Greggs, Alison (1996). Political Correctness or Telling It Like It Is: Selecting Books about Australian Indigenous People. Emergency Librarian, v23 n4 p9-13 Mar-Apr. Discusses the criteria for selection by teacher librarians and the innovative resource evaluation process undertaken by the Aboriginal Studies Project team in Western Australia that was created to ensure access to Aboriginal Studies programs by children in Australian schools. (Author/LRW)…

Reynolds, Graham (2000). Teaching First Nations History as Canadian History. Canadian Social Studies, v34 n3 p44-47 Spr. Argues for the integration of aboriginal content into social studies by teaching First Nations history as Canadian history. Provides an overview of this integrated history, focusing on Atlantic Canada. Addresses such topics as extending the coverage 10,000 years prior, the parallel between human history and environmental change, and cultural interactions. (CMK)…

Krouse, Susan Applegate (2001). Critical Mass and Other Crucial Factors in a Developing American Indian Studies Program. American Indian Quarterly, v25 n2 p216-23 Spr. The establishment of an American Indian Studies program at Michigan State University was facilitated by the existence of a Native American Institute and its director's leadership, a strong American Indian faculty/staff association, and the support of other faculty and American Indian students. Notable program components are an interdisciplinary approach, Ojibwe language courses, and service-learning internships. (TD)…

Pring, Adele (1999). Indigenous Australian Cultural Perspectives in the Study of Geography. Geographical Education, v12 p56-62. Explores Aboriginal and Torres Strait Islander perspectives, related to geography skills (mapping, locational distribution, directional skills, locational change, decision making), on topics such as geographic place names, location of indigenous language speaking groups, traditional stories as navigational tools, shifts in population, and mining. (CMK)…

Dei, George J. Sefa (2005). Social Difference and the Politics of Schooling in Africa: A Ghanaian Case Study. Compare: A Journal of Comparative Education, v35 n3 p227-245 Sep. This paper examines the implications of "social difference" for schooling in African contexts. It highlights theoretical and philosophical engagements with "difference" that could help explore and search for viable educational options in Africa. The paper engages voices of university students interviewed in a longitudinal ethnographic research study on schooling done in Ghana. Issues and questions about knowledge production, identity development and representation in pluralistic schooling contexts are raised. Insights about local knowledges, individual agency and resistance as they relate to possibilities for rethinking schooling and education in Africa are also explored. The students' narratives reveal how dialogues about school and educators' practices about difference and diversity are [not] addressed with respect to the students' schooling. Lessons on the possibilities of inclusive schooling environments are offered…. [Direct]

Mousley, Judith; Sullivan, Peter; Zevenbergen, Robyn (2004). Making the Pedagogic Relay Inclusive for Indigenous Australian Students in Mathematics Classrooms. International Journal of Inclusive Education, v8 n4 p391-405. Many students are unsuccessful in the study of school mathematics, not because of some innate ability, but because of pedagogical practices. Bernstein (1996) has argued that pedagogy serves as a mechanism for cultural reproduction, so that for those students whose cultures are different from that represented in and through pedagogy, the task of constructing school mathematics is made more difficult. The paper explores the ways in which a teacher changes the pedagogic relay in order to be more inclusive of her students. Her practice is informed by understanding the ways in which pedagogy is a subtle tool for marginalization in mathematics…. [Direct]

Schick, Carol; St. Denis, Verna (2005). Troubling National Discourses in Anti-Racist Curricular Planning. Canadian Journal of Education, v28 n3 p295-317. The narrative of the Canadian prairie context is invested in intercultural relations that privilege whiteness and marginalize Aboriginal people and other racial minorities. We maintain that anti-oppressive curriculum on the Canadian prairies must examine how racial identifications are constructed through commonplace national discourses. A curriculum that is anti-oppressive needs to examine the production of racial identifications, including the construction of whiteness in a Canadian context, where racism often exists in denial. Without a critical race analysis, the "celebration of diversity" and other popular narratives have every possibility of reinforcing relations of domination. (Contains 3 notes.)… [PDF] [Direct]

Liddicoat, Anthony J. (2004). Language Planning for Literacy: Issues and Implications. Current Issues in Language Planning, v5 n1 p1-17 Feb. Language planning for literacy has typically focused on models of provision of print-based literacy programmes in order to develop widespread literate capabilities in reading and writing. This paper argues that contemporary literacy planning needs to consider more than models of delivery and engage with issues related to defining the nature of literate capability and the selection of languages in which literate capabilities will be developed. It argues that these questions are fundamental to the literate futures of people in a globalised world…. [Direct]

Billot, Jennie (2005). Leadership in Context: Observations from Two Island Communities. Management in Education, v19 n5 p28-31. This article refers to just one example of specificity of context, the small island community. Islands can be viewed as well-bounded communities, often with an identity that seeks to be one step removed from being the politically dependent neighbour. Two islands serve to exemplify the significance of context: The Island of Jersey (Channel Islands), which exemplifies difference from Western societies that are so well addressed in current leadership literature; and the Kingdom of Tonga in the South Pacific, which shows characteristics of an island culture that has similarities with Jersey. Although the two island states are geographically many miles apart, there are specific similar challenges faced by principals that are related to the island context. Both islands have their own independent political structure, are self-governing, have their own language or dialect and design their education system to reflect their own social norms, values and ideals. In this article, the author… [Direct]

Alexander, John; Saury, Rachel E. (2003). Story and Healing in Action: New Methods for Fostering Heart-to-Heart Dialogue about Race. Multicultural Education, v11 n2 p49-54 Win. In this article, the authors present a new interdisciplinary methods called \Story and Healing.\ These methods enable teachers to enter a discussion of the ills of white privilege and the epidemic of racism through the \back door\ approach. First, students are asked to contemplate transpersonal experiences such as healing and suffering, second, students are provided with tools to observe and analyze self and other, third, students are asked to apply these principles and methods to the study of a culture that is neutral to them, and fourth, the students are asked to contemplate the question of how narrative heals. The authors feel multicultural education should, at its foundation, have as a goal healing the pain \all\ Americans have around the issue of race. (Contains 10 notes.)… [PDF] [Direct]

Anosike, Jude C.; Dozie, Ikechukwu, N. S.; Iwuala, Moses O. E.; Nwoke, Betram E. B.; Oguoma, Chibuzor; Onwuliri, Celestine O. E.; Onwuliri, Viola A. (2005). The Impact of Cultural Behaviours, Local Beliefs, and Practices on Emerging Parasitic Diseases in Tropical Africa. Negro Educational Review, The, v56 n4 p311-326 Win. The scourge of emerging parasitic diseases (e.g., urinary schistosomiasis, ascariasis, malaria, chagas disease, leishmaniasis, trachoma, trichiuriasis, taeniasis, dracunculiasis, sleeping sickness, filariasis) causes tremendous pain, suffering, and eventually death in tropical African communities. Patterns of transmission of these emerging parasitic diseases in a cultural setting are regulated by a complete interplay of human factors, including those which act as effective barriers to the spread of diseases. A greater understanding of these factors, particularly regarding some clinical signs, symptoms, or manifestations is necessary to aid in determining what changes if introduced would upset the established culture. Highlighted are some of the cultural human behavioral patterns mitigating against prevention and control measures of diseases as well as discussion of local beliefs and some problematic practices with emerging parasitic diseases. Health education is identified as a major… [Direct]

Ng, Roxana, Ed.; And Others (1995). Anti-Racism, Feminism, and Critical Approaches to Education. Critical Studies in Education and Culture Series. This book argues that there has not been sufficient dialog and exchange between various forms of critical approaches to education, such as multicultural and antiracist education, feminist pedagogy, and critical pedagogy. Contributors from the United States and Canada address issues relevant to ethnic and minority groups in light of feminist and critical pedagogical theory in the following discussions: (1) "Multicultural Education, Anti-Racist Education, and Critical Pedagogy: Reflections on Everyday Practice" (Goli Rezai-Rashti); (2) "Multicultural Policy Discourses on Racial Inequality in American Education" (Cameron McCarthy); (3) "Multicultural and Anti-Racist Teacher Education: A Comparison of Canadian and British Experiences in the 1970s and 1980s" (Jon Young); (4) "Warrior as Pedagogue, Pedagogue as Warrior: Reflections on Aboriginal Anti-Racist Pedagogy" (Robert Regnier); (5) "Connecting Racism and Sexism: The Dilemma of Working…

Ninnes, Peter (2000). Representations of Indigenous Knowledges in Secondary School Science Textbooks in Australia and Canada. International Journal of Science Education, v22 n6 p603-17 Jun. Employs discourse analysis techniques to examine the approach taken in addressing minority group knowledges in two recently-published sets of junior secondary science texts, with a specific focus on the incorporation of indigenous knowledge into the texts. (Contains 44 references.) (Author/WRM)…

Durant, Celeste (2001). Interns Strengthen Tribal Sovereignty and Environmental Protection. Winds of Change, v16 n1 p60-62 Win. A nonprofit institute works to enhance tribal sovereignty and increase tribal capacity to protect the environment and manage both natural and human resources. Through internships, the institute aims to develop a cadre of scientific, environmental, legal, and other professionals knowledgeable about indigenous issues and cultural concerns. Tribes can then manage their affairs without relying on outside consultants. (TD)…

Henderson, L.; And Others (1994). Interactive Multimedia, Concept Mapping, and Cultural Context. Concept maps drawn by Aboriginal and Torres Strait Islander tertiary off-campus students were examined to determine the effectiveness of interactive multimedia as an instructional medium for teaching and learning in a multiple cultural context that integrates the requirements of academic culture and aspects of the students' cultures. Interactive multimedia in the Remote Area Teacher Education Program (RATEP), "Australian Minorities Today in World Perspective," includes both lecturer and student constructed concept maps. Concept maps are used as an advance organizer, as question-answer-feedback interactions that interrogate how well the students understand presented concepts, and as summaries representing a selective synopsis. Twenty-one RATEP students were asked to construct on paper their own map on the concept of "culture." The quality of the student-generated concept maps was evaluated in terms of hierarchical architecture, progressive differentiation, and… [PDF]

(1992). Selected Bibliography on the Contribution of Education to Cultural Development = Bibliographie selective sur la contribution de l'education au developpement culturel. This selected bibliography, designed to back up a working document of the International Bureau of Education (IBE), has been prepared for the 43rd session of the International Conference on Education (September 14-19, 1992). The document has been put together with the help of the Documentation Center of the IBE and the UNESCO database. It consists only of works in English and French, written or published during recent years. The bibliography is made up of the following sections: (1) \The New Concept of Development\; (2) \Culture and Development\; (3) \Education, Culture, and Development\; (4) \Cultural Identity\; (5) \Introduction to the Cultural Heritage\; (6) \Traditional Culture and Popular Culture\; (7) \Intercultural Education\; (8) \Language and Instruction\; (9) \Aesthetic and Artistic Education\; (10) \Moral Education\; (11) \Science Education (New Paradigms)\; (12) \Environmental Education\; (13) \School, Cultural Institutions, and Community\; (14) \School and Media\; (15)…

Klassen, Frank H.; And Others (1970). Priorities for the Preparation of Secondary School Teachers in Middle Africa. This document describes a cooperative venture in which leading African educators from Sierra Leone, Nigeria, the Ivory Coast, Mali, the Congo, Uganda, Tanzania, and Kenya examined the significant problems affecting secondary teacher supply, and questions related to the qualitative improvement of the individual teacher. The situation in each country is examined in separate chapters, and certain common priorities and problems are discussed in the concluding section. The priorities which emerge are 1) the redefinition of the objectives of education relevant to the needs of Africa, with emphasis on African history and culture, the addition of manual and agricultural arts to the curriculum, and an improved relationship between the school and community; 2) the Africanization of secondary school administrators and teachers to replace expatriate personnel; 3) the preparation of secondary teachers; 4) the preparation of teachers capable of initiating curriculum change in the secondary… [PDF]

Power, Kerith; Roberts, Dianne (1998). Making Research Count at Minimbah Aboriginal Preschool, Armidale NSW. This interview with Dianne Roberts, director of the Minimbah Aboriginal Preschool in Armidale, New South Wales (Australia), explores research issues, leadership styles, and how decision making and responsibilities are handled at Minimbah. Incoming researchers must show how research will benefit the community under study, how they will work in collaboration with the people they will be researching, and how the research will contribute funds to help support Minimbah's programs. A longitudinal study of Aboriginal children at Minimbah demonstrates the advantages of this approach. Working with parents turned the research into a united community venture. Videotapes of the children were viewed by the community, and parents commented and offered conclusions. The community ended up saying how much the research benefitted the community and their children. Leadership functions at Minimbah are spread throughout the organization. Although the typical hierarchy is present within the management… [PDF]

McCarty, Teresa L. (1994). Bilingual Education Policy and the Empowerment of American Indian Communities. Journal of Educational Issues of Language Minority Students, v14 p23-41 Win. Focuses on bilingual education programs in Indian schools and communities in the southwestern United States. A social-historical analysis of bilingual education policy is presented, with findings from research on bilingual education. (59 references) (CK)…

Bunning, Carol (1999). Sentencing Circles for Native Justice. Canadian Social Studies, v33 n4 p117-21 Sum. Explains that sentencing circles are a form of traditional Canada Native justice in which the entire community is involved to combat offenders. Provides a unit plan on sentencing circles for social studies in order to teach students about the need for sentencing circles in Native communities. Provides sample lesson plans and an example worksheet. (CMK)…

Partington, Geoffrey (2000). The Universal and the Particular in Education. International Journal of Social Education, v14 n2 p72-86 Fall-Win 1999-2000. Compares two historical reactions from universalism to particularism: (1) the Enlightenment and its rejection by nationalism and romanticism; and (2) liberal education and its rejection as imperialist and patriarchal. Explores the relationships between the West and three groups (South Pacific Islanders, Maori, and Aborigines) that were pre-literate at the time of Western contact. (CMK)…

Westberg, Jane (2000). Mental Health: Healing Deep Wounds from the Inside Out. Native Americans in the Health Professions. Winds of Change, v15 n3 p20-28 Sum. Interviews with Native American mental health and social workers discuss how Native mental health problems are related to historical trauma and chronically inadequate mental health services. Elements of culturally relevant mental health services include locally delivered workshops, kinship foster care, tribal elders, spirituality, and Native care providers. Advice is given to Native Americans considering careers in social work. (TD)…

Kawagley, Angayuqaq Oscar (1999). Alaska Native Education: History and Adaptation in the New Millenium. Journal of American Indian Education, v39 n1 p31-51 Fall. Examines ways of learning and knowing among the Yupiaq people of Alaska. Discusses traditional Yupiaq lifeways based on connection to nature, and the consequences of acculturation. Outlines suggestions for seasonal camps in which elders would teach Native language, culture, environmental knowledge, and subsistence skills, as well as the means of bridging Native and Eurocentric science and world views. (SV)…

Grim, Brian J.; Maretzki, Audrey N.; Semali, Ladislaus M. (2006). Barriers to the Inclusion of Indigenous Knowledge Concepts in Teaching, Research, and Outreach. Journal of Higher Education Outreach and Engagement, v11 n2 p73-88. This study was performed to develop and test a theoretical model of the barriers and supports experienced by employees at a major land-grant university that affect their likelihood of incorporating place-based or indigenous knowledge (IK) into their teaching, research, and/or outreach activities. To test this model, we conducted a statewide survey of Penn State faculty at twenty-four campuses and Penn State extension educators from the sixty-seven counties in the commonwealth. The findings from this study suggest that educators' use of IK-related knowledge could be defined as "segmental," as opposed to reflecting a commitment to the intrinsic value of such knowledge. The educators' use of such knowledge was related to academic rank, geographic location of the individual's worksite, peer support received, and the technical or nontechnical nature of the individual's academic discipline…. [PDF]

Agnello, Mary Frances; Todd, Reese H. (2006). Looking at Rural Communities in Teacher Preparation: Insight into a P-12 Schoolhouse. Social Studies, v97 n4 p178-184 Jul-Aug. Rural education has been routinely neglected as one aspect of diversity teachers may encounter in their career. As teacher educators at a large public university, the authors seek to prepare students for teaching in a variety of environments. In their study, while rural field placements were not feasible, a structured field trip offered students an opportunity to learn about a rural school community and its resources. Field trips to rural school communities have provided data for preservice teachers to expand their knowledge and understanding of schools and to critically examine some of their assumptions about small schools. The authors state that including rural field trips in teacher preparation programs helps engage certification students in an often-over-looked aspect of diversity education. During these field trips, students from large, suburban, middle-class districts interact with people who engage in multiple activities to sustain a small town and its school, and confront… [Direct]

(1994). Selected and Edited Papers Presented at the National TAFE Senior Executives' Conference (Kooralbyn, Australia, October 7-8, 1993). Eleven papers from an Australian Technical and Further Education (TAFE) conference are included: "The TAFE System and the Training Reform Agenda" (Gregor Ramsey) raises issues to keep the impetus going for national system improvement and development. "Towards the Best of Both Worlds: Models for Governance of TAFE Colleges" (Ian C. Hill) suggests a collaborative organizational structure and culture. "The New South Wales Model of Governance of TAFE Facilities" (John Allsopp) describes institutional governance. "Tertiary Education and Training in New Zealand" (George Preddey) looks at forces and factors driving change, the nature of the change, and an outline of tertiary education and training. "Aboriginal Education and Training into the 21st Century" (John Lester) suggests how TAFE can include Aboriginal Australians in economic growth and prosperity. "The Role of Research in Policy Making" (Kenneth Wiltshire) addresses the…

(2005). Meeting the Needs of Aboriginal Learners: An Overview of Current Programs and Services, Challenges, Opportunities and Lessons Learned. Final Report. Association of Canadian Community Colleges The Association of Canadian Community Colleges (ACCC) is the national and international voice through which Canada's colleges and institutes inform and advise various levels of government, business, industry and labour. ACCC's Strategic Focus priorities for 2005-2006 include Aboriginal peoples' access to post-secondary education, and enhancing student success support mechanisms in colleges and institutes which are grounded in Aboriginal values, culture and tradition. In April and May 2005 ACCC initiated a study on Aboriginal programs and services at colleges and institutes. The study included a literature review, an on-line survey for mainstream ACCC member colleges and institutes, and interviews with representatives from Aboriginal and northern ACCC member colleges and institutes, and the Aboriginal Institutes Consortium, an Associate Member of ACCC. Of the 140 ACCC member colleges and institutes, 61 participated in the study, 59 mainstream institutions, including the colleges in…

Black, Sherry Salway (2002). The People, Our People, Are Our Greatest Asset. Native Americas, v19 n3-4 p35-38 Fall-Win. Much of the disarray in Native economic systems comes from their inability to control their assets. The greatest Native asset is Native people. Youth must be engaged from preschool through tribal colleges. Off-reservation tribal members must be engaged for their knowledge and networks. Tribal governments must encourage broad participation. Native economic development must be built on Native values. (TD)…