Hunt, Michael H. (1998). 1898: The Onset of America's Troubled Asian Century. OAH Magazine of History, v12 n3 p30-36 Spr. Discusses the role and effect of the Spanish-American War on the Philippines and its relationship with the United States. The annexation of the Philippines marked the beginning of the U.S. efforts at expanding power and trade throughout the Pacific. Details that effort and the resistance it met. (MJP)…

FOURRE, PIERRE; And Others (1967). ADULT EDUCATION TECHNIQUES IN DEVELOPING COUNTRIES, A GREEK CASE STUDY. PROBLEMS OF DEVELOPMENT SERIES. AIDED BY THE ORGANIZATION FOR ECONOMIC COOPERATION AND DEVELOPMENT AND THE ORGANIZATION FOR EUROPEAN ECONOMIC COOPERATION, GREECE HAS ESTABLISHED A NETWORK OF ADULT EDUCATION CENTERS OUTSIDE TOWNS, TO MEET THE PROBLEMS OF ILLITERACY AND LOW EDUCATION LEVEL. THE CENTER PROVIDES FOR ACADEMIC AND LIBRARY PROGRAMS, SIX TO SEVEN MONTHS, AND RECREATION SERVICES THROUGHOUT THE YEAR. ADMINISTERED BY THE LOCAL PRIMARY TEACHER, THE PROGRAM UTILIZES COMMUNITY PERSONNEL (CRAFTSMAN, DOCTORS, WELFARE WORKERS) AND GOVERNMENT SPECIALISTS TO PROMOTE VILLAGE DEVELOPMENT, AND RAISE LIVING STANDARDS AND EDUCATIONAL LEVELS. CURRICULUM IS ORGANIZED ABOUT A CENTRAL POINT OF INTEREST, AND SUCH AREAS IN AGRICULTURE AND HEALTH ARE ILLUSTRATED. DETAILED DESCRIPTION OF THE USE OF DISCUSSION GROUPS, QUESTION AND REASONING METHODS, AND SPECIAL LITERACY MATERIALS ILLUSTRATE SUCCESSFUL TEACHING TECHNIQUES. INCLUDED IN THE SYLLABUS ARE LITERACY, TECHNICAL, AND GENERAL EDUCATION, ALL UTILIZING A VARIETY OF… [PDF]

Oesch, Debbie (1996). Accommodating Difference: Native American English Education–Reexamining Past Assumptions and Recognizing Socio-Political Influences. J.D.C. Atkins, Commissioner of Indian Affairs from 1885-88, asserted, "No unity or community of feeling can be established among different peoples unless they are brought to speak the same language, and thus become imbued with like ideas of duty." Educators at government-operated Native American boarding schools embraced this assumption and heralded English as the key to assimilating Indian children into an Anglo society. Therefore, language became the lens used to modify the student's vision, and rhetorical theory influenced which lens was prescribed. A need for nationwide conformance to Standard American English practices was implied with the claim that this would insure access by all to the stereotypical "American Dream." Educators in the 1880s seem to have been influenced by the work of rhetoricians George Campbell and Hugh Blair. Blair emphasized memorizing and translating in the practice of speaking and writing English. The Carlisle Indian School's General… [PDF]

Armitage, Andrew (1995). Comparing the Policy of Aboriginal Assimilation: Australia, Canada, and New Zealand. The aboriginal peoples of Australia, Canada, and New Zealand became minorities in their own countries in the 19th century. The expanding British Empire had its own vision for the future of these peoples: they were to become civilized, Christian, and citizens–in a word, assimilated. This book provides the first systematic and comparative treatment of the social policy of assimilation followed in the three countries. Australia began by denying the aboriginal presence, Canada by registering all "status" Indians, and New Zealand by giving all Maori British citizenship. Major policy periods are characterized as early institutionalized contact, paternalistic protection, paternalistic assimilation, integration, and pluralism. Children received particular attention under the policy of assimilation, and much of this book focuses on policies and practices related to family and child welfare and education, including cultural differences in assumptions about child rearing and family… [PDF]

Zinsser, Judith P. (1988). Indigenous Peoples and the United Nations: A Curriculum Project for Grades VII-XII. Indigenous peoples number over 200 million and constitute four percent of the world's population. They live in every part of the world and share a tragic common history: invasion of their lands and alteration of their environment, abrogation of treaties, continuing violence against their peoples, discrimination and abuse, poor health care and disadvantaged living conditions, attacks on their beliefs and customs, desecration of their sacred sites, imposition of alien educational systems and language, and the undermining of their way of governance. Their past history and present reality raise profound human rights issues for all peoples. With this in mind, background information useful for teaching about indigenous peoples in grades 7 to 12 is provided. The world is divided into seven regions and the indigenous peoples of those regions and the significant issues are discussed. Additional reading materials and audio/visual aids are suggested for each unit. Techniques for the classroom… [PDF]

Silverman, Bob; And Others (1989). Alaska Statewide Assessment 1989 Survey. [machine-readable data file]. This dataset contains information collected by the 1989 Alaska Statewide Assessment Survey. The respondents of the survey were students in grade 4, 6, and 8 across the state, their teachers, and school principals. A total of 23,436 cases, representing more than 95% of the eligible students, are included in the dataset. The tape contains five sections of variables: (1) teachers' description of students' social background (age, sex, race or ethnicity), native language, and participation in special educational programs (e.g., Chapter I programs, correspondence study, migrant student programs, and bilingual programs); (2) students' self-report on their academic attitudes (liking specific subjects and courses) and study habits (hours spent on specific courses, learning strategies, and special needs); (3) principals' evaluation of school organization, climate, and leadership philosophy; (4) students' test performance on Iowa Tests of Basic Skills (itemized by specific subjects at each…

Benton, Richard A. (1981). Terong Pipit Goes to School. Some Thoughts on the Educational and Political Implications of Multilingualism in the School System. New Zealand education policy has been formed from a combination of nineteenth century liberalism which accepts limited intervention in the education process to ensure equality, and the demands of a capitalist economy which has relied on education to provide a selective function to aid market processes. In a recession, it is this latter function which is emphasized; vocational training is declared to be crucial and the system is governed by competition according to universalistic criteria. These rationalizations conceal the actual basis of selection and encourage the subservience of education to the demands of a depressed economy. In this climate, debates about multiculturalism and education make little sense without giving major consideration to the issue of power, and specifically, the power of minority groups to make and carry through decisions within the institutional structure of society. The critical area for New Zealand is in those urban schools where there are a majority of…

McInerney, Dennis M. (1998). School Motivation and Cultural Context: An Overview of Research. This paper presents an overview of 15 years of international study designed to determine the nature of motivational beliefs, values and goals held by students from different cultural groups, the comparability of these beliefs, values, and goals with those promoted by classrooms and schools, and the impact individual, cultural/social, peer, family, class and school influences have on student motivation, achievement, and school retention. The work has been disseminated over the years through a number of scholarly journals in the United States and Australia. Participants have included: (1) 496 Australian Aboriginal students; (2) 1,173 Anglo Australian students; (3) 487 immigrant-background Australian students; (4) 919 Navajo students; (5) 141 Arabic-background Australian students; (6) 198 Betsiamite Canadian Indian students; (7) 1,078 Anglo American students; and (8) 80 Yavapai Indian students. A major finding is that the motivational profiles of these diverse cultural groups are… [PDF]

(2003). Saskatchewan Urban Training Needs Assessment Report, 2003. As part of an annual program planning process, Saskatchewan Institute of Applied Science and Technology (SIAST) conducts a number of formal and informal consultations with various SIAST stakeholders in order to identify and research future program training needs in the province of Saskatchewan, Canada. This Saskatchewan Urban Training Needs Assessment Report (SUTNA) 2003 was produced following the compilation of all research conducted during the spring. The 2001 Census year population of Saskatchewan was 978,933, which is a decline of 11,305 people from the 1996 Census. Saskatchewan has a greater proportion of the population in the 0-14, 15-24, and 65 and older population than does the rest of Canada. The greater abundance of population aged 0-24 should bode well for the province in light of the pending labor shortages expected in the near future. The SUTNA 2003 report is divided into three categories: (1) Demographic and Economic Information, reports on data regarding labor market… [PDF]

Irwin, Rita L.; Rogers, Tony (1997). Language and Indigenous Cultures: A Key to Understanding. Canadian Review of Art Education: Research and Issues, v24 n1 p19-32. Summarizes a project that investigated Australian Adnyamathanha and Canadian Sechelt peoples' attitudes toward those aspects of their culture that western society considers art. Discusses the differences between indigenous societies' conception of spiritual representation and westerners' conception of art. Suggests ways for art educators to reconsider their approaches to teaching. (MJP)…

Malcolm, Ian G. (1995). Teacher Development for Bidialectal Education. A program at Edith Cowan University (Australia) to develop a teacher training curriculum supporting bidialectalism in the schools is described. Underlying principles of this approach to bidialectal education are the acceptance of Aboriginal English, creation of a bridge to standard English, and cultivation of Aboriginal ways of approaching experience and knowledge. Two course modules were developed, to be combined with others to constitute a graduate certificate in Aboriginal language studies or a major in bidialectal education. Focus here is on three aspects of the project: research on the Aboriginal English dialect spoken in the nine participating Western Australia schools; mentoring of the teachers involved, including inservice workshops on bidialectalism and bidialectal education; and modification of the university's teacher education curriculum. Appended materials include a project timeline reflecting the roles of the research team, participating teachers, and Western Australia… [PDF]

Siegel, Jeff (1997). Formal vs. Non-Formal Vernacular Education: The Education Reform in Papua New Guinea. Journal of Multilingual and Multicultural Development, v18 n3 p206-22. Discusses a community-based nonformal education movement in Papua New Guinea to use hundreds of the country's languages to teach initial literacy in local preschool and adult education programs. The article describes this movement, the proposed government reform of the English-only formal education system and the ensuing conflicts. (37 references) (Author/CK)…

Jeffries, Rhonda Baynes; Singer, Lyndon Carson (2003). Successfully Educating Urban American Indian Students: An Alternative School Format. Journal of American Indian Education, v42 n3 p40-57. This case study explored culturally relevant practices in an urban American Indian secondary alternative school and three students' responses to them. The most vital factor contributing to student success was culturally responsive teachers. Other factors were small school size, flexible school formats, and governance structures. Implications for multicultural education are discussed. (Contains 56 references.) (TD)…

McLeod, Yvonne (2003). Change Makers: Empowering Ourselves Thro' the Education and Culture of Aboriginal Languages: A Collaborative Team Effort. Canadian Journal of Native Education, v27 n1 p108-26. A British Columbian Native teacher education program is guided by a team of First Nations educators and elders, university faculty, a representative of the teacher federation, and students. Aboriginal languages are incorporated into a Native cultural studies course using a holistic approach based on the Medicine Wheel that empowers students to walk in both worlds. (TD)…

(2001). SIAST Education Equity Program: Annual Monitoring Report. July 1, 2000-June 30, 2001. This Annual Monitoring Report presents the history, policy, and structure of the Saskatchewan Institute of Applied Science and Technology (SIAST) Education Equity Program. This report includes the 2000-2001 long-range goals for participation in the SIAST programs. Since self-identification is voluntary, statistics are assumed to be incomplete. The long-term goal of the program is to achieve a representative student body. In order to achieve this goal, a percentage of seats are allocated for some designated student groups. SIAST offers the program to students in all program areas: Certificate and Diploma, Basic Education, Extension, and Apprenticeship programs. The program includes the following population groups: (1) students of Aboriginal ancestry; (2) students with disabilities; (3) students of visible minorities; and (4) female students in predominantly male programs. The participation goals are based on the Saskatchewan workforce, while the long-term goals are based on the… [PDF]

Andrzejewski, Julie (2005). The Social Justice, Peace, and Environmental Education Standards Project. Multicultural Perspectives, v7 n1 p8-16 Jan. Inspired by the Alaska Native Knowledge Network's \Standards for Culturally Responsive Schools,\ members of fourteen social justice, peace, and environmental education (SJPEE) special interest groups (SIGs) from the American Educational Research Association (AERA) and several other prominent organizations have been involved in drafting SJPEE \standards\ based on research, theoretical perspectives, foundational documents, and models. Ten SIGs have already disseminated drafts to members and beyond to help forge a set of standards, guidelines, or queries representing collective visions for social justice, peace, and ecological sustainability. A project goal is to garner the energy and wisdom of many constituencies to increase visibility, credibility, and accountability for SJPEE in the national educational agenda. In this article, the author describes the development of this SJPEE standards project. (Contains 2 tables and 3 endnotes.)… [Direct]

Bedonie, Clara; de Groat, Jennie; Lockard, Louise (2003). Learn in Beauty: A Professional Development Project for Navajo Bilingual Teachers. The Learn in Beauty Project at Northern Arizona University worked with a consortium of seven Navajo Nation school districts seeking to implement the Dine Language and Culture teaching perspective. This perspective is based on the premises that education is best when it reflects a sense of place; education should be based on the philosophy and values of those being educated; and preparation of teachers/mentors should reflect the Dine perspective of education. The project assisted teachers who were enrolled tribal members in completing a bilingual Navajo endorsement and an M.Ed. and provided continued support to the teachers as they juggled jobs, families, and studies. The goals of the project were to: support school reform by strengthening a network of schools on the Navajo Nation that provide exemplary community-based programs for limited-English-proficient students; implement a standards-based curriculum that reflected the Dine philosophy of education; and support beginning… [PDF]

St. Martin, Sandra Anne Carkin (1996). Native American Children's Literature: A Study of Authorship, Publisher Type, and Cultural Diversity of In-Print Works. The content of 281 works of in-print children's fiction about Native Americans written for grades K-6 was analyzed to determine the amount of cultural diversity as measured by cultural area, time frame, and physical setting of the story. All analyzed works were published in the United States or Canada. Data identifying publisher type, mainline or alternative, and the ethnic background of writers and illustrators were also collected to determine if these factors affect the content of the literature. Works were assessed according to ten culture areas, four time frames, and three settings. The literature portrays Native Americans as contemporary culturally diverse peoples. Results from the study include: (1) most works were written about Native Americans of the Northeast, Southwest, or Plains culture areas; (2) most works have a contemporary time frame and a rural setting; (3) only 10% of works were about buffalo hunting Plains Indians in the ethnographic present even though they… [PDF]

(1969). An Introductory Guide to Training Neighborhood Residents in Comprehensive Health Services Programs. This guide for the development of training programs to prepare neighborhood residents to function as staff members in Comprehensive Health Services Projects is organized into an introduction and nine other sections. \A Special Training Program\ discusses jobs and careers, learning style, practice, and basic skills. \Planning for the Training Program\ discusses the development of job categories and assessment of community resources. \Recruitment and Selection\ suggests approaches, emphasizes the importance of the recruitment of men, and considers the relevance of previous educational achievement. \Training Program\ covers the phases of training: orientation, core training, skill training, on-the-job training, remediation, and counseling. \Schedules\ discusses sequencing and integrating program phases and determining program length. \Training Supplements\ discusses curriculum development and provisions for feedback. \Structure of the Training Program\ discusses composition of the… [PDF]

(2000). SIAST Annual Report, 2000/01. This is the annual report for 2000-2001 from the Saskatchewan Institute of Applied Science and Technology (SIAST). The SIAST Review Committee's report identified four priorities: (1) an appropriate and progressive mandate; (2) a commitment to accessibility; (3) responsiveness to the labor market; and (4) organizational effectiveness. This report also identifies the challenge of increasing Aboriginal access and success as a major priority. In addition, SIAST will seek alliances and partnerships with business, industry, and other institutions. Other highlights include: (1) SIAST's FTE for 2000 was 10,322, with 2,390 students in adult basic education courses; (2) a total of 3,475 total graduates from 187 programs in 2000 were surveyed for the Graduate Employment Survey; 68% responded. Ninety-six percent rated the overall program quality as good to excellent, while the average salary for respondents in full-time, training related occupations was $2,049 per month; and (3) SIAST's… [PDF]

St. Clair, Robert N. (2000). Visual Metaphor, Cultural Knowledge, and the New Rhetoric. Modern Western European ways of thinking are based on a print culture that uses verbal metaphors, and indigenous ways of thinking are based on an oral culture that uses visual metaphors. Visual metaphors provide a dominant mode of information processing and are used among indigenous groups to share cultural knowledge, yet Western culture is oblivious to it. One way of knowing involves reading people through nonverbal communication, but in Western culture, nonverbal communication can be virtually invisible. Problems occur when knowing and sensitive children from oral cultures such as American Indians are judged by people from cultures that do not know much about visual thinking. These children are aware of visual space, are sensitive to nonverbal communication, and understand that silence communicates. In writing English compositions for school, these children do not use the syllogistic reasoning of Aristotle because it is not part of their cultural knowledge, nor do they use the… [PDF]

da Costa, Jose L.; Danyluk, Ross C. (1999). Identifying and Addressing Challenges Encountered by Educators of Aboriginal Children in an Urban Setting. This study examined challenges that Canadian educators faced when teaching aboriginal students in a large urban school. The study involved the school's principal, teachers, counselors, and coordinators of Aboriginal student programming. Participants, who were Aboriginal and Caucasian, completed semistructured interviews that examined personal information, challenges to teaching Aboriginal students, and suggestions for improvement. Data analysis indicated that challenges were directly influenced by students, parents, educators, and administrators. Most of the challenges were task-related rather than personal. Aboriginal and Caucasian respondents agreed on most of the challenges. Students' preparedness for school and inability to adapt to the school structure were challenges that were especially relevant. Participants agreed that Aboriginal students learned in unique ways which educators needed to understand and work with. Parental distrust of mainstream education was a significant… [PDF]

Zontek, Kenneth S. (1996). A Model and a Case Study for Analyzing Colonial Interaction. Social Studies, v87 n4 p177-181 Jul-Aug. Presents a teaching model that allows students to recognize, synthesize, and analyze characteristics and components of colonialism. Identifies and provides examples for five main types of colonial interaction: subjugation, coexistence, extermination, reservation, and combination. Applies this model to the case study of the Spanish in New Mexico. (MJP)…

Bingham, Marjorie W. (1991). Teaching the Columbian Quincentenary. OAH Magazine of History, v5 n4 p7-9 Spr. Discusses difficulties in teaching about the Columbian quincentenary. Suggests ways to approach the subject with sensitivity, such as focusing on Columbus the individual or as a part of western European effort to understand the world. Addresses intercultural contact, women's history, world history, and pre-Columbian American culture. Lists teaching materials and sources. (DK)…

Novak, Jan; Robinson, Gail (1998). "You Tell Us": Indigenous Students Talk to a Tertiary Library. Australian Academic & Research Libraries, v29 n1 p13-22 Mar. A Queensland University of Technology (QUT) Equity Grant provided an opportunity for the QUT Library to engage indigenous students in a dialog facilitated by an experienced storyteller who focused on cultural and motivational issues that affect the relationship between students and the library. Results and recommendations are discussed. (Author/AEF)…

(1996). An Approach to Achieving Access and Equity in Vocational Education and Training: Issues Paper. Australia's first national strategy for vocational education and training (VET), "Towards a Skilled Australia," was formulated in 1994. Within the theme of improved accessibility, the strategy identifies the following groups as disadvantaged in VET: women, Aboriginal and Torres Strait Islander people, disabled people, people of a non-English speaking background, people in remote and rural areas, people without adequate English language and literacy levels, and unemployed people. It was determined that the national strategy would be redeveloped in 1996 to allow for developments in VET and the following issues: progress to date in access and equity; emerging issues and populations; key features of the national VET system; existing VET planning processes; standards and curriculum; delivery; information and communication; student support; cultural shifts; successful ventures; and future strategies. Fifty questions pertaining to these issues have been identified that will be… [PDF]

(1992). Child Care Reform Consultation Infopack = Consultation sur la reforme des services de garde d'enfants. Trousse d'information. This information packet presented here in both the English and French language versions, summarizes the results of a public consultation on the subject of child care reform in Ontario, Canada. The packet consists of: (1) a table that describes the six modes of consultation that were used in the consultation process (public meetings, round table meetings, parent questionnaire, briefs and letters, locally initiated activities, and francophone community preconsultation); (2) a graph that illustrates the constituencies, such as parents, caregivers, and the education sector, that participated in the consultation; and (3) an overview of the results of the parents questionnaire. Parents' answers to six closed-ended questions in the questionnaires are summarized, and some of the parents' answers to three open-ended questions are provided. In response to a question about important characteristics of high-quality child care, parents discussed the philosophy of the child care facility, the…

Reck, Una Mae; And Others (1987). Teachers' Perceptions of Appalachian and Non-Appalachian Students. Interviews conducted with 45 public school teachers in a county school system in rural southern Appalachia explored teacher perceptions of cultural differences between Appalachian and non-Appalachian students and whether teachers born and reared in Appalachia differed in their perceptions from teachers born and reared outside the region. Teachers came from four elementary schools and one high school in a predominately rural county approximately two-thirds of whose inhabitants were fourth generation Appalachia residents. The study found that views of Appalachian teachers differed little from their non-Appalachian counterparts, although they were more reluctant and uncomfortable in citing differences between students and occasionally viewed Appalachian students in a more positive way. A majority of both groups of teachers perceived differences between students based on symbolic and structural dimensions rather than cultural ones. Over 80 percent stated that students were treated… [PDF]

MANSER, ELLEN P.; And Others (1967). AN OVERVIEW OF PROJECT ENABLE. PROJECT ENABLE (EDUCATION AND NEIGHBORHOOD ACTION FOR BETTER LIVING ENVIRONMENT) WAS A ONE-YEAR PROJECT FUNDED BY THE OFFICE OF ECONOMIC OPPORTUNITY IN SEPTEMBER 1965 IN WHICH VOLUNTARY SERVICE AGENCIES IN 59 CITIES MOUNTED PROGRAMS TO HELP POOR PARENTS IMPROVE CHILD REARING PRACTICES, USE EXISTING COMMUNITY RESOURSES, AND IDENTIFY THEIR MOST PRESSING NEEDS THROUGH DISCUSSION GROUPS AND NEIGHBORHOOD CONTACTS. REPRESENTATIVES OF THREE NATIONAL ORGANIZATIONS–FAMILY SERVICE ASSOCIATION, CHILD STUDY ASSOCIATION, AND NATIONAL URBAN LEAGURE–WORKED TOGETHER TO PLAN THE OVERALL PROGRAM AND DEVELOP THE STAFF TRAINING CURRICULUM. IN THE TRAINING PHASE, 138 PROFESSIONAL STAFF MEMBERS WERE TRAINED IN SIX AREA INSTITUTES IN GROUP LEADERSHIP, COMMUNITY ORGANIZATION, WORKING WITH POOR PARENTS, INSTITUTIONAL FORCES IN POVERTY COMMUNITY, TEAM APPROACH, AND ORIENTATION AND SUPERVISION OF SOCIAL WORK AIDES. MORE THAN 200 INDIVIDUALS, RECRUITED FROM THE NEIGHBORHOODS TO BE SERVED AND TRAINED ON THE…

Gray, Jan; Hunter, Janet (2000). Breaking the Cultural Cycle: Reframing Pedagogy and Literacy in a Community Context as Intervention Measures for Aboriginal Alienation. This paper presents an alternative view to the pedagogical needs relating to literacy for Aboriginal students. The question posed is how to utilize this knowledge to lessen the impact of perceived failure in early schooling of entrenched non-attendance patterns for Aboriginal students of compulsory school attending ages. The potential for improving literacy levels within a school community sensitive to cultural and pedagogical diversity is presented as offering the parallel potential to encourage a more lateral view of non-attendance patterns. After laying out the constructions of Aboriginal alienation and literacy and the methodology used for this paper, the factors that affect the achievement and participation of Aboriginal students is examined in depth. Considered sequentially are parenting, health, attendance, literacy, and teacher factors. It is concluded that "reframing" the pedagogy of Aboriginal instruction is necessary for each of these factors. This paper… [PDF]