Hesch, Rick (1994). A Canadian Preparation Program for Aboriginal Teachers: Instrument for Incorporation. Teaching Education, v6 n1 p31-40 Fall-Win. Presents a case study of Canadian aboriginal interns' experiences at the Saskatchewan Urban Native Teacher Education Program to illustrate how the process of becoming a teacher is institutionalized through administration of curriculum logic based on management and discipline. The paper highlights social relationships, supervision, and evaluation of the internships. (SM)…

Yates, Russell (2007). Local Solutions for Local Problems: Addressing Teacher Supply in Rural Communities. Education in Rural Australia, v17 n1 p49-58. Teacher shortage in rural localities is a long-standing issue in New Zealand. This paper reports on an attempt to reduce the impact of shortages by redesigning the way pre-service teacher education was delivered. Called the Mixed Media Programme (MMP), this is a primary (elementary) teacher education programme that was established in 1997 in New Zealand by the University of Waikato. It was initially introduced to rural areas of the North Island of New Zealand. It continues now as a viable and accessible flexible option for teacher education and is a significant means of ensuring better teacher supply in numerous rural areas. The programme uses a combination of face-to-face teaching; school based learning activities and electronic communication. There is an annual intake of about 60 student teachers, most of who study at home in their local area. Now in its tenth year, the programme has produced more than 400 graduates, many of whom are still teaching in schools throughout New… [Direct]

Davison, David M.; Miller, Kenneth W. (1998). An Ethnoscience Approach to Curriculum Issues for American Indian Students. School Science and Mathematics, v98 n5 p260-65 May. Describes a course for teachers of American-Indian students that focuses on the development of culturally relevant activities as part of the science and mathematics curricula. Activities were embedded in a holistic approach to the curriculum and linked the informal science and mathematics of the culture with traditional school science and mathematics. Contains 16 references. (Author/WRM)…

Humphreys, Peter; And Others (1995). Innovative Links Project, St. Paul's Catholic School, Nightcliff: Cultural Responsiveness and Cultural Diversity. This report describes the participation of St. Paul's School, in Australia's Northern Territory, in a collaborative action research project with Northern Territory University. The project had three goals: (1) increase staff awareness of multicultural issues, particularly as they pertain to Aboriginal people; (2) determine how school practices might accommodate and be enhanced by Aboriginal culture; and (3) develop ways to relieve tensions between the Aboriginal community and school practices. The report briefly describes the methods used to pursue each of these goals, discusses rewards and difficulties of the project, and explains the project's outcomes in terms of workplace practice, professional development, curriculum, and materials. Five appendices, the major portion of the report, cover topics including: (1) the educational experiences of Aboriginal children, the resources schools need to work with Aboriginal students, and teachers' interactions with this group; (2) curricula… [PDF]

Gregg, Alison (1996). Political Correctness or Telling It Like It Is: Selecting Books about Australia's Indigenous People for Use in Australian Schools. In 1992, the Australian government decided that all children in Australian schools should have access to an Aboriginal Studies program. New courses were designed to bring about greater community understanding of Aboriginal heritage and history, culture and values, but before the courses could be implemented, schools had to be given access to books and other resources of sufficient accuracy, quality, and relevance to underpin the program. This paper discusses the criteria for selection and the innovative resource evaluation process undertaken by the Aboriginal Studies Project team in Western Australia. Stereotypes were confronted, addressed, and reverted in the selection of resources: (1) Australian Aboriginal communities are not all the same; (2) Australian Aboriginal cultures are not primitive; (3) dreaming stories, based on Aboriginal spiritual heritage, are not the same as fairy stories in other cultures; and (4) Aboriginal stories are not like folk tales–not everyone has the… [PDF]

Goddard, Tim (1997). Monocultural Teachers and Ethnoculturally Diverse Students. Journal of Educational Administration and Foundations, v12 n1 p30-45. Argues that a primarily monocultural, monolingual Canadian teaching force must be prepared to work with an increasingly ethnoculturally diverse student population. Addresses issues related to misusing the terms "multicultural,""cross-cultural," and "intercultural." Suggests the alternative term "ethnocultural," identifies three dimensions (cultural, pedagogical, and sociolinguistic) of ethnocultural knowledge integral to teacher preparation, and discusses implementation strategies. (40 references) (MLH)…

Ward, Gay (1997). Cultural Studies–Australian Style. Montessori Life, v9 n1 p28-30 Win. Describes a Montessori grade school's production of a "corroboree," an adaptation of an Aboriginal gathering for ceremony and celebration that included dance, music, and song. Notes the benefits, including a sense of community, interaction between different age groups, and exposure to culture. Also describes a camping trek made by students at year's end. (SD)…

Rourke, James T. B. (2002). Building the New Northern Ontario Rural Medical School. Australian Journal of Rural Health, v10 n2 p112-16 Apr. Opening in 2004, the new Northern Ontario Rural Medical School will address the rural doctor shortage in Canada. Supported by Laurentian University and Lakehead University, learning sites will be in hospitals, community clinics, and physicians' offices throughout northern Ontario. The curriculum will be patient-centered and clinical problem-based and will include an Aboriginal focus. Small-group learning will be supported by a distance learning network. (TD)…

Jemison, Janine (2002). So That We Could Get On to the Learning. Native Americas, v19 n3-4 p19-22 Fall-Win. Being a Native teacher of Native studies is an honor–non-Native students want to learn about Natives, Native students have their culture validated, and sharing Native history with non-Native neighbors builds friendships. Many Native troubles stem from colonization, but Natives should not take their frustrations out on each other but should realize that each day is a new beginning. (TD)…

Boyne, Grace M. (2003). Utilizing Traditional Knowledge in a Scientific Setting. Winds of Change, v18 n1 p52-53 Win. A nuclear physicist feels that his Navajo upbringing, with its emphasis on the structure of nature and abstract reasoning, prepared him well for the world of physics. Traditional Navajo sandpaintings helped him understand physics concepts. Native American students show strengths in learning visual, perceptual, or spatial information, and they frequently use mental images rather than word associations. (TD)…

Brown, Cynthia (2000). Pumas and Prepositions: Training Nature Guides in the Yucatan Peninsula. Orion Afield: Working for Nature and Community, v4 n3 p28-31 Sum. In the Yucatan Peninsula (Mexico), the 10-week Nature Guide Training Program integrates English immersion with natural history and environmental interpretation to train rural adults as nature guides and conservation leaders. Most graduates have found work as ecotourism guides or in conservation-related activities, and many have provided English instruction and conservation education to their communities. (SV)…

Ceppi, Andrea K.; Lau-Smith, Jo-Anne; Yamauchi, Lois A. (2000). Teaching in a Hawaiian Context: Educator Perspectives on the Hawaiian Language Immersion Program. Bilingual Research Journal, v24 n4 p385-403 Fall. Focus groups and interviews with 37 teachers and 4 principals examined their roles and experiences in Papahana Kaiapuni, a K-12 program taught entirely in Hawaiian. Teachers integrated Hawaiian culture into the curriculum and viewed the program as a model of school reform for Native Hawaiians. The program transformed many teachers' views of themselves as teachers and Hawaiians. (TD)…

Jenkins, Kuni; Matthews, Kay Morris (1999). Whose Country Is It Anyway? The Construction of a New Identity through Schooling for Maori in Aotearoa/New Zealand. History of Education, v28 n3 p339-50 Sep. Presents an overview of six years into research of Maori girls' schooling in Aotearoa (New Zealand) and the role of education in the formation of their national identity. Focuses on the research methodology associated with the discovery of the documents and narratives on which the research is based. (CMK)…

LaPrairie, Carol; And Others (1996). Examining Aboriginal Corrections in Canada. Aboriginal Peoples Collection. This report provides information about the state of Aboriginal corrections in Canada. It draws on survey results, analyses of quantitative data, and a review of the relevant literature and research and raises some complex questions about the meaning and future of Aboriginal corrections. There are nine parts that: (1) discuss the reliance on imprisonment in Canada compared to other countries, and the use of imprisonment as a reflection of cultural attitudes; (2) point out that a minority of prisoners are committers of violent offenses, and that prisoners are disproportionately from the most disadvantaged groups in society; (3) discuss demographics of Aboriginal offenders; (4) discuss the three factors of marginalization, alienation, and dysfunctional family life that lead to Aboriginal overrepresentation among prisoners; (5) explore what works in correctional programming, the history of Aboriginal programming, and critical questions about cultural programming; (6) report correctional…

(1992). The Indigenous People of Central America. Focus: The Pipils of El Salvador. Central America in the Classroom, Fall. This issue focuses on the historical and contemporary reality of the indigenous Pipils native group of El Salvador. This information is presented to help Salvadoran students living in the United States and their classmates learn about the history of the Salvadoran people. Spanish excerpts are included. This serial is put forth by the Network of Educators on the Americas, whose mission is "to work with school communities to develop and promote pedagogies, resources, and cross-cultural understanding for social and economic justice in the Americas." (DB)…

(1993). Literacy for Metis and Non-Status Indian Peoples: A National Strategy. The condition of literacy programming for Metis and Non-Status Indian Peoples in Canada is reported. Metis peoples are defined as Aboriginal People distinct from Indian and Inuit, descendants of the historic Metis, and descendants of Aboriginal Peoples who have been absorbed by the historic Metis, all of whom share a common cultural identity and political will. The Non-Status Indian Peoples are those of Aboriginal ancestry who are not defined as Indian within the criteria of the Indian Act and are not part of the Metis community. The research was designed to identify successful approaches and programs presented in existence and to discover gaps and needs. Data for the study was obtained through a literature review and telephone interviews with three separate groups: personnel in literacy programming for provincial and territorial governments; representatives of Metis and non-status Indian organizations; and personnel in literacy programs deemed successful for Aboriginal peoples…. [PDF]

Brann, C. M. B. (1981). Trilingualism in Language Planning for Education in Sub-Saharan Africa. A three-language model for language education in Sub-Saharan Africa is outlined. The three languages would be the local community language, a major language chosen to be the "lingua franca" of a region, and the official language to be used country-wide. The model is developed to include the following factors: ethnic, linguistic, geographical, demographic, social, psychological, cultural, political, and economic. The language planning process is related to individual or group agents of cultural change, consultation, legal enactment of language policies, development of adequate teaching materials, and the need for teacher training. The implementation of the three-language formula is developed from the situation where one language is used for familiar purposes and another for communal and public purposes. Planning for instruction in these languages and in further languages is adapted to the school cycle as well as to various types of non-formal education. Several evaluations…

RIESSMAN, CATHERINE KOHLER (1967). BIRTH CONTROL, CULTURE AND THE POOR. EVIDENCE FROM STUDIES INDICATE THAT THE POOR DESIRE TO CONTROL THEIR FAMILY SIZE AND PREFER TO USE BIRTH CONTROL DEVICES (PILLS OR INTERUTERINE DEVICES) WHICH ARE NOT COITUS-CONNECTED AND ANTITHETICAL TO THEIR SEXUAL ATTITUDES AND TRADITIONS. CONTRARY TO THE BELIEF THAT THE POOR ARE LESS LIKELY TO UTILIZE EXISTING HEALTH FACILITIES OR TO TAKE PART IN PREVENTIVE HEALTH PROGRAMS, SEVERAL STUDIES HAVE SHOWN THAT WITH THE AVAILABILITY OF BOTH BIRTH CONTROL FACILITIES AND COITUS-INDEPENDENT DEVICES LOWER SOCIOECONOMIC GROUPS INCREASINGLY USE THESE SERVICES. AND, ALTHOUGH THE POPULATION IN SOME OF THESE STUDIES WERE VOLUNTEERS,–THE MOST RECEPTIVE INDIVIDUALS–THERE WAS A \DIFFUSION\ EFFECT BEYOND THE ORIGINAL VOLUNTEER SAMPLE. OTHER STUDIES HAVE INDICATED THAT THE USE OF INDIGENOUS NONPROFESSIONALS TO SPREAD INFORMATION AND STIMULATE INTEREST IN THE SERVICE IS A KEY FACTOR IN SUCCESSFUL PROGRAMS. ANOTHER IMPORTANT FACTOR IS THE AVAILABILITY OF BIRTH CONTROL SERVICES IN CONVENIENT… [PDF]

Williams, Leodrey (1970). A Study of the Expanded Nutrition Education Program in Three Northeast Louisiana Parishes. The Findings from Extension Studies. The value of a special nutrition program in three Northeast Louisiana parishes as to the effectiveness of the structured organizational approach, the teaching methods and techniques used, and use of sub-professional workers from their respective community was studied. The nutrition knowledge of 120 homemakers was determined before any training in nutrition, immediately after eight weeks of training, and again four months later. The personal interview method was used to collect the data. The same questions regarding the kind of food and drink the homemaker had during the 24-hour period prior to the interview were used in each interview. Results of the study showed that participation in the Expanded Nutrition Education brought about changes in food habits and knowledge of homemakers, but the observation four months later indicated regression in most cases. The structured organizational approach used by Extension in conducting the program proved to be a profitable experience for the… [PDF]

(1968). The Health Educator Aide Program for Ghetto Areas. The Health Educator Program provides for indigenous personnel as communication links with residents of urban slums; they visit the homes and teach basic principles of cleanliness and health. Frequently their work involves relationships between landlord and tenant or cooperation with other city departments. A pioneer program in Chicago was so successful as a communication system that the concept of Health Educator Aides is expanding in other directions. The person-to-person approach is an important but simple approach to ghetto problems but the program needs the support of overall city efforts and should be administered by a permanent community agency. (DM)… [PDF]

Kwapong, A. A. (1974). Some Problems in Academic and Administrative Development in Universities in the Developing Countries. Bulletin of the Association of African Universities, 1, 1, 29-34, May 74. African universities are facing financial constraints. Municipal services are needed for normal campus and academic life. A greater percentage of the university's administrative and academic staff need to be Africanized or localized, and curricula must be developed that are internationally viable. (SW)…

Byram, Michael (1986). Schools in Ethnolinguistic Minorities. Journal of Multilingual and Multicultural Development, v7 n2-3 p97-106. Discusses the school's contribution to the transmission of cultural heritage, focusing on curriculum content rather than on language issues. The kind of conceptual framework within which overt and hidden curriculum analysis might be carried out is suggested. (SED)…

Ghosh, Ratna; Lawson, Robert F. (1986). Canada. Education and Urban Society, v18 n4 p449-61 Aug. Discusses Canada's problems in searching for a national identity and the controversy of the Federal policy of multiculturalism. Presents its objectives within a bilingual framework and the contradictions involved. Suggests a workable model involving assimilation conditioned by regional or local circumstances, useful also as a development strategy. (SA)…

Parkin, Bronwyn (2003). The Wishing Crystal: Joint Construction in the Junior-Primary Classroom. PEN. When children begin school many of them do not anticipate the grammatical patterns and word choices that accompany written language, and which make written language so different from spoken language. It is for this reason that young students need varying degrees of scaffolding–teacher and peer support that enables them to gain increasing control over literate discourse. An Australian educator joined a literacy research team that set out to explore the effectiveness of an educational approach that aims to scaffold literacy learning and worked with a class of 25 Reception/Year 1 students, including four Aboriginal students. The group used the Scaffolded Literacy pedagogy devised by Brian Gray from the University of Canberra, to develop the group's: understanding of genre construction; decoding and spelling skills; understanding of authors' choices in text construction; skills in critical analysis; and construction of texts. This document discusses how the focus text ("The… [PDF]

Jacobs, Don Trent (1998). Primal Awareness: A True Story of Survival, Transformation, and Awakening with the Raramuri Shamans of Mexico. During a kayaking expedition in 1983, the author was sucked into an underwater tunnel in Mexico's Rio Urique. He miraculously emerged unharmed, but this near-death experience awakened in him a primal awareness that had been coddled to sleep by his so-called civilized perceptions. He gained intuitive insights from this awakening that enabled him to communicate "heart-to-heart" with wild horses, trauma victims, and troubled teenagers. Fourteen years later he returned to Mexico and stayed with the Raramuri Indians, learning more about this primal awareness from a 100-year-old shaman. These experiences helped him develop a model of how the human mind learns. The model is represented by the mnemonic CAT-FAWN–Concentration Activated Transformation, which is activated by Fear, Authority, Words, and Nature. The concepts represented by the CAT-FAWN connection offer Western minds a paradigm for understanding subjective experience, rather than for measuring objective reality. They…

Martin, Joyce, Comp. (1999). Native American Languages: Subject Guide. This document is an eleven-page supplemental subject guide listing reference material that focuses on Native American languages that is not available in the Labriola National American Indian Data Center in the Arizona State University, Tempe (ASU) libraries. The guide is not comprehensive but offers a selective list of resources useful for developing language and vocabulary skills or researching a variety of topics dealing with native North American languages. Additional material may be found using the ASU online catalogue and the Arizona Southwest index. Contents include: bibles and hymnals; bibliographies; bilingual education, curriculum, and workbooks; culture, history, and language; dictionaries and grammar books; English as a Second Language; guides and handbooks; language tapes; linguistics; online access; sign language. (KFT)… [PDF]

Frankenburg, William K.; And Others (1970). Training the Indigenous Nonprofessional: The Screening Technician. Journal of Pediatrics, 77, 4, 56-570, Oct '70. …

Russo, Cosimo P. (1983). Developing Educational Policies for Traditionally Oriented Aborigines. Interchange on Education, v14 n2 p1-13. The adequacy of the type of education provided for traditionally oriented Aborigines in Australia is explored, along with information about the educational needs of this group. Suggestions for realistically meeting the needs of these students include allowing the Aborigine community more control over the schools. (PP)…

Healy, Kevin (2003). Mobilizing Community Museum Networks in Mexico–and Beyond. Grassroots Development, v24 n1 p15-24. Since the late 1980s, a network of community museums has spread throughout Oaxaca (Mexico), serving as an autonomous force for broad-based cultural development, supporting the maintenance and revitalization of local Indigenous cultures, countering Western cultural hegemony, and involving Indigenous communities in museum development and related cultural and tourism projects. The concept has spread to Guatemala and to Mexican migrant communities in the U.S. Southwest. (SV)…

Chavis, Ben; Holm, Tom; Pearson, J. Diane (2003). Peoplehood: A Model for the Extension of Sovereignty in American Indian Studies. WICAZO SA Review, v18 n1 p7-24 Spr. Although rich in theoretical constructs, American Indian Studies is not considered a discipline because it lacks a core assumption or paradigm. The concept of peoplehood could be that core assumption because its elements–language, sacred history, religion, and land–make up a complete system that accounts for particular behaviors of people indigenous to particular territories. Focusing on relationships, the model reflects Native knowledge and philosophies. (TD)…