Kimmerer, Robin (1998). Intellectual Diversity: Bringing the Native Perspective into Natural Resources Education. Winds of Change, v13 n3 p14-18 Sum. Discusses benefits of incorporating cross-cultural perspectives into environmental science and natural resources training: more productive interactions between tribal governments and environmental scientists, policymakers, and managers; cross-cultural examination of value systems; protection of indigenous knowledge; and increased participation of Native American students in environmental training. Describes the case study approach used in a cross-cultural environmental course. (SAS)…

Andrews, Tom (2002). The Land Is Like a Book. Pathways: The Ontario Journal of Outdoor Education, v14 n1 p18-20 Win. A 10-day summer science camp for high school students at an ecological research station in the Canadian tundra combines outdoor education and science education. Experiences with Dene elders led staff to implement their traditional teaching methods using the landscape as teacher. All classes are held outside, and a Dene couple complements the staff of scientists as instructors. (TD)…

Pendleton, Sham; Sudmant, Walter (2006). B.C. University Survey of Graduates from Masters and Doctorate Programs: Report of Findings. Ministry of Advanced Education and Labour Market Development In 2006, the British Columbia Ministry of Advanced Education and the Universities Presidents' Council collaborated to survey graduates of masters and doctorate programs in order to measure graduate outcomes and provide feedback on the links between graduate education and the labour market. The 2006 Graduate Survey was administered to graduates from masters and doctorate programs who graduated in the year 2000-0201 or in 2003-04: two cohort years were selected in order to provide sufficient data for analysis; approximately 930 graduates participated for an overall response rate of 25.7%. Reported findings include: (1) Most graduates remain in British Columbia following completion of their graduate degree, indicating a net gain of highly qualified personnel to the province as a result of graduate education; (2) While BC universities still fall short of reaching the goals of equitable representation among visible minorities, aboriginal people, and the disabled, it is somewhat positive…

Abramowitz, Jack (1987). From New World to New Nation and Teacher's Guide. Readings in American History (In Their Own Words), Book I. This skills-text is the first of four books in the series "Readings in American History." The materials allow opportunities to improve reading and comprehension skills in a subject matter context by using certain primary sources related to the topic. Book I covers the time from the European discovery of the Americas in 1492 to the end of the American Revolution. Each lesson includes short readings with exercises and questions to allow students to explore the topic. The text includes: (1) "Europeans Meet 'Indians' in the New World"; (2) "Europeans and Native Americans"; (3) "The Native Americans"; (4) "Native Americans and the White Settlers"; (5) "Slaves from Africa for America"; (6) "The 'Middle Passage'"; (7) "The Puritans Decide to Leave Europe for America"; (8) "The Mayflower Compact"; (9) "The Zengers Defend a Free Press"; (10) "The Stamp Act"; (11) "The Colonists…

Dalli, Carmen; Meade, Anne (1992). Review of the Early Childhood Sector. New Zealand Annual Review of Education, v1 p113-132. This review chapter summarizes developments in early childhood care and education in New Zealand in 1991, focusing on government actions affecting the field. Initial discussion covers the revised guidelines for obtaining charters, or accreditation, for child care centers and service providers. It is maintained that these guidelines fail to address services for children from different cultural backgrounds, specifically aboriginal Maori children. Four governmental reviews of the early childhood sector are then discussed. These reviews cover: (1) aspects of the Education (Early Childhood Centres) Regulations of 1990 that relate to property; (2) funding of early childhood care and education under the 1991 national budget; (3) staffing, training, and qualifications; and (4) the Early Childhood Development Unit. The paper is critical of the fact that the 1991 budget called for less stringent qualifications of early childhood staff; reduced funds for in-service training and advisory… [PDF]

Grant, Linda; Rong, Xue Lan (1990). Ethnicity, Immigrant Generation Status, and School Attainment of Asians, Hispanics and Non-Hispanic Whites. A cross sectional study of the effects of ethnicity and immigrant generation status on the educational attainment of Asian, Hispanic, and White youth clearly indicates that generation of residence affects educational attainment, but that the effects are not wholly consistent across generation and ethnicity. The following immigrant generational groups are examined: (1) immigrants (defined as those born in foreign countries of non-American parents); (2) children of immigrants (American-born with one or more foreign-born parent); and (3) natives (American-born of American-born parents). Statistical data were analyzed from a sample of 22,695 youth aged 14 to 24 drawn from the 1979 Current Population Survey comprised of 91 percent Whites, 1.7 percent Asians, and 7.4 percent Hispanics. The following general patterns were observed: (1) children of immigrants attain more years of schooling than do immigrants; (2) attainment for Whites declines in the native as compared with the children of… [PDF]

Cunningham, Paul (2000). Conquest, Conflict, and Commerce: The Colonial Experience in the Congo. Teacher's Resource Book [and Student Text]. Public Policy Debate in the Classroom. Choices for the 21st Century Education Project. This teacher resource book and student text is part of a continuing series on current and historical international issues, placing special emphasis on the importance of educating students in their participatory role as citizens. The unit draws students into the international debate about how to respond to the imperialism that brutally disfigured the Congo in the late-19th and early-20th centuries. After examining the nature of pre-colonial central African societies, students use primary and secondary readings to develop an understanding of how European power politics contributed to one of the most shocking examples of European colonization in Africa. While the history of the Congo Free State, later the Belgian Congo, is atypical of European imperialism of this era, this unit confronts students with a dramatic story that provides the foundation for assessing the moral, political, cultural, and economic issues raised by colonialism in general. This unit examines the roles played by…

Banafunzi, Bana M. S. (1996). The Education of the Bravanese Community. Key Issues of Culture and Identity. Educational Studies, v22 n3 p331-42 Oct. Profiles the refugee Bravanese community in the United Kingdom and offers recommendations for improving their education. Brava is a coastal city in Somali primarily inhabited by conservative Sufi Muslims. Describes Bravanese traditional schooling and argues for the replication of this among the refugees. (MJP)…

Leroy, Carol; Symes, Brent (2001). Teachers' Perspectives on the Family Backgrounds of Children at Risk. McGill Journal of Education, v36 n1 p45-60 Win. Investigates beliefs of four teachers of at-risk students. Discusses possible school failure and future high poverty communities as related to the students' family backgrounds. Identifies child abuse in the home, alcoholism, and single or absent parents as most frequent contributors to at-risk student behavior. (CMK)…

Rayson, Ann (1994). Post-Colonial Literature and Hawaii: Teaching Ethnic American Literature in a Colony. Studies in American Indian Literatures, v6 n1 p1-10 Spr. A white college professor in Hawaii explains the political and historical issues surrounding her teaching of ethnic American literature amid the Hawaiian activist movement and racial tensions in a multicultural state. Gives examples of the literature taught and classroom experiences. (KS)…

Barsh, Russel Lawrence (1993). A "New Partnership" for Indigenous Peoples: Can the United Nations Make a Difference?. American Indian Culture and Research Journal, v17 n1 p197-227. Reports that, in December 1991, the United Nations General Assembly unanimously agreed to establish "A New Partnership" program to help the world's indigenous peoples. Contends that the "Americanized New World Order" will not last and indigenous peoples will make social and political advances. (CFR)…

Simonelli, Richard (1999). A Native American Approach to Diversity: An Interview with Don Coyhis. Winds of Change, v14 n2 p16-21 Spr. Discusses a nonconfrontational approach to corporate diversity training based on Native American beliefs in the interconnectedness of all things. Don Coyhis' fourfold method of diversity training utilizes teachings, talking circle, healing circle, and cognitive self-change to help people see that dysfunctional behavior causes diversity issues and that relationship building is key to understanding our commonness. (TD)…

Gorman, Wayne (1999). Canadian Native Students and Inequitable Learning. Canadian Social Studies, v33 n4 p114-16 Sum. Discusses inequitable learning opportunities of Canada Natives. Finds that rules and expectations of schools often create feelings of shame in Native learners that lead to withdrawal and failure. Asserts that when teachers become cultural brokers they can eliminate the inequalities and develop an environment conducive to learning. (CMK)…

Hurt, Douglas A.; Wallace, Michael L. (2005). Teaching American Indian Geography and History with New Perspectives: The Lodge Pole River Project Example. Journal of Geography, v104 n5 p187-193. A three-year institute called \The Lodge Pole River Project\ was designed to change educator perceptions of American Indian historical geography and encourage the creation of balanced and culturally sensitive American Indian K-12 curriculum. This project offered unique opportunities to assess a geography institute's impact upon teacher knowledge and perceptions towards Native people and pedagogical approaches to teaching about American Indians and their landscapes. The assessment suggests that three weeks of field work, archival research, and curriculum writing increased participant knowledge of American Indian history and culture, solidified sympathetic perceptions and attitudes towards native people, and strengthened the ability of educators to offer different interpretations of American Indian geography and history to their students…. [Direct]

(2006). Setting the Direction. Partnerships in Action: First Nations, Metis and Inuit Learning Access and Success. A Learning Alberta. Alberta Advanced Education The Aboriginal Learning Subcommittee looked specifically at developing recommendations that address First Nations, Metis and Inuit learning needs and supports. The Subcommittee proposes policy actions and recommends that all stakeholders work together to implement these actions. The first recommendation for action is to build on partnerships to create more access and success in a full range of advanced learning opportunities, to expand the current system to include aboriginal post-secondary institutions, and to develop initiatives and strategies to insure that aboriginal people aspire to, participate and succeed in key decision making positions and in governance structures that make up the advanced learning system. The second recommendation seeks to inspire aboriginal learners. This involves public awareness campaigns that promote the value of learning and the learning options available, partnership with the K-12 education system that insures that students are prepared for advanced… [PDF]

Malcolm, Ian G. (1994). Issues in the Maintenance of Aboriginal Languages and Aboriginal English. Activities at Edith Cowan University (Australia) in support of the maintenance of Aboriginal languages and Aboriginal English are discussed. Discussion begins with an examination of the concept of language maintenance and the reasons it merits the attention of linguists, language planners, and language teachers. Australian policy concerning maintenance of Aboriginal languages is briefly outlined. Research on language maintenance and language shift in relation to endangered languages is also reviewed, and the ambiguous role of education in language maintenance is considered. Two areas in which Edith Cowan University has been active are then described. The first is a pilot study of Aboriginal and Torres Strait Islander language development and maintenance needs and activities, a national initiative with its origins in national language and literacy policy. The second is an effort to mobilize teachers for bidialectal education, in both Aboriginal English and standard spoken English…. [PDF]

Berry, Rosalind; Hudson, Joyce (1997). The Story of Feliks–Bidialectal Education. The 10-year history leading to publication of "Making the Jump: A Resource Book for Teachers of Aboriginal Students" is chronicled. The book focuses on acceptance of the Aboriginal students' home language, often a creole or a dialect of English, and the use of that language as a jumping-off point for teaching Standard Australian English (SAE). The book was designed for use in the Kimberley region of Western Australia, but the approach and resources can be applied to other students who speak creole or a non-standard dialect of English. The FELIKS (Fostering English Language in Kimberley Schools) professional development course was developed by a language team within the Catholic Education Office consisting of linguists and English-as-a-Second-Language resource teachers. The course was designed to inform teachers and Aboriginal teacher assistants of the validity of the Aboriginal children's language and provide ideas on how to approach the teaching of SAE. The projects'… [PDF]

Taschow, Horst G. (1980). A Comparison of Reading and Language Achievement between Non-Native and Native Pupils in an Elementary School in Regina. A total of 96 Canadian elementary school children (48 "natives" and 48 nonnatives) participated in a study to determine if there were differences in the reading, writing, speaking, and listening skills of native and nonnative children in the same grades in the same school. The subjects were tested for oral and silent reading skills, constrained oral expression, unconstrained oral expression, and written expression. The results showed that there were no significant differences between the native and nonnative groups in terms of oral and silent reading skills; that the nonnative group performed better than the native group in responding orally to the constrained response questions; that their performance dropped drastically when responding to the unconstrained response questions, whereas the native group's performance on this task receded more slowly; and that there were no significant differences between the two groups in terms of written expression. (FL)…

KALISH, MARTIN (1966). REPORT OF THE PILOT PROJECT FOR THE TRAINING OF TEACHER AIDES, DETROIT PUBLIC SCHOOLS, SUMMER, 1966. AS A RESULT OF THE SUCCESSFUL EXPERIENCE IN FOUR PILOT SCHOOLS, IN WHICH APPROXIMATELY 350 AIDES WERE EMPLOYED WITHOUT THE BENEFIT OF PRE-SERVICE ORIENTATION OR TRAINING, A GRANT WAS SOUGHT AND ATTAINED FROM THE U.S. OFFICE OF ECONOMIC OPPORTUNITY FOR A PILOT PROJECT TO TRAIN TEACHER-AIDES. FORTY AIDES AND FORTY TEACHERS WERE SELECTED FROM FOUR PILOT SCHOOLS TO PARTICIPATE IN THE PROJECT. SINCE THE FEASIBILITY OF USING AIDES IN CLERICAL, MONITORIAL, AND ROUTINE TASKS WAS WELL ESTABLISHED, IT WAS DECIDED TO INVESTIGATE THE POSSIBILITY OF USING AIDES AS SUBPROFESSIONALS, WHO WOULD PERFORM SELECTED TEACHING TASKS. TEACHERS IDENTIFIED TEACHING TASKS, THAT COULD BE PERFORMED IN TOTAL OR IN PART BY A TRAINING AIDE. PARTICIPANTS IN THE PROJECT ATTENDED LECTURES, MADE LESSON PLANS, HAD A DAILY IN-CLASSROOM PRACTICUM, EVALUATED THEMSELVES AND WERE OBSERVED BY CONSULTANTS. EVIDENCE GATHERED IN THE PROJECT WAS THE BASIS OF SEVERAL RECOMMENDATIONS FOR THE NEED FOR–(1) CITY-WIDE STANDARDS FOR…

Thompson, Margaret Anne (1969). Professionalization and the New Careerist. This master's thesis is centered around the whole issue of whether New Careerists become more professionally oriented as time goes by, and if so, whether they are able to preserve their low-income characteristics and orientation and retain their ability to perform a bridging function in the low-income community at the same time. The instrument used to survey attitudes of the New Careerists was based on the marginal man theory and statistical analysis of the data gathered from the questionnaire. It was hypothesized that their marginal status would hinder professionalization in terms of attitudes and skills acquisition. The subjects were 200 New Careerists in Minneapolis, Minnesota. The data indicated that New Careerists did become professionalized but only in specific ways (professional mandate and universalistic criteria of judgment) and that the marginality hypothesis was not supported. The implication was that while New Careerists were professionalized to a degree, the bridging… [PDF]

Hitchcock, Robert K. (1985). The Plight of Indigenous Peoples. Social Education, v49 n6 p457-62 Sep. Recent estimates suggest that 40 percent of the people around the world do not enjoy basic civil liberties and human rights. Among indigenous people–sometimes called aboriginals, native peoples, or tribal peoples–this percentage is much greater. Why and how indigenous peoples continue to be victims of oppression is discussed. (RM)…

Elliott, Alison, Ed. (2004). Every Child. Volume 10, Number 1, Summer 2004. Early Childhood Australia "Every Child" is Australia's premier early childhood publication, aimed at anyone involved in the care and education of children from birth to eight years–in particular child care professionals, teachers, child care students and the parents of young children. Published quarterly, it contains informative and entertaining articles on such issues as early childhood curriculum, ethics, health and professional development. This summer issue of the "Every Child" is the tenth anniversary issue. It reflects back to the first edition of "Every Child" which discussed how the new Quality Assurance and Accreditation System had just emerged and how people basked in the knowledge that Australia was the only country in the world to establish a mandated, national accreditation system for long day care centres. Since then the development of a quality assurance system for family day care has been seen. This quality assurance system acknowledges the importance of the… [PDF]

Mastin, Susan (1999). American Indians of the Local Region. Grade 3 Model Lesson for Unit 2, Standard 2. California History-Social Science Course Models. The indigenous people of the Los Angeles, California, region were called Gabrielino Indians by the first Spanish explorers. They were possibly the richest, largest, and most powerful tribe in southern California. In 1770 there were about 5,000 Gabrielino (or Tongva) Indians in the area, but smallpox, introduced by the explorers, killed most of them. Terrible wars with the Aleuts, Russian fur traders, and others over the resource rich area killed many more. Gabrielino villages became part of the rancho and the tribe's history became part of Los Angeles regional history. Students identify the American Indians of the local region (Los Angeles) and explain how their way of life was influenced by their environment. They also summarize information learned about the tribe's system of government and their economic structure. Suggested time for unit implementation is 3 weeks. The lesson plan provides teacher background; lists focus questions; and gives information and student activities,…

Godfrey, John; Harrison, Bernard; Harslett, Mort; Partington, Gary; Richer, Kaye (1999). "We Learn A Lot from Mr. Hart": A Qualitative Study of an Effective Teacher of Aboriginal Students. A profile of an effective teacher of Aboriginal Australian students was constructed based on research on the teaching of Aboriginal students. Using the profile as a framework, this paper reports on an ethnographic study of an effective teacher in action with Aboriginal students. The study consisted of semi-participative observation of a teacher of grades 6-7 in a Perth (Australia) metropolitan school in which 45 percent of the students were Aboriginal. Data were gathered via observation, conversation, and recorded interviews with the teacher, principal, and students. Elements identified as critical to effective teaching of Aboriginal students were: an understanding of Aboriginal culture and family background; the teacher's capacity to develop relationships based on openness, flexibility, empathy, and a collegial rather than authoritarian stance; a student-centered, relationship-based pedagogy featuring peer tutoring, small-group work, cooperative learning, and self-responsibility… [PDF]

Edwards, Bill (1995). Teaching an Aboriginal Language a University Level. Babel: Australia, v30 n2 p4-11,38 Jul-Oct. Argues that universities in Australia have done little to assist in the preservation of Aboriginal languages. The article maintains that provision by the government of adequate financial support to universities would enable them to make a significant contribution to the cause of saving endangered languages from extinction. (Author/CK) (17 references)…

Raymond, Chris (1989). Movement to Repatriate American Indian Bones Gains Momentum, despite Lingering Resistance from Archaeologists. Chronicle of Higher Education, v36 n2 pA4-5,12 Sep 13. A conference that brought together archaeologists, museum professionals, and indigenous groups from around the world to discuss the reburial issue is discussed. Participants said the issue is as much about wresting control of the past as it is about limiting scientific research in the interests of spiritual values. (MLW)…

Paradise, Ruth (1994). Spontaneous Cultural Compatibility: Mazahua Students and Their Teachers Constructing Trusting Relations. Peabody Journal of Education, v69 n2 p60-70 Win. Describes changes in school practices in a rural Mexican elementary school, presenting examples of social interactions that illustrate how the changes were constructed and the nature of the underlying cultural compatibility they expressed. Teacher-student relations became characterized by a tacitly recognized acceptance and respect of Mazahua culture and values. (SM)…

Smolicz, Jerzy J. (1991). Language Core Values in a Multicultural Setting: An Australian Experience. International Review of Education/Internationale Zeitschrift fuer Erziehungswissenschaft/Revue Internationale de Pedagogie, v37 n1 p33-52. Reviews European Community and Australian language policies. Considers cultural-economic interface in Australia with respect to current interest in teaching Asian languages for trade purposes. Discusses Australia's growing acceptance of languages other than English and its affect on Aboriginal people. Urges the better utilization of the country's existing linguistic resources. (DMM)…

Yeoman, Elizabeth (2000). Aboriginal Language-Learning in Cyberspace: A Typology of Language-Related Web Sites and Their Potential Uses. Canadian Journal of Native Education, v24 n2 p120-33. The literature on language diversity, linguistic human rights, and language renewal is reviewed, and Web sites dedicated to Aboriginal languages are examined. The Internet provides a resource center where grammars, lexicons, fonts, and other resources can be developed; a means of learning languages; and a medium for communicating in Aboriginal languages. (Contains 35 references and 18 Web sites.) (TD)…

Classen, Constance (1999). Other Ways to Wisdom: Learning through the Senses across Cultures. International Review of Education/Internationale Zeitschrift fuer Erziehungswissenschaft/Revue Internationale de l'Education, v45 n3-4 p269-280. Contends that Westerners are accustomed to learning about the world through our senses of sight and hearing, and that "lower" senses–smell, taste, and touch–tend to be associated with "savagery" or sensualism. Provides a cross-cultural look at the Colombian Desana people who acquire knowledge through full-bodied experience and interpretation of the environment. Contains 24 references. (VWC)…