Lindsay, William G. (2002). The Key and the Coveted: An Expose on the Lack of First Nations Representation in First Nations Studies Programs at the College and University Level. There has been a dearth of First Nations people teaching First Nations Studies programs across Canada. This means that Native students must learn their history and contemporary academic knowledge from those who are non-Native in ethnicity and background and whose knowledge has been learned in schools instead of lived. It is time that First Nations people learn about their own history and knowledge from those who are actually part of the culture and have lived the life of a First Nations person. A glass ceiling exists for up and coming Native academics and teachers, a ceiling caused by union protocol and rules, an old-boys club mentality, "promotion from within, first" conventions, and academic elitism. This results in a lack of important First Nations role models at the postsecondary level, a lack of understanding regarding First Nations issues and protocol often bordering on the reprehensible, a lack of cultural sensitivity, and a closed-off ivory tower that is virtually… [PDF]

Khubchandani, L. M. (1997). Language Ideology and Language Development. Grammer, Language and Society, p282-303. An examination of the language-related educational policies of South Asia, and particularly of India, finds that language policies among colonial administrators and the native elite for over a century has left a deep imprint on contemporary language ideologies of different nations. The discussion begins with a look at the Indian dual education system before the consolidation of British rule on the subcontinent at the beginning of the nineteenth century, with instruction given in Sanskrit and Arabic-Persian. The rival British educational system later eclipsed the traditional systems, and as it evolved, it effectively ignored all mediums of instruction except English. The struggle for Indian independence brought with it substantial conflict over the British education system, and the issue of language of instruction became politicized. Patterns of native language use and language policy in India and other South Asian areas are described, and the problems facing many multilingual… [PDF]

Clyne, Michael (1994). Mother Tongue Speakers: A Help or a Hindrance to Second Language Learners?. Babel: Australia, v29 n1 p4-9,36 Apr-Jun. Discusses language data from the Australian 1991 Census that indicates the vast resources available in languages other than English. Notes that two of the tenets of Australia's various language policies are language maintenance and the development of Aboriginal and community languages as well as the provision of opportunities for learning languages other than English. (16 references) (Author/CK)…

Bradley, Claudette; Reyes, Maria Elena (2000). Alaska Native Elders' Contribution to Education: The Fairbanks AISES Science Camp. The Fairbanks American Indian Science and Engineering Society (AISES) Science Camp was designed for Alaska Native middle school students from 11 school districts. The camp enables students to learn from Native Elders while completing hands-on science projects; stimulates interest and confidence in mathematics, science, and engineering among Alaska Native students; provides a curriculum that integrates Alaska Native knowledge and values with Western mathematics and science; and encourages parents to support the academic pursuits of their children. Secondary camp objectives relate to students' cultural and spiritual development and the creation of a network of students interested in science education in Alaska. The academic component of the camp required students to complete a science project following the scientific method and specific guidelines for writing up the report. The cultural component required students to interact with Elders daily, consult and interview Elders about their… [PDF]

Delany, John; Wenmoth, Derek (2001). Empowering an Indigenous Rural Community: Local Teachers for Local Schools. Education in Rural Australia, v11 n2 p10-18. Christchurch College of Education (New Zealand) offers a distance teacher education course to a rural Maori community experiencing a teacher shortage. Program success is attributed to local initiative in establishing the program, significant local input into program development, attention to the student profile in course design and delivery, strategies for self-management and lifelong learning, and flexibility in program options. (TD)…

Nugent, Maria (1992). Adult Basic Education Principles to Access Aboriginal Students to Tertiary Education. During 1990 and 1991 an access and support program for Australian Aboriginal adult students was implemented at the Faculty of Health Science campus of the University of Sydney (Australia). The program offered support for those interested in the health sciences and featured preparatory, orientation and supplementary support courses under special entry arrangements. Program implementation was a long, slow process that began in 1986 with an policy statement but no supporting services. The work of individuals in the Aboriginal Education Unit began to put a program in motion. Most of the participants came to the program as older students with an interest in education to increase self-determination for themselves and their communities. Most participants had difficult, non-supportive past educational experiences. These students often had other responsibilities, roles and obligations which were as important as being a students. Students had difficulty accepting and relating to educational… [PDF]

(1979). The Training of Educational Personnel. Report of a Regional Seminar. Linkages between local schools and teacher education institutions are considered an essential factor in preventing isolation of these institutions from the realities of field situations. Participating directly in educational reform programs is an effective strategy that teacher education institutions can use in making their innovations relevant to the needs of the country. Since there is an increasing emphasis on teacher competence, techniques for evaluation of the minimum acceptable performance of teacher trainees are urgently needed. Educational materials are scarce and teacher trainees should be actively involved in the study, construction, and use of material aides. Developing countries may not be able to await detailed research findings before mass implementation of an innovation. Long term planning for mass implementation and active sharing of experiences are important. The nature of the role of the UNESCO field staff member has evolved from an executive to an advisory…

Pfeiffer, Anita; Slate, Clay (1999). The Navajo Language Program at Navajo Community College – Context and Collaboration. Over the last 10 years, there has been considerable expansion of the Navajo Language Program at Navajo Community College (NCC). The guiding principle for this development has been that the seminal work be done by Navajos, in Navajo, for a Navajo audience, and for Navajo purposes. Navajos who speak Navajo have a richness of resource and an access to intuition about grammaticality and acceptability unmatched elsewhere. Navajo-speaking Navajos also have an understanding of the Navajo community, and an appreciation of the need for certain foci in research, curriculum writing, and composition. Besides being symbolically important, doing the work in Navajo forces constant coinage and circumlocution in the language. When the talk is in English, the group becomes more disjointed, in part because English speakers' discourse structure tends to constrain what is said. Giving the Navajo audience primacy forces authors to be more careful, because this audience is the most critical, has the most… [PDF]

Maxedon, G. Edward; Parks, Nancy Schien (1997). Looking into Oceanic Art. Art Education, v50 n3 p25-28,37-40 May. Presents background material, suggested teaching activities, and four color plates illustrating the folk art of the Oceania islands (Melanesia, Micronesia, and Polynesia). The background material is incorporated into an interview with two Oceanic art specialists from Indiana University who discuss the culture of the islands. (MJP)…

Ilutsik, Esther A. (1994). The Founding of Ciulistet: One Teacher's Journey. Journal of American Indian Education, v33 n3 p6-13 Spr. An Eskimo teacher recalls her first encounters with white outsiders; her educational experiences as a learner and a teacher; the journey of discovering her cultural identity; and her role in founding Ciulistet, an Alaska Native teacher group devoted to studying how cultural knowledge can be used in the classroom. (LP)…

(1989). Recommendations of the Manitoba Task Force on Literacy = Les Recommandations du Groupe de travail sur l'alphabetisation. These 28 recommendations are intended to enhance government's ability to play a positive and supportive role in the development of a range of pathways for the learner that can result in literacy for all Manitobans. A foreword provides background on the Task Force on Literacy and presents its definition of literacy and illiteracy, findings regarding causes of illiteracy in Manitoba, and suggested strategy for prevention. The recommendations that follow reflect the specific needs of four target groups: at-risk students, adult learners, aboriginal people, and learners for whom English is a second language. The task force recommends that the Government of Manitoba develop a literacy policy, ensure sufficient funding, establish and provide funding and resources for a Manitoba Adult Literacy Council, and create a new Literacy Office within Manitoba Education to support the Literacy Council. It recommends that the Literacy Council and Literacy Office make adequate supports available and…

Harker, Richard (1979). Research on the Education of Maori Children. This review of research literature written from 1971 to 1979 on Maori education integrates and highlights findings in the following areas: historical studies, language studies, scholastic achievement studies, methodological issues, and general issues. Historical studies suggest that there is no comprehensive social history of the relationships between Maori, Pakeha (a Maori term for those of non-Maori ancestry), and the educational system. Although data from a socio-linguistic census of Maori households indicate a need for bilingual education, there are numerous policy implications involved in implementing bilingual education programmes. Academically, Maori students do not perform as well in school as their Pakeha peers. Although this can be attributed to a great extent to environmental variables, cultural difference is an independent causal factor in the lower achievement of Maori children. Differences in educational achievement result from the different value systems of the…

(2000). Saskatchewan Urban Training Needs Assessment Report, 2000. As part of its annual planning process, Saskatchewan Institute of Applied Science and Technology (SIAST) conducts a number of formal and informal consultations with various stakeholders to research training needs that are not currently met by the SIAST. The main purpose of the SIAST Urban Training Needs Assessment (SUTNA) 2000 Report is two-fold: to gather information identifying training needs specific to each of the four SIAST campuses (Saskatoon, Regina, Moose Jaw, and Prince Albert), and to gather information relevant to province-wide training needs. The report includes the following six sections: (1) introduction, objective, and methodology; (2) demographic and economic information; (3) summaries of relevant studies and reports; (4) summaries of training needs assessment consultations; (5) summaries of reports of CSCES (Canadian Saskatchewan Career and Employment Services); and (6) impacts on SIAST. Highlights of findings include: (1) The Forestry Industry expects to add… [PDF]

Osman, Ali (1999). The "Strangers" among Us. The Social Construction of Identity in Adult Education. Linkoping Studies in Education and Psychology No. 61. A study examined the labeling practices in the multicultural discourse in two adult education settings in Sweden: a day folk high school and a municipal adult education center. A total of 33 students and 9 staff members from two adult education programs were interviewed. The labeling processes used by the "actors" (the adult learners and educators) were analyzed from the perspective of the theory of social constructionism. The native actors used the concepts of culture, ethnicity, and immigrants interchangeably to construct the nonnative actors as outsiders. However, the main concept used by the native actors to construct the nonnative actors as outsiders was culture. The talk of the native actors manifested strong affirmation of cultural difference. In the natives' talk, the nonEuropean/nonWestern cultures were conceptualized as the problem. "Racialization" of the concept of culture was another important aspect of the native actors' cultural discourse. The… [PDF]

Berryman, Mere; Bishop, Russell; Richardson, Cath (2002). Te Toi Huarewa: Effective Teaching and Learning in Total Immersion Maori Language Educational Settings. Canadian Journal of Native Education, v26 n1 p44-61. A study examining teaching and learning strategies in Maori-medium elementary classrooms observed and interviewed 13 effective teachers. These teachers created culturally appropriate environments; used nonconfrontational behavior management; matched strategies and materials to children's prior knowledge, experience, and abilities; used power-sharing practices; used formative evaluation to direct future teaching practice; and cultivated family support. (TD)…

Sarkar, Gerlinde (1995). Employment Prospects of Aboriginal Graduates from Technical Programs: A Four Year Trend Study. Each year since 1991, the Saskatchewan Institute of Applied Science and Technology (SIAST) has conducted a follow-up study of program graduates to compare information on employment outcomes for graduates of Aboriginal ancestry to those for all graduates. In 1994, a project was undertaken to analyze responses from the surveys conducted from 1991 to 1994 to determine trends in outcomes for Aboriginal graduates. The analysis revealed the following: (1) in 1991, 74.4% of the Aboriginal respondents were employed 6 months after graduation, compared to 77.9% for graduates overall, representing a differential of 3.5%; (2) in 1992, a year of recession in the province, this differential rose to 9%, suggesting that Aboriginal graduates were more affected by the economic downturn than graduates overall; (3) in 1994, 77 of the 1,600 respondents to the survey identified themselves as Aboriginal and 71.4% of these were employed, compared to 78.3% of graduates overall; (4) in 1991, 15% of both… [PDF]

(1995). Saskatchewan Institute of Applied Science and Technology Education Equity Program. Annual Monitoring Report, July 1, 1994-June 30, 1995. Prepared in accordance with the Saskatchewan Human Rights Code (SHRC), this report details the status of educational equity as of 1994-95 at the four institutes of the Saskatchewan Institute of Applied Science and Technology (SIAST). Following an executive summary, part 2 outlines the organization of SIAST's Educational Equity Program (EEP), while part 3 lists the student groups designated as underrepresented in the SIAST student body: students of Aboriginal descent, disabled, visible minorities, and women. Part 4 provides data on the participation of these groups at the four SIAST campuses with respect to applications received, enrollment, graduation, withdrawal, and employment after graduation. Part 5 lists the percentages of these groups in the province as a whole, part 6 describes SIAST's long-term goals with respect to their participation, and part 7 describes trends in the groups' enrollment over the past 5 years. Part 8 describes SIAST's equity policy, detailing the roles and… [PDF]

Gray, Andrew (1987). The Amerindians of South America. Revised. This report provides an overview of the threats facing indigenous peoples in South America today and their efforts to resist invasion, colonization, and extermination. The first two sections outline the history of South America with regard to indigenous peoples; and the predominant features of Andean and lowland communities, religion, settlement, production, and trade. A section on international economic and political factors discusses the effects on indigenous peoples of: multinational banks and their development projects; multinational corporations involved in mining, oil production, agriculture, and cattle ranching; cocaine production; and Catholic and fundamentalist Protestant missionaries. For each South American country, a survey provides information on area, population, indigenous nations, governmental organization, legislation affecting indigenous peoples, and the major problems facing them. Final sections discuss the nature of Amerindian resistance, the structure of…

McPherson, Jan (1994). Making Changes: Action Research for Developing Maori-Language Policies in Mainstream Schools. A study looked at ways in which two New Zealand elementary schools responded to the interests of their multicultural communities through language programs. The schools developed Maori language instruction programs in response to community interest and recently-established national policy. The study's report begins with an overview of the major language issues facing schools in New Zealand, in the context of major change within the educational system. It then describes the principles of action research and this study's approach, of which action research is an integral part. The case studies of the two schools are then presented. They describe the schools and their communities and document the research process over the course of a year of program evolution. A separate chapter is devoted to discussion of difficulties in accommodating culturally sensitive language instruction in a traditional curriculum structure. The final chapter reflects on the formative/action research process and… [PDF]

McNinch, James (1994). The Recruitment and Retention of Aboriginal Teachers in Saskatchewan Schools. SSTA Research Centre Report #94-10. This report examines recruitment and retention of Aboriginal teachers in Saskatchewan (Canada) a decade after principles of equity were voluntarily adopted by some public school divisions. Data were gathered via questionnaires completed by 25 teachers of Aboriginal ancestry, 17 graduates of the Saskatchewan Urban Native Teacher Education Program, and 15 directors of education as well as interviews with 6 teacher education program graduates and 6 directors of education. Forces that restrain and drive the successful recruitment and retention of Aboriginal teachers are outlined. Relevant issues are discussed, including the need for education equity, the Aboriginal teacher as role model, special recruitment efforts, demographic considerations, improving hiring and retention, Aboriginal teachers and school improvement, racism and discrimination, improvement for Aboriginal students, and improvement for Aboriginal teachers. The study concludes that the successful recruitment and retention… [PDF]

Jarvis-Eckert, Marilyn A. (1972). What Is Needed in the Extension Service to Enhance the Role of the Paraprofessional and the Professional?. This report points out some of the difficulties encountered by both professional extension personnel and indigenous aides who are hired to work with the disadvantaged. The first problem involves the selection of potentially effective aides, and is followed by difficulties in the aide's family as they adjust to her job situation. The homemaker's aide is expected, after three weeks of training, to become a program salesman, social worker, confidante, referral agent, and change agent. Accepting her as a person and giving her job security are priorities in making her feel a part of the ongoing extension program. She must not be forced into the middle class mold before she is ready for it. The professional home demonstration agent also requires help as she is forced into the role of supervisor of these aides. Aides that can assist with her former job with middle class women are a possibility. A paraprofessional organization would not serve the needs of nutrition aides as well as some of… [PDF]

Carpenter, Vicki; McMurchy-Pilkington, Colleen; Sutherland, Sue (1999). What Is Successful Pedagogy in Auckland's Low Decile Primary Schools? Preliminary Findings. In New Zealand, schools are given decile rankings based on census reports of parental socioeconomic status. An ongoing project seeks to identify beliefs and attitudes that make a teacher's work successful in low-decile primary schools in the greater Auckland area. This paper focuses on three teachers whose professional practice was considered exceptional by colleagues and outside academics. All three were of European descent and worked in low-decile elementary schools where most students were of Maori or Pacific Island descent. Interviews were conducted with the teachers, their principal, teaching colleagues, Board of Trustees members, and community members with children enrolled in the school. The interviews revealed key common attributes. All three teachers articulated a clear and strong philosophical approach to teaching that included commitment to the empowerment of learners. Underlying this commitment were beliefs about children: (1) children can be self-managing learners if… [PDF]

Howard, Peter (1998). Contextual Issues Related to Aboriginal Children's Mathematical Learning. This paper focuses on contextual issues arising during an ethnographic study of mathematics instruction for Aboriginal children in New South Wales, Australia. Conversational interviews with Aboriginal children in grades 5-6, Aboriginal parents, and Aboriginal and non-Aboriginal teachers and staff identified context as 1 of 17 core categories of beliefs related to the learning and teaching of mathematics. Aboriginal parents and Aboriginal educators were well aware of contextual influences on the learning of Aboriginal children, and they commented on such issues as institutional racism, the great differences between school and community environments, language differences, the low expectations of non-Aboriginal teachers for Aboriginal children, the lack of employment in Aboriginal communities, discipline policies, and the poor relationships between school and many Aboriginal parents. Non-Aboriginal teachers focused on the Aboriginal child in school, home-school differences, and the… [PDF]

Vinding, Diana, Ed. (1998). Indigenous Women: The Right to a Voice. IWGIA Document No. 88. This document contains 29 articles on the problems of indigenous women in a rapidly changing world, their unequal access to knowledge and resources, and their efforts to take an active role in solving those problems. The articles are arranged into nine chapters: Keeping Traditions Alive; Changing Gender Roles; The Struggle for Self-Determination and Human Rights; The Challenge of Modern Changes; Confronting the \New World Order\; Getting Organised and Participating; Networking and Building Solidarity; Epilogue; and The 1995 Beijing Declaration of Indigenous Women. Individual articles are: \The Arhuacan Woman: Our Life Is Our Art\ (Leonor Zalabata); \Maori Women and Natural Resource Management: Towards a Sustainable Future\ (Elizabeth McKinley); \Healthy Communities, Healthy Women: Society and Gender in the Andes\ (Wara Alderete); \Changes in Women's Status in Micronesia: An Anthropological Approach\ (Beatriz Moral); \Finding the Balance: Between Ethnicity and Gender among Inuit in…

(1917). Report on the Work of the Bureau of Education for the Natives of Alaska, 1914-15. Bulletin, 1916, No. 47. Bureau of Education, Department of the Interior This bulletin documents the personnel, activities and conditions at the schools, medical facilities and cooperative stores in Alaska, and legislation pertaining to the work of the Bureau of Education in Alaska. Part I, General Summary, presents: (1) The Alaska field force; (2) Medical Relief; (3) Cooperative stores; (4) Reservations; (5) Regulations for Metlakatlan colony, Annette Island; (6) Legislation affecting Alaskan natives; (7) Summarized statistics of the reindeer service; (8) Exportation of reindeer meat; (9) Extension of reindeer enterprise on the Aleutian Islands and into southeast Alaska; (10) List of persons in the Alaska school service; (11) List of schools and teachers and enrollment; (12) Summary of expenditures; and (13) General statistics of reindeer service. Part II, Detailed Reports, provides supporting documents: (1) Reports by superintendents of the northwestern, upper Yukon, southwestern, and southeastern districts; (2) Reports by physicians and nurses… [PDF]

Pacza, Tom; Steele, Lesley; Tennant, Marc (2001). Development of Oral Health Training for Rural and Remote Aboriginal Health Workers. Australian Journal of Rural Health, v9 n3 p105-10 Jun. A culturally appropriate oral health training course tailored to the needs of rural Aboriginal health workers was developed in Western Australia. The course is taught in three modules ranging from introductory material to comprehensive practical and theoretical knowledge of basic dental health care. The program encourages Aboriginal health workers to implement long-term preventive measures at the local level. (TD)…

Hoelscher, Steven (2003). Viewing Indians: Native Encounters with Power, Tourism, and the Camera in the Wisconsin Dells, 1866-1907. American Indian Culture and Research Journal, v27 n4 p1-51. In the winter of 1883, the photographer H. H. Bennett decided to spice up his descriptive catalogue of stereo views with something new. Several years earlier, a simple listing of his photographs–mostly landscape views of the area surrounding the Wisconsin River Dells–brought the small-town studio photographer considerable renown and enhanced sales. Now, after a sluggish business year, Bennett sought to recapture some of the trade that he saw slipping west with the frontier. Perhaps his imagination was triggered by a visit with Buffalo Bill Cody who, as the local paper put it, was "attracted by Bennett, the man who shoots with a camera as well as Buffalo Bill does with a rifle." Maybe it was the particular success of one photograph taken ten years earlier–of "Wah-con-ja-z-gah (Yellow Thunder), a Warrior chief"–that led Bennett to take a slightly new promotional approach. Whatever the reason, the spice that Bennett used to flavor his photographic business relied… [Direct]

Lara, Antonio; O'Connell, Mary (2005). From Curanderas to Gas Chromatography: Medicinal Plants. Journal of College Science Teaching, v34 n4 p26-30 Jan-Feb. The Medicinal Plants of the Southwest summer workshop is an inquiry-based learning approach to increase interest and skills in biomedical research. Working in teams, Hispanic and Native American students discover the chemical and biological basis for the medicinal activity of regional plants used by healers. (Contains 4 tables and 1 figure.)… [Direct]

Wagemaker, Paula, Ed. (2007). The Second IEA International Research Conference: Proceedings of the IRC-2006. Volume 1: Trends in International Mathematics and Science Study (TIMSS). International Association for the Evaluation of Educational Achievement As part of its mission, the International Association for the Evaluation of Educational Achievement (IEA) is committed to the development of the community of researchers who work in the area of assessment both nationally and internationally. The association also has a commitment to provide policymakers with the types of data and analyses that will further their understanding of student achievement and the antecedent factors that are implicated in student learning. As part of a larger strategy to achieve these broad goals, the IEA sponsors a research conference every two years as a means of providing opportunities for new researchers and more experienced scholars to meet, discuss, and present the findings of their work as it relates to the secondary analysis of IEA studies. The proceedings of the Second IEA International Research Conference, which was held in Washington DC, November 2006, and hosted by the Brookings Institution, are published in two volumes. The papers in this volume… [PDF]

Benham, Maenette K. P. Ah Nee; Heck, Ronald H. (1998). Culture and Educational Policy in Hawai'i: The Silencing of Native Voices. Sociocultural, Political, and Historical Studies in Education. This book provides a critical assessment of Native Hawaiian education. It focuses on the historical, political, and cultural contexts producing institutionalized structures that kept Hawaiians marginalized in the schools and wider society. It also looks at current attempts of Native Hawaiians to reclaim a part of their lands and self-determination through political sovereignty and Hawaiian immersion education. The Hawaiian experience can help in the development of multicultural educational policies. Part 1 examines how education socializes children to the dominant political interests of the times; how this played out in America's westward expansion in general, and in Hawaii in particular; and the implications for implementing multicultural educational policies. Part 2 presents case histories in four periods of Hawaiian history: the arrival of American missionaries in the 1820s; the overthrow of Hawaiian government; the Americanization of Native Hawaiians, 1930s-1960s; and the…