West, Errol (1994). Australian First Nations University: A Discussion on the Establishment of an Aboriginal University. Australian Universities' Review, v37 n2 p52-54. A number of issues in the establishment of an Aboriginal university in Australia are examined, including support in the Aborigine population, academic standards, acceptance and recognition among mainstream institutions, racism, availability of qualified leadership, and site selection. A multicampus model is outlined. (MSE)… [PDF]

Hidalgo, Margarita (1994). Bilingual Education, Nationalism, and Ethnicity in Mexico: From Theory to Practice. Language Problems and Language Planning, v18 n3 p185-207 Fall. Describes the model of assimilation of native Mexican peoples to the broader mainstream. Bilingual education (BE), long used as a tool to facilitate language shift, is examined in the light of the superimposed discourse on national identity and nationalism. It is concluded that the demands of the Amerindians have been placated through the politics of accommodation. (46 references) (Author/CK)…

Bebbington, Anthony; And Others (1992). From Protest to Productivity: The Evolution of Indigenous Federations in Ecuador. Grassroots Development, v16 n2 p11-21. Indigenous community organizations and organizational federations in Ecuador have moved from dealing with issues of land, civil rights, and cultural identity to promoting culturally appropriate, community-based, sustainable economic development ventures. The need for technical training and the success of Indian-to-Indian job training are discussed. (SV)…

Carnes, Jim, Ed. (1994). Teaching Tools. Teaching Tolerance, v3 n1 p34-41 Spr. The author lists 40 resources intended for use by either elementary or secondary school students and teachers that examine cultural diversity and how different cultures have impacted American history. Books and videotapes examine the importance of cultural diversity, present curricula promoting multiculturalism, and explore the problems of ethnic stereotyping. (GLR)…

Francis, Norbert (2000). "Rincones de Lectura" Comes to San Isidro: New Contexts for Biliteracy and Language Maintenance. Language, Culture and Curriculum, v13 n1 p31-50. Reports on a 9-month ethnographic assessment of the Mexican "Rincones de lectura" literacy program as it was implemented in one rural elementary school. Findings are examined to determine the impact of Spanish language literacy materials on the indigenous language, Nahuatl. (Author/VWL)…

Swanson, Tod D. (1997). Through Family Eyes: Towards a More Adequate Perspective for Viewing Native American Religious Life. American Indian Quarterly, v21 n1 p57-71 Win. Examines strategies used by non-Native scholars who write or teach about American-Indian religious traditions. The current trend–an apologetic stance emphasizing contrasting "representative" Native and European voices–unwittingly reinforces stereotypes and appropriation of idealized Native images. In contrast, approaching the subject from the perspective of specific Native individuals, analogous to one's own relatives, fosters understanding and accountability. (SV)…

Wynn, Charles (1999). Mexico and the Zapatista Revolt: Examining the Resolution Dialogue. Southern Social Studies Journal, v25 n1 p66-89 Fall. Presents an activity where students examine the perspectives of the indigenous poor of Mexico as well as of the Mexican government in a time of political change. Explains that the students read the background information in the accompanying handouts in order to simulate the negotiations between the government and Zapatista National Liberation Army. (CMK)…

Vlachou, Anastasia (2004). Education and Inclusive Policy-Making: Implications for Research and Practice. International Journal of Inclusive Education, v8 n1 p3-21. It seems that inclusion has become a global issue while in different countries we can find a number of stated intentions and written policies to move towards its achievement. However, despite the magnitude of the debate towards inclusion efforts to create more inclusive schooling communities are fraught with multiple difficulties, dilemmas and contradictions that often result into piecemeal or sequential reforms. In light of the above, this paper is an attempt to identify some of the major problems of current policy design in the area of inclusion and it approaches inclusive education through a thorough examination of the existing ecology of schooling…. [Direct]

Piquemal, Nathalie (2004). Teachers' Ethical Responsibilities in a Diverse Society. Canadian Journal of Educational Administration and Policy, n32 Jul. Recognizing that learning to teach cannot be separated from learning to inquire, I argue that teachers have specific relational and ethical responsibilities to their students, particularly in the context of a diverse society. Using my research experiences with Aboriginal people as examples, I propose an ethical framework based upon four underlying principles: a commitment to difference or to the "relational other" Levinas (1981); a respect for persons Kant (1956); a commitment to reciprocity Buber (1970); and a sense of care Noddings (1986)…. [PDF]

Gray, Norma; Nye, Patricia S. (2001). American Indian and Alaska Native Substance Abuse: Co-Morbidity and Cultural Issues. American Indian and Alaska Native Mental Health Research: The Journal of the National Center, v10 n2 p67-84. The devastating impact of substance abuse on American Indians and Alaska Natives (AI/ANs) is reviewed with an emphasis on psychological and physical effects. Co-morbidity of substance abuse, trans-generational trauma, Post-Traumatic Stress Disorder, and depression among AI/ANs is also discussed since each condition may cause, impact, and/or exacerbate the others. The Medicine Wheel, one respected and accepted treatment approach developed by AI/AN communities, is described in detail since it helps address all of the co-morbid issues discussed…. [PDF]

Sullivan, Keith, Ed. (1998). Education and Changes in the Pacific Rim: Meeting the Challenges. Oxford Studies in Comparative Education Series. Oxford Studies in Comparative Education, v7 n. This book on education and challenges in the Pacific Rim contains 12 papers as follows: "Introduction: Education Issues in the Pacific Rim" (Keith Sullivan); "We Can Change Tomorrow by What We Do Today: Aboriginal Teacher Education in Canada" (Lynn McAlpine); "Judging Education: Implications of the Canadian Charter of Rights and Freedoms" (Jonathan L. Black-Branch); "Under the New Hegemonic Alliance: Conservatism and Educational Policy in the United States" (Michael W. Apple); "Training Rural Teachers in the Peruvian Andes" (John Wolforth); "Issues for Education in the South Pacific: Education and Change in the Kingdom of Tonga" ('Ana Koloto); "The Great New Zealand Education Experiment and the Issue of Teachers as Professionals" (Keith Sullivan); "Maori Education: Looking Back to the Future" (Kathie Irwin); "From Corporate to Supply-Side Federalism? Narrowing the Australian Education Policy…

Aoun, Samar; Johnson, Lyn (2002). Capacity Building in Rural Mental Health in Western Australia. Australian Journal of Rural Health, v10 n1 p39-44 Feb. A distance education program in mental health was delivered to 31 rural health professionals in Western Australia who dealt with mentally ill patients at the primary level. Evaluation on completion and 4 months postprogram indicated that participants learned mental health management regimes, developed mental health assessment skills, improved relationships with the mental health team, and enhanced their clinical practice. (TD)…

Simonelli, Richard (2003). Spirit and Reason Reunite at the AAAS. Winds of Change, v18 n3 p36-41 Sum. A historic session on Native science at the 2003 conference of the American Association for the Advancement of Science included discussions about the Indigenous approach to science, the Tribal Environmental and Natural Resources Management program at Northwest Indian College, the need to connect the spiritual element in Indigenous knowledge with mainstream science, and concerns about the uses and exploitation of Traditional Ecological Knowledge (TEK). (SV)…

Higgins, Andrew H. (1994). A Background to Rural Education Schooling in Australia. Journal of Research in Rural Education, v10 n1 p48-57 Spr. Traces the history of rural education in Australia, including the influence of early British colonists, the emergence and eventual consolidation of state systems of education, and the implementation of distance education. Focuses on the development of education in remote areas of Queensland and government impact on rural education. (LP)… [PDF]

Sharpe, Dennis B. (1992). Successfully Implementing a Native Teacher Education Program through Distance Education in Labrador. Since 1978, Memorial University of Newfoundland (Canada) has offered preservice and inservice teacher education courses to seven isolated Native communities in Labrador. The courses may lead to a 2-year degree with teacher certification or to a 5-year baccalaureate degree. Students are usually Native teachers and teacher aides in community all-grade schools; female, 25-35 years of age, and married with children; and of two distinct cultural groups, Inuit and Innu. Over the years, many approaches to course delivery have been tried. Instructors have flown to a host community for a 6-week or two 3-week sessions. This method allowed direct student-teacher interaction, but required accommodation in the community for the instructor and students from other communities. Correspondence study was tried unsuccessfully. Teleconferencing has been used successfully, particularly with students with more experience of university course work. Combinations of delivery methods can be the best… [PDF]

Alston, Margaret, Ed.; Boylan, Colin, Ed. (1993). Rural Education Issues: An Australian Perspective. Key Papers Number 3. This book contains 15 papers on current issues and future options in Australian rural education. Part 1 covers contemporary issues and includes: (1) "Issues in Education in Remote Rural Australia" (education of girls, education of Aboriginals, lifelong learning, and research needs) (Ted Scott); (2) "Redefining Remoteness in the Post Industrial Society" (Peter d'Plesse); (3) "Expanding Vocational Preparation in the Post-Compulsory Years" (Richard Sweet); (4) "Educational Change in New South Wales: Rural Teacher Reactions and Rural Development" (Colin Boylan); (5) "Education in Rural Victoria Is a Social Justice Issue" (Merryl Robson); (6) "Austudy Rural Inequities" (Jennifer Sheed and Doug Lloyd); and (7) "Farm Management Education for the Future" (Keith Woodford and Ray Collins). Part 2, "Target Groups," includes: (1) "Retaining Teachers in Rural Schools: Satisfaction, Commitment, and… [PDF]

(2002). BIA Special Education Coordinated Services Plan. Provisions in the Individuals with Disabilities Education Act (IDEA) Amendments of 1997 called for improved collaboration and coordination among tribal, federal, state, and local agencies in providing special education and related services to Indian children with disabilities. To meet these requirements, input was elicited from public meetings, a steering committee composed of relevant stakeholders, a Bureau of Indian Affairs (BIA) Special Education Advisory Board, surveys of BIA staff, a focus group of stakeholders, a roundtable discussion at the National Indian Education Association's legislative summit, and 10 tribal consultation meetings. Findings and recommendations focused on: (1) developing strategies to ensure that students in BIA-funded schools are not inappropriately referred to special education; (2) engaging national Indian education organizations and the Council for Exceptional Children in support of full funding of early childhood intervention programs for at-risk… [PDF]

Rennie, Jennifer (2006). Meeting Kids at the School Gate: The Literacy and Numeracy Practices of a Remote Indigenous Community. Australian Educational Researcher, v33 n3 p123-142 Dec. This paper reports on a qualitative study which generated detailed case study information about the transition experiences of seven Indigenous students as they moved from Year 7 in their community school to Year 8 in their new urban high school context (Rennie, Wallace, Falk & Wignell 2004). In particular the study aimed to document the literacy and numeracy practices valued in the home community, community school and urban high school and highlight any continuities and discontinuities between the various contexts. Data were collected using observations, document analyses and interviews. Students in the study participated in a number of different activities \outside of school\ in their home communities including hunting, art, ceremony, cooking, sport and play. There was evidence of literate and numerate practices embedded throughout these activities. The data also showed there were distinct differences in the kinds of knowledge valued in each context investigated. Cultural knowledge… [PDF] [Direct]

Andersen-Spear, Doreen (2003). Alaska Native Education: Past, Present and Future. Sharing Our Pathways, v8 n2 p1-4 Mar-Apr. The Inupiaq of Alaska's North Slope are the first Inupiaq to have achieved self-government. The greatest significance of home rule is that it enables the Inupiaq to regain control of their children's education. The North Slope Borough schools must implement a bilingual and bicultural program that teaches children in their Inupiat language, with English as the secondary language. To attain this goal, teachers are needed who are bilingual and bicultural, knowledgeable in Inupiat culture and values. Foremost, Inupiaq must be encouraged and trained to become teachers. Responsive teachers who are willing to learn the Inupiat language and cultural values must be recruited. Teachers should be trained and offered financial incentives to become proficient in the language and culture. Current teachers should be evaluated to ensure Inupiat educational philosophies are being implemented. Schools should become part of the community instead of resembling colonial forts. The Inupiat culture is… [PDF]

(2005). Increasing Accessibility to Advanced Education for Under-Represented Albertans. A Discussion Document. Online Submission In 2005, Alberta's Minister of Advanced Education initiated a comprehensive exercise to establish a new vision for the province's advanced education system. Through the A Learning Alberta initiative, a revised vision and new policy outcomes for Alberta's advanced education system will be articulated. A key question of A Learning Alberta is how to ensure that opportunities are available to every Albertan to advance their education – to maximize their own potential as well as to contribute to their communities and the continued prosperity of the province now and in the future. To explore the issues impacting accessibility, information was gathered on policies and programs, and recent research and consultation reports were reviewed. This paper discusses the multidimensional nature of access; describes learning pathways for youth; summarizes the advanced education system with a focus on foundation skills and basic upgrading; outlines the challenges faced by specific populations; suggests… [PDF]

Berardi, Gigi; Burns, Dan; Duran, Phillip; Gonzalez-Plaza, Roberto; Kinley, Sharon; Robbins, Lynn; Williams, Ted; Woods, Wayne (2003). The Tribal Environment and Natural Resources Management Approach to Indian Education and Student Assessment. Journal of American Indian Education, v42 n1 p58-74. A pilot program at Northwest Indian College (Washington) teaches tribal resource management from the Native perspective. The program is built on principles of articulation of both tribal and Western knowledge, support and non-abandonment of students, and developmental education. Student assessment eliminates punitive measures and focuses on proficiencies gained. Conventional testing is combined with cultural criteria and observations of students. (Contains 31 references.) (TD)…

Holmes, Tony (1991). Indigenous Bilingual EC Programmes in Aotearoa, Wales and the U.S. This paper examines bilingual early childhood programs in Aotearoa, New Zealand, in Wales, and among the indigenous people of the United States. The first section of the paper describes bicultural programs as programs that promote an acknowledgement of the ways people of each culture live, communicate with one another, and understand their world. A bilingual program is a bicultural program that involves the learning of a minority language. The advantages of bilingual programs in Aotearoa, New Zealand include fostering the Maori people's access to their language and culture, providing individual and societal enrichment, and promoting enhanced academic achievement. The second section of the document outlines the history of Maori educational initiatives. Research that exposes nonegalitarian practices in New Zealand educational policy is cited and Maori attempts to achieve autonomous control over their educational development are described. The third section contains observations on…

Howley, Aimee A.; Howley, Craig B.; Huber, Donna S. (2004). Prescriptions for Rural Mathematics Instruction: Analysis of the Rhetorical Literature. Working Paper No. 22. Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics (ACCLAIM) Very little empirical research has examined mathematics education in rural schools and communities. A modest non-research literature, however, does exist, and this study analyzed it and found three themes describing the prescriptions given to rural mathematics educators: (1) mathematics education in rural schools needs to be fixed; (2) good things happen in some rural schools; and (3) fixing mathematics instruction requires certain practices. These practices include providing challenging curriculum, undertaking professional development efforts, making use of distance-learning options, and engaging local support. The non-research literature only rarely tied its prescriptions to any relevant empirical research (either general or rurally focused). Reports of improvement projects based in rural schools tended to recommend their own practices uncritically and with little or no warrant. Among these works, for instance, the magazine articles reached the widest audience, and among them, 70%… [PDF]

(2002). SIAST Education Equity Program Annual Monitoring Report, July 1, 2001-June 30, 2002. This 2001-2002 monitoring report for the Saskatchewan Institute of Applied Science and Technology (SIAST) reports on education equity issues. Highlights of the report include the following: (1) The SIAST Education Equity Committee (SEEC), in conjunction with Women in Trades and Technologies (WITT), formed a province-wide Girls Exploring Trades and Technologies (GETT) committee in order to implement recommendations of a 2001 survey; (2) SEEC supported the development of a comprehensive manual for developing GETT camps; (3) The grand opening of a space for use by students with physical disabilities requiring attendant services was held at Wascana campus; (4) Members of SEEC were offered modules in the Aboriginal Cultural Awareness Program as an aspect of professional development; (5) Enrollment of students of Aboriginal ancestry has risen to 18.9% of SIAST's total enrollment; (6) The three programs of Architectural and Building Technology, Environmental Engineering Technology, and… [PDF]

Jacobs, Don Trent (2003). How Schools Can Help Heal American Indian and Alaska Native Communities. ERIC Digest. Historical trauma may be a significant cause of the well-documented disparities between the health of American Indians and the general population. The inability to resolve past injustices against American Indians may continue to have health consequences as long as this history continues to repeat itself. Schools can play a role in healing American Indian communities. A focus on traditional Native dispositions of respect, upholding promises, kindness, peacefulness, courage, and moderation will help Native communities regain their traditional role as protectors of the Earth. Work skills are also important, but they should be taught in concert with cultural values and in terms of sustainable economic goals for the community. Schools need to treat children as respected, sacred beings, a traditional imperative in Native cultures. Children then will feel significant. Schools can become venues for community adults to teach traditional knowledge, thus ending alienation caused by eurocentric… [PDF]

Hull, Jeremy (2000). Aboriginal Post-Secondary Education and Labour Market Outcomes: Canada, 1996. This report presents data from the 1996 Census of Canada concerning educational attainment, educational success, and labor market outcomes among Aboriginal people and others in Canada. There has been clear educational progress among registered Indians over the past decade, particularly in high school completion and postsecondary participation. Nevertheless, Aboriginal people in Canada, especially registered Indians, continue to experience less success than others. One consistent finding is that registered Indians take longer to reach a given level of attainment, but are more willing to continue or complete their education at an older age, compared to others. The result is that for many of the dimensions examined, registered Indians ages 15-24 show a particularly large gap versus others of the same age, but the gap narrows among older age groups. Postsecondary education, particularly when it includes certification, has a major positive influence on employment, labor market activity,… [PDF]

Reyhner, Jon (2003). Native Language Immersion. This paper describes the benefits of indigenous mother tongue immersion programs, examining the Total Physical Response approach to immersion for beginning learners and focusing on the development of Maori and Hawaiian mother tongue language immersion programs. The paper discusses the importance of immersing students in a language-risk environment, noting that an effective natural approach to immersion is based on four principles: comprehension precedes production, students learn new language in stages, the objective of language learning is to be able to carry out a conversation in that language, and classroom activities need to lessen student anxiety. It cautions that it is very important to introduce English early on in bilingual programs in the United States and that the idea of never speaking English can be overdone. It also questions delaying English instruction for a considerable period, suggesting that bilingual programs should be fully bilingual with a strong English… [PDF]

(2001). Guidelines for Nurturing Culturally Healthy Youth. These guidelines address issues in the application of traditional Alaska Native child-rearing and parenting practices to nurture culturally healthy youth in the contemporary world. Guidelines are organized around each of several roles related to child rearing: Native Elders, as tradition-bearers and essential role models; parents, who are the first teachers of their children; the youth themselves, and their responsibilities for their own growth; communities, tribes, clans, and Native organizations; professional educators, providing a supportive learning environment that reinforces students' cultural well-being; schools, which by engaging fully with communities, can provide consistent expectations for students; child-care providers; youth services and juvenile justice agencies; researchers working with Native communities; and the general public. Special attention is given to educational implications of the integration of traditional child-rearing and parenting practices in schools…. [PDF]

Filipo, Stephen L. (2002). An Observational Study of Catholic Education within a Pacific Islander Communities School in Auckland. Action in Teacher Education, v24 n2 p75-84 Sum. Examines how the Treaty of Waitangi impacted school policy and its overarching political promise as implemented within a Catholic secondary school in New Zealand, exploring how Samoan and Maori students, parents, and communities are included in curriculum development and describing parent-school collaboration on matters of policy and pedagogy. Data highlight Maori and Samoan communities' and school staff members' perspectives on the treaty. (SM)…

Saunders, Anneli (2002). Teaching in Doomadgee: The Isolated Schools' Project. Education in Rural Australia, v12 n1 p53-54. A preservice teacher describes her practicum at a rural Aboriginal school in Queensland (Australia). Part of an English-as-second-language research project, the school used local Aboriginal English, which draws on three traditional languages, to build self esteem and acknowledge the indigenous culture. Standard Australian English was then further developed. Includes observations on rural Aboriginal community life. (TD)…