Faye, Jefferson (2001). Subverting the Captor's Language: Teaching Native Science to Students of Western Science. American Indian Quarterly, v25 n2 p270-73 Spr. An American Indian professor describes how he uses Western science metaphors in his freshman science writing course to help students realize that Western science is only one worldview based on cultural assumptions. Gradually, he introduces Native concepts of science including the interconnectedness of all things, responsibility to the community, and consideration of current decisions' effects on future generations. (TD)…

Maheux, Gisele; Simard, Diane (2001). The Problematic of the Practice of Teachers' Training in Inuit Communities within a Perspective of Knowledge Construction in Collaboration. In response to requests by two communities in Nunavik (northern Quebec), an Inuit teachers' training program has been offered since 1985 to community school personnel by the Universite du Quebec en Abitibi-Temiscamingue. The language used by the students, teachers (or teachers-to-be), and professional resources in the program is Inuktitut. The development of professional knowledge and know-how in education comes up against the conceptual limits of the language. Therefore, as part of the training, a language-building process has developed throughout the years. The working approach is collaborative. Inuit teachers and pedagogical counselors know their first language and their culture. The university professors have expertise in curriculum development and academic discourse. Each group has its own cultural identity, so to ensure the harmonious development of the project, the principles of equal status and interdependence of the partners have been adopted in an interactive,… [PDF]

Cox, Randi; Harris, Richard R. (1997). Curriculum on Ecology and Natural Resource Management for Indian Natural Resource Workers. American Indian Culture and Research Journal, v21 n3 p33-48. A curriculum developed by the University of California for American Indian natural resource workers blends traditional knowledge of ecology and management with Euro-American scientific principles. The trophic pyramid provides an example for teaching the underlying principles of natural resource management, including reciprocity and interdependence among all life forms. (LP)…

Benham, Magaret K. P. (2002). Bringing Out the Stories: Lessons about Engagement. Journal of American Indian Education, v41 n2 p2-8. As part of the W. K. Kellogg Foundation's initiative to help tribal colleges build stronger American Indian communities, a cluster of Native scholars/writers disseminated the knowledge gained through presentations, a book, and the stories in this journal. The initiative demonstrated that with mentoring, emerging Native leaders will continue building engaged communities in which culture comes first. (TD)…

Eades, Diana (1993). Aboriginal English. PEN 93. This report focuses on the teaching of English to Aboriginal children in primary schools in Australia. A definition and analysis of dialectal differences between Aboriginal (Australian) English and Standard (Australian) English is offered that includes the phonological, morpho-syntactic, lexico-semantic, and pragmatic differences of the Aboriginal English. Only since the 1960s has Aboriginal English been viewed not as uneducated English, but as a continuum of dialects that provide cultural identity maintenance in the Aboriginal community. Two Aboriginal creoles are also briefly discussed: Kriol and Torres Strait Creole. Respect and understanding of Aboriginal English is recommended to enhance the identity and self-esteem of Aboriginal children acquiring Standard Australian English. Implications for communication in the classroom and for education systems in Australia are discussed, including comparison to the acceptance and development of Black English as a dialect in its own right… [PDF]

McInerney, Dennis M.; McInerney, Valentina (1996). Schools, Socialization, and the Goals of Schooling: What Counts in Classrooms Characterized by Cultural Diversity. School motivation and achievement for an individual is the product of a complex set of interacting goals, goals which may be more or less significant to individuals from different cultural backgrounds. This paper describes a project which examines the nature of goals held by students from different cultural groups, the compatibility of these goals with goals promoted by classrooms and schools, and the impact these goals have on student achievement, motivation, and school retention. It is argued that ethnic minority children hold values and goals compatible with effective school learning within western school settings, but that many fail to be effectively socialized by the school and their community as effective learners within that setting. Participants in this study were drawn from 12 high schools in New South Wales; a large high school on a Navajo Reservation in the United States; and a small rural school, roughly equivalent to a high school, on the Betsiamite Reservation in… [PDF]

(1992). Racism and Education: Different Perspectives and Experiences = Le racisme et l'education: Perspectives et experiences diverses. These 12 essays provide insights into how racism demoralizes and debilitates the confidence of all Canadians affected in the educational milieu, especially the young. The writers all unmistakably signal the challenge for change and a renewed commitment to justice and equality. Essays include: (1) "There is a Better Canadian Answer" (Patrick Brascoupe Apikan); (2) "Aboriginal Peoples, Racism and Education in Canada: A Few Comments" (Paul Chartrand); (3) "Anti-Racist Education and the Curriculum–A Privileged Perspective" (Nora Dewar Allingham); (4) "Different Perspectives and Experiences: Memories from The Sir Martin Frobisher School" (Alootook Ipellie); (5) "Killing the 'Spirit' through a History of Racial Policies" (Mae Katt); (6) "Combatting Racism and Ethnocentrism in Educational Materials: Problems and Actions Taken in Quebec" (Marie McAndrew); (7) "A Young Person's Perspective" (Jennifer Melting Tallow); (8)… [PDF]

McInerney, Dennis M.; And Others (1997). Children's Belief about Success in the Classroom: Are There Cultural Differences?. The goal theory of achievement motivation establishes that goals stressed by schools dramatically affect whether children develop a success orientation or give up when faced with failure. This paper examines how Australian children from diverse cultural backgrounds view achievement and success in the classroom. A questionnaire derived from the Inventory of School Motivation assessed students' perceived goals in four areas: task or mastery goals, ego or performance goals, social solidarity goals, and extrinsic goals. Using Likert-type ratings of these goals, students indicated what made them feel successful and what made other people successful at school. The questionnaire was administered to 1,173 Anglo Australian students, 496 Aboriginal students, and 487 students of immigrant background in grades 7-11 in 12 rural and urban high schools in New South Wales, Australia. Participants' perceptions of success for self at school were similar across the three groups. All groups agreed that… [PDF]

KAUFFMAN, EARL (1967). CONTINUING EDUCATION FOR OLDER ADULTS, A DEMONSTRATION IN METHOD AND CONTENT. FINAL REPORT. FOUR KENTUCKY COMMUNITIES WITH COMMUNITY COLLEGES WERE CHOSEN, ON THE BASIS OF A "COMMUNITY READINESS PROFILE," FOR A PILOT DEMONSTRATION PROJECT IN CONTINUING EDUCATION FOR OLDER ADULTS. A STEERING COMMITTEE AND LOCAL PROGRAM COMMITTEES WERE SET UP, TOGETHER WITH LOCAL PROGRAM COORDINATORS. BY MEANS OF A SURVEY QUESTIONNAIRE, TEN IMPORTANT EDUCATIONAL NEEDS WERE UNCOVERED. ALTHOUGH NO PROFESSIONAL ADULT TEACHER WAS AVAILABLE, IN EACH COMMUNITY AN ABLE INSTRUCTIONAL STAFF WAS RECRUITED FROM LOCAL PEOPLE AND REGULAR VISITORS, SUCH AS, PROFESSIONAL TEACHERS, MINISTERS, AND BANKERS. REGISTRATIONS WERE 36 AT MAYSVILLE, 16 AT ELIZABETHTOWN, 60 AT SOMERSET, AND 52 AT CUMBERLAND. PROGRAMS DIFFERED IN FORM AND IN RESOURCE USE, BUT ALL MADE EXTENSIVE USE OF MATERIALS FROM THE UNIVERSITY OF KENTUCKY COUNCIL ON AGING. PROGRAM STRUCTURES AND CONTENT WERE EVALUATED IN STUDENT ESSAYS AND IN STAFF MEETINGS. HIGH STUDENT SATISFACTION AND MOTIVATION TOWARD FURTHER LEARNING WERE PREVALENT…. [PDF]

Shuster, James Robert (1969). Recruitment and Training in the Moroccan Civil Service. The study traces the structural and organizational changes involved in the process of "Moroccanization." Free access to all civil services ranks and cadres became available to Moraccans only after independence in 1956. Moroccanization involved (a) the replacement of foreign employees by Moroccans, and (b) the emergence of new administrative structures to fulfill government functions, and of the necessary educational infrastructure. Training was accomplished by inservice training expansion of the Moroccan School of Administration, and by academic and technical training given in French universities and professional schools. Educational levels were lowered for access to given civil service positions. Moroccanization differed within the three groups of Ministries, i.e. the Socialization, the Instrumental, and the Control Ministries. Salient characteristics of the Moroccanization program were the absence of a general and coherent plan, and continuity with past administrative…

Philips, B. U.; And Others (1978). Migration of Allied Health Care Personnel in and out of an Underserved Area: A Question of Roots. Journal of Allied Health, v7 n4 p288-93 Fall. A survey of migration patterns for 122 allied health graduates from colleges and hospitals in south Texas showed serious shortages of health care to depressed, ethnic, and rural areas. The paper discusses possible correction for this maldistribution through community recruitment of indigenous personnel. (MF)…

Hartzler-Miller, Cynthia; Wu, Sue-Jen (2005). No Aboriginal Students left Behind in Taiwan. Online Submission The project is motivated by Taiwan's huge gap of educational levels between the aborigines and the Hans. The low achievement of aboriginal students lies in factors related to problems in finance, health, and cultural difference, which contribute to their sense of self-deprecation. The purpose of the project is to provide early intervention and prevention services to 50 aboriginal students in grades 10 to 12, who are at risk for school failure, financial difficulties, Hepatitis Type B, sanitary problems, and alcohol-related incidents. The services will be provided through the collaborative teamwork of school faculty, parent volunteers, and peers, and will be offered during lunch breaks and instructional activities. Through the efforts of collaborative teamwork, the strategies within the 1-year plan are designed to reconstruct the aboriginal students' self-esteem and self-confidence in positive and healthy learning environments. Accordingly, the aboriginal students are able to achieve… [PDF]

Dyc, Gloria; Milligan, Carolyn (2000). Native American Visual Vocabulary: Ways of Thinking and Living. Visual literacy is a culturally-derived strength of Native American students. On a continent with more than 200 languages, Native Americans relied heavily on visual intelligence for trade and communication between tribes. Tribal people interpreted medicine paint, tattoos, and clothing styles to determine the social roles of those with whom they interacted. Color and symbolism could be used to encode a family identity. The graphic designs in Native American painting are often esoteric, charged icons that suggest a unity of culture transcending other factors such as building techniques, use of plants, and architectural layout. The more abstract icons lend themselves to multiple interpretations. As oral language is poeticized so as to be remembered, so graphic design is stylized to suggest analogical thought. In traditional settings, social roles and expectations, cultural history, and esoteric knowledge were built into nonverbal behavior, which could be interpreted on a number of… [PDF]

Kirkpatrick, Andy (1995). Learning Asian Languages in Australia: Which Languages and When?. Babel: Australia, v30 n1 p4-11,26-29 Apr-Jun. States that the difficult Asian languages such as modern standard Chinese, Japanese and Korean, should not be taught in primary or lower secondary schools to non-background speakers of those languages, that is, those whose mother tongue is related to the language being learned. Maintains that time should be spent in primary and secondary schools studying Asian, Aboriginal and Anglo-European cultures. (15 references) (Author/CK)…

Roberts, Tamsin (1996). What Makes a Good Maths Problem?. Australian Primary Mathematics Classroom, v1 n1 p18-20 Aug. Explores what is important when choosing a mathematics word problem and when modifying it to suit particular students' backgrounds and cultures. For example, potentially good problems have multiple entry and exit points which can have several right answers, blending of different mathematical ideas, linkages to problems in other situations, and communication as an important part of solving the problem. (PVD)…

Malin, Merridy (1994). What Is a Good Teacher? Anglo and Aboriginal Australian Views. Peabody Journal of Education, v69 n2 p94-114 Win. This study compares an Aboriginal teachers' panel, an Aboriginal parents' panel, and an Anglo teachers' panel on perceptions of good teaching. Panelists viewed and discussed videotapes of Yup'ik, Anglo, and Aboriginal Australian teachers. Each cultural group preferred teachers of its own background. Perceptions and judgments differed consistently along cultural lines. (SM)…

Shively, James M.; VanFossen, Phillip J. (1993). Exploration through a Global Lens: Integrating the NCSS "Position Statement on the Columbian Quincentenary" into the Age of Exploration Instructional Unit. Southern Social Studies Journal, v18 n2 p3-12 Spr. Presents six classroom activities to be used with a unit on the European exploration period. Links the activities to the themes presented in the Position Statement on the Columbian Quincentenary published by the National Council for the Social Studies. Includes recommended teaching procedures and instructional materials. (CFR)…

Driessen, Geert; Withagen, Virgie (1999). Language Varieties and Educational Achievement of Indigenous Primary School Pupils. Language, Culture and Curriculum, v12 n1 p1-22. Explores relationships between standard language and arithmetic-test performance and a range of language-related family characteristics in the Netherlands. The sample consists of 7730 pupils from nearly 700 primary schools. The main question is whether pupils who use standard Dutch perform better than pupils from another language variety, such as a Dutch dialect or Frisian. (Author/VWL)…

Stevenson, Winona (1998). "Ethnic" Assimilates "Indigenous": A Study in Intellectual Neocolonialism. WICAZO SA Review, v13 n1 p33-51 Spr. Argues that Native American Studies does not belong under the rubric of Ethnic Studies, where unbalanced power relations result in the marginalization, silencing, and exploitation of issues unique to indigenous peoples. Examines the process by which "ethnicity" assimilates "indigenous" and how this process and its impact constitute a prime example of contemporary intellectual neocolonialism. (Author/SV)…

Lindstrom, Eva (2005). Literacy in a Dying Language: The Case of Kuot, New Ireland, Papua New Guinea. Current Issues in Language Planning, v6 n2 p200-223 May. Kuot is a language in a critical situation. Most adults of lower middle age and older are full speakers but children are not learning it. In other words, it will become extinct in a few decades if nothing is done; but it is not too late if the community decides to turn it around, and do so fast. Thus far, the community has shown little interest. Into this situation, vernacular elementary education was introduced. While the community expects this to work for language survival, the aim of the education policy is the eventual transfer of literacy skills to English. This paper describes the tensions between these conflicting goals, and the various components that make up the specific situation of Kuot, including vernacular literacy, orthographic considerations arising from the language's precarious situation, and the eventual extension of the internet era to Melanesia…. [Direct]

Adegbite, Wale (2003). Enlightenment and Attitudes of the Nigerian Elite on the Roles of Languages in Nigeria. Language, Culture and Curriculum, v16 n2 p185-196. This study describes the effect of enlightenment on attitudes of the Nigerian elite to the roles assigned to English and indigenous languages in Nigeria. From the results of a preliminary investigation into the attitudes of undergraduate students in a Nigerian University, it was presumed that enlightenment of citizens on the importance of indigenous languages "vis-a-vis" English in Nigeria might bring about a positive shift in their attitudes towards their mother tongues. The study then delves into available literature on enlightenment efforts and shifts in attitudes of Nigerians towards their indigenous languages and examines these issues in the wider context of language planning and national development. From all indications, it seems that, although a greater number of the elite class still do not have favourable dispositions towards their indigenous languages as they do towards English, the seed of the positive realisation of the complementary roles of indigenous… [Direct]

Ponessa, Jeanne (1997). Return of the Native. Education Week, v16 n37 p39-43 Jun 11. The Navajo Nation Ford Teacher Education Program was implemented in 1991 to increase the number of Navajo teachers in reservation schools. Under the program, participants study part-time at participating colleges and receive tuition assistance as well as a $250 stipend per term. Since 1991, the program has graduated 199 students. (LP)…

Alvarado, Jose Luis; Cegelka, Patricia A. (2000). A Best Practices Model for Preparation of Rural Special Education Teachers. Rural Special Education Quarterly, v19 n3-4 p15-29 Sum-Fall. A district-university partnership program provides an alternative route to teacher certification for noncredentialed special education teachers working in a rural California desert region. The program features locally available courses, on-campus summer courses, an alternative internship credential, collaborative structure, a coach-of-coaches strategy, and continuing professional development opportunities. Retention of program graduates is high. (Contains 55 references.) (SV)…

Cornelius, Carol (1999). Iroquois Corn in a Culture-Based Curriculum: A Framework for Respectfully Teaching about Cultures. SUNY Series, the Social Context of Education. This book offers a new culture-based framework that provides a way to research and develop curricula based on respect for diverse cultures. The Haudenosaunee (Iroquois) culture is used as an example to examine the reasons for prevailing stereotypes about American Indians and to explain how those stereotypes became the standard curriculum taught in America. Chapter 1 examines common stereotypes about American Indians (Noble Savages, Savage Savages, Living Fossils, Generic Indians) in academia, the media, and textbooks. Chapter 2 explores the academic theories behind stereotypes and provides insight on the creation of evolutionary theories and hierarchical scales that devalue indigenous cultures. Chapter 3 illustrates how such theories became the standard curriculum, which explains why diversity was not incorporated into textbooks. Chapter 4 presents the theories that support the culture-based curriculum framework, providing a new way to study diverse cultures and key elements for…

Odendaal, M. S. (1985). Needs Analysis of Higher Primary Teachers in Kwa Zulu. Report of a Project: "Improvement of English Language Proficiency of Black Primary School Teachers in Southern Africa.". Per Linguam: A Journal of Language Learning, n1 Spec iss. This special issue of "Per Linguam" is entirely devoted to a report of a project to improve the English language proficiency of primary school teachers in the Kwa Zulu area of Southern Africa. The inter-university project was designed to raise the standards of English modeling and instruction early in the education of children in order to provide them with a better command of the language for academic success and retention. The report of the initial phase of the project, a language need analysis of higher primary teachers: (1) outlines the conceptual framework for second language learning used in the project; (2) describes the existing linguistic situation and related instructional problems; (3) surveys existing literature; (4) presents the project's goals and methods of data collection; (5) gives a profile of teacher characteristics; (6) describes the setting in which primary teachers work in KwaZulu; (7) summarizes and analyzes the results of the needs survey; (8)…

Power, Kerith; Roberts, Dianne (1999). Successful Early Childhood Indigenous Leadership. The success of the Minimbah Aboriginal Preschool in New South Wales (Australia) is evidenced by happy staff and children, low staff turnover, and the later success of Minimbah's children in mainstream schools. Also, parents were frequently present as helpers and were apparently confident in entering the premises, talking with staff members, and seeking assistance. A key factor in the success of the school has been the leadership of its Aboriginal principal. The principal has encouraged students to aspire to mainstream success through practices of Aboriginal pride and Aboriginal curriculum perspectives, while accommodating the apparent contradictions and political pressures of maintaining this position. Power and responsibility have also been devalued in the hierarchical management structure so that every staff member can exercise choices within his or her role and question the role itself. Responsibility and therefore power are shared. In dealing with the mainstream power structure,… [PDF]

George, Priscilla (2001). The Holistic/Rainbow Approach to Aboriginal Literacy. This paper describes approaches to literacy in Canadian aboriginal communities. It provides statistical data on education, employment, income, culture, language, and social issues among Canadian aboriginal people, comparing aboriginal people on and off the reserve. The statistics demonstrate issues that aboriginal literacy learners bring with them to learning situations (e.g., poverty, social bias, limited language skills, and cultural differences). They highlight the erosion of traditional aboriginal cultures and identities, which has resulted in a loss of pride in aboriginal identity. Aboriginal organizations and communities are in various stages of healing from the aftermath of a system that traditionally told them to put aside who they were and do things the mainstream way because it was best for them (via the Indian Act, the reserve system, and residential schools). Staff of First Nations Technical Institute developed a Medicine Wheel Model of Learning that uses a holistic…

Hinton, Leanne (2003). How To Teach When the Teacher Isn't Fluent. The majority of indigenous U.S. languages are no longer learned at home, and the last generation of native speakers are aging. There are increasingly strong efforts by communities to keep their languages alive by developing teaching programs in their schools and communities, although finding teachers is problematic. This paper focuses on how teachers who are not fluent in the language can develop effective lessons, explaining that elderly fluent speakers in the community may be too old to teach children but can still act as partners in language teaching by being language mentors to teachers (teacher-learners) who are not fluent. The paper suggests five components of a language lesson, noting that teacher-learners must select the topics for their learning efficiently in order to keep one step ahead of their students. The five components include the following: the lesson proper for a given day, rituals that will occur every day or on a regular basis, review of previous lessons,… [PDF]

Boyd, William E. (1996). The Significance of Significance in Cultural Heritage Studies: A Role for Cultural Analogues in Applied Geography Teaching. Journal of Geography in Higher Education, v20 n3 p295-304 Nov. Presents a teaching exercise for increasing awareness of, and sensitivity to, issues in cultural heritage management and addresses the significance attached to cultural icons of the past. The exercise uses representative places from mainstream Australian culture as a way to introduce mainstream students to issues of indigenous cultural heritage. (MJP)…

Rist, Ray C. (1979). Language and Literacy: An Overview of Policies and Programs in Five OECD Member Countries. This paper describes the results of a study conducted by the Center for Educational Research and Innovation regarding language policies and programs in five countries which belong to the Organization for Economic Cooperation and Development: Canada, France, Spain, the United Kingdom, and West Germany. Part I explains the study's focus on language diversity and how it is addressed within the educational systems of the countries studied. It is assumed that the role ascribed to language is a key one to a better understanding of the position of various cultural groups in a society. The study methodology and content are described. (A set of simultaneous case studies were taken, each developed according to a common frame of reference.) Part II discusses the distinctions drawn between each country for the purpose of analysis: historical and ecological considerations; geographical boundedness versus dispersal; time the special population has been within the national boundaries; government… [PDF]