Reagan, Timothy (1988). The "Language Struggle" in South Africa: Emergence and Development in Educational Policy. 1987-1988 World Education Monograph Series, Number One. The "language struggle" has been a focus of disagreement throughout South Africa's educational history. In contemporary South Africa, the issue of the language used as a medium of instruction has been most controversial in black education, where the government's policy of initial native language instruction has been widely denounced as an attempt to retribalize black South Africans. The native language policy controversy grows from the historical language struggle in the white community, which deeply influenced government policy toward black education. Before 1800, education was largely controlled by the Dutch, and even the French Huguenots were assimilated into the Dutch community. British occupation around 1800 marked the beginning of serious anglicization of the Cape and legal establishment of English as the official language. Antagonism grew between Boers and English, and English-medium instruction was inconsistent. In 1892, a law left the choice of medium of… [PDF]

von Zur-Muehlen, Max (1981). Foreign Academics at Canadian Universities: A Statistical Perspective on New Appointments During the Seventies. The citizenship status of full-time teachers at Canadian universities, with emphasis on faculty appointed between 1977-78 and 1980-81, is examined in view of the May 1981 announcement of the Minister of Employment and Immigration that universities must advertise for Canadian faculty before looking abroad. In 1977-78, 75 percent of full-time university teachers were Canadian citizens. Eighty-one percent of the faculty in education, the health sciences, and engineering held Canadian citizenship, whereas for fine and applied arts, the percentage was 64 percent. In the other teaching fields, the percentage ranged from 70 to 75 percent. Between 1973-74 and 1980-81, two-thirds of the new appointees were Canadian citizens. This proportion had increased from 59 percent in 1972-73 to 74 percent in 1978-1979. The percentage of newly appointed faculty with U.S. or United Kingdom citizenship declined over the nine-year period, accounting for 27 percent in 1972-73 and 19 percent in 1980-81….

BRAGER, GEORGE (1964). THE LOW-INCOME NON-PROFESSIONAL, AN OVERVIEW OF HIS ROLE IN THE PROGRAM. THE USE OF LOW INCOME NONPROFESSIONAL WORKERS IN SOCIAL SERVICES WAS FOUND TO BENEFIT BOTH THE WORKER AND THE SOCIAL WELFARE AGENCY. FIRST, IT INCREASES THE VOCATIONAL OPPORTUNITIES FOR THE SLUM DWELLER AND PROVIDES HIM WITH THE PSYCHOLOGICAL SUPPORT OF A SATISFYING JOB. SECOND, THE LOW INCOME NONPROFESSIONAL AS A "SOCIAL CLASS MEDIATOR" FACILITATES EASIER COMMUNICATION AND, CONSEQUENTLY, THE GREATER INVOLVEMENT OF OTHER URBAN SLUM RESIDENTS IN A SOCIAL WELFARE PROGRAM. MOBILIZATION FOR YOUTH (MFY) IN NEW YORK CITY EMPLOYS NONPROFESSIONALS IN THREE PROGRAMS–THE PARENT EDUCATION AIDE UNIT, THE COMMUNITY DEVELOPMENT PROGRAM, AND THE VISITING HOMEMAKER SERVICE. MFY'S CRITERIA IN HIRING NONPROFESSIONALS ARE (1) EXPERTISE IN THE ACTIVITIES OF A PARTICULAR PROGRAM, (2) IDENTIFICATION WITH OTHER LOWER CLASS PEOPLE, AND (3) AN ACTION-ORIENTATION, THAT IS, A BELIEF IN GROUP SOLUTIONS TO THE PROBLEMS OF MINORITY GROUP STATUS AND POVERTY. SHARING MUTUAL INTERESTS WITH THE CLIENTS,… [PDF]

Vess, Deborah (1997). The Mudfish and the European: An African Record of the Age of Discovery. Teaching History: A Journal of Methods, v22 n2 p80-90 Fall. Explores the native artwork of the Benin people and discusses how it can be used to document an African perspective to the "Age of Discovery." Portugal established trade with Benin (a small country on the west coast of Africa) in 1486. Includes illustrations and suggested student activities. (MJP)…

Hornberger, Nancy H.; King, Kendall A. (1996). Language Revitalisation in the Andes: Can the Schools Reverse Language Shift?. Journal of Multilingual and Multicultural Development, v17 n6 p427-41. Examines two initiatives to revitalize Quechua, the language of the Incas: Bolivia's 1994 reform incorporating the provision of bilingual intercultural education; and a community-based effort to incorporate Quichua as a second language instruction in a school in Ecuador. Points out that census records and sociolinguistic studies document a continuous cross-generational shift from Quechua to Spanish. (28 references) (Author/CK)…

Thwaite, Anne (2004). Classroom Discourse of an Experienced Teacher of Indigenous Children. Australian Review of Applied Linguistics, v27 n2 p75-91. This paper will examine the discourse of one experienced teacher of Indigenous children in lessons observed as part of the Conductive Hearing Loss (CHL) project conducted by Edith Cowan University in Perth. In the classroom observed, all the children were Indigenous and the teacher was aware that some children were suffering from CHL. This analysis will identify some features of the discourse of this teacher, who was very experienced in this context and who was identified as successful by her peers and the school community, with the aim of describing some of the strategies which contribute to her success. These strategies include constructing an inclusive classroom environment, empowering the students, avoiding authoritarianism and being responsive to the students. How these techniques are expressed in the discourse will be discussed here. (Contains 3 notes.)… [Direct]

Arnold, John David (1983). The Portable Practical Educational Preparation: The History of a Process, 1967-1981. From its inception in 1967 to the end of fiscal 1981, Portable Practical Educational Preparation, Inc. (PPEP), grew from a 1-bus school on wheels to Arizona's largest multifunded non-profit service agency. The self-help organization serving Arizona's rural and migrant poor grew through three phases. During the 1967-1969 contact phase, PPEP staff and community-based workers established an itinerant schedule and built an atmosphere of trust among rural clients in four counties. During the 1969-1970 involvement phase, PPEP expanded its itinerant circuit, organized local community councils to discover its clients' needs and priorities, and formally established its structure through incorporation. In 1971, PPEP entered a phase of self-actualized community action. PPEP's projects reflected its goals of economic development, community development and redevelopment, emergency assistance, and housing construction. In 1977 PPEP formalized its housing effort by forming the PPEP Housing…

Fixico, Donald L. (2003). The American Indian Mind in a Linear World: American Indian Studies & Traditional Knowledge. This book presents an ethnohistorical examination of American Indian thinking and philosophy and strives to explain the complexity of the American Indian mind in its traditional cultural and natural environment and in contrast to the American mainstream linear world. It is argued that Indian thinking is visual; circular; concerned with the relationships among all things, including both human and nonhuman entities; embedded in both the physical and metaphysical realities; and focused on achieving balance, both within oneself and in the community. Chapter 1 details this world view. Other chapters discuss: (2) the importance of story and oral tradition as the basis of traditional knowledge; (3) circular philosophy, the significance of the circle of life and its cycles, and the"natural democracy" of respect involving all things in the universe; (4) Indian intellectualism and the nature of Indian genius; (5) boarding school experiences, conflicts between White teachers and…

Mader, Christina (1998). Reverence for the Ordinary. Canadian Journal of Native Education, v22 n2 p171-87. A Canadian teacher-educator's research into what has meaning for Bush Cree students became a reciprocal learning-teaching relationship. What emerged is a reverence for the ordinary, and the researcher's realization that in Cree society, the medium and the message are one, just as education and culture are one. Contains photographs used in the research, notes, and 22 references. (TD)…

(1994). Spanish through Authentic Literature and Traditional Art (of Puerto Rico and the Dominican Republic). A Teacher's Resource Guide. This guide was compiled of instructional materials designed by teachers of Spanish at the elementary and secondary levels. The materials consist of lesson plans and readings, each with a slightly different perspective, which collectively give a comprehensive view of the history and culture of Puerto Rico and the Dominican Republic. Many lessons are site-specific according to the teacher who developed them, but may be adapted to other geographic locations. Readings and related lessons are arranged in these topical groups: general; the Taino Indians; the Spanish influence; the Dominican Republic; and Puerto Rico (history and culture; children's literature; ecology and natural products). Some readings and lesson plans are in English, some in Spanish. Each lesson plan specifies its objectives, language content and vocabulary emphasized, structures studied, and materials needed, and describes classroom activities in detail. A section of songs, games, and recipes and one containing…

Elliott, Alison, Ed. (2004). Every Child. Volume 10, Number 3, Winter 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 issue of "Every Child" focuses on making a difference. It contains articles that highlight current issues in early education that "make a difference", including some that have been controversial in recent months. The features in this issue include: (1) Who is the boss of normal?; (2) Male primary school teachers; (3) No children in detention; (4) Choosing a school for your child; (5) A time to simply "be"; and (6) Oh boy! The increasing debate about young males and their education. Individual articles contain references…. [PDF]

Falk, Ian; Johns, Susan; Kilpatrick, Sue; Mulford, Bill (2001). Thinking outside the Box: A Remote VET in Schools Program Challenges Traditional Boundaries. A qualitative research approach was used to examine how one vocational education and training (VET) school in rural Australia contributed to its community and the complex role of leadership in the process. The study focused on the VET in Schools program in Cooktown in Far North Queensland. The following data collection activities were conducted: (1) semi-structured interviews with purposively selected students, school staff, parents and other community members, and representatives of industry and community groups; (2) researchers' observation; and (3) a review of written documentation. The initiative for the VET in Schools program came from two teachers at Cooktown State School who were concerned with the failure of the mainstream curriculum to cater to certain students. The program was developed through a school-community partnership that was formalized by formation of a management committee comprising representatives of all stakeholder groups in the community. The project has… [PDF]

(1996). The National Women's Vocational Education and Training Strategy–An Implementation Guide. This implementation guide provides systems and providers of vocational education and training (VET) and related organizations with guidance in using Australia's National Women's Vocational Education and Training Strategy. Part 1 describes the nature of the strategy and presents a visual summary. Part 2 discusses the impetus for the strategy and the rationale for its outcomes and priorities. It covers the following: context; barriers to participation and success; benefits; priorities; outcomes (increased number of women completing VET programs, increased number of women with VET qualifications at all levels, women distributed more broadly across fields of study, increased participation and improved outcomes for specific groups of women); and indicators used in measuring outcomes. Part 3 presents possible actions for VET systems, providers, and related organizations through a discussion of the strategy's approaches and a model action plan. It sets out a formal implementation process… [PDF]

Peavy, R. Vance (1995). Career Counseling with Native Clients: Understanding the Context: ERIC Digest. The contextual considerations outlined in this digest provide a framework for career counseling with Canadian Native youth, a process which requires an unusually large range of cultural understanding and an appreciation of diversity and uniqueness. Counselors need to be aware of individual diversity within Native groups. Four Native "cultural-self" definitions presented are: (1) traditional; (2) assimilated; (3) transitional; and (4) bi-cultural, each of which have profound implications for the career counseling process. Ways in which dominant society schools impede the career development of Native youths are discussed, as well as reasons why training in multicultural counseling is inappropriate for those working with Native youth. Research suggests at least five ways in which career work with Native youth can reduce racism and dominant society suppression of Native identity and give Native youth a greater voice in the formulation of career conceptions which are sensible… [PDF]

(1987). Sierra Leone Temne Language Manual. A language guide to Temne is designed for Peace Corps volunteers serving in Sierra Leone. It contains introductory sections about the Temnes and Temne phonology and orthography, teacher notes on the use of the manual, and 12 lessons. Each lesson consists of a dialogue or narrative, notes on classroom presentation, vocabulary and useful phrases, exercises, and notes on grammar. Lesson topics include basic greetings, introducing a friend, job information, the marketplace, the dining hall, asking for directions, traveling by truck, communication with the tribal chief, talking to the family, refusing gifts and invitations politely, and the tailor shop. Some illustrations are included. (MSE)… [PDF]

Irby, Merita, Ed. (2001). Lessons Learned, Lessons Shared: Reflections from the International Learning Group on Youth and Community Development. Community & Youth Development Series, Volume 5. The International Learning Group on Youth and Community Development (ILG) was formed to examine the convergence of youth development and community development. In 1999, ILG commissioned a set of papers from young people involved in national efforts to engage youth in the political processes of their countries and brought ILG members together for a week to learn from programs and leaders in five Latin American partners–Venezuela, Ecuador, Mexico, Uruguay, and Paraguay. After 3 days of site visits in the five countries, ILG members and their host teams attended a conference to share lessons learned from the site visits and to share experiences from ILG members' own work. Section 1 provides an overview of the centrality of young people's participation to the health and development of communities and discusses links between youth development and community development. Section 2 presents essays by young people and program descriptions. In a neighborhood above Caracas, Venezuela, young… [PDF]

(2005). Our Words, Our Ways: Teaching First Nations, Metis and Inuit Learners. Online Submission This resource will help classroom teachers and staff better serve the needs of their Aboriginal students. The process of development was one of consultation, information gathering, drafting, more consultation and re-drafting. The contributors to this resource include Aboriginal Elders, teachers and psychologists, as well as other members of Alberta's Aboriginal communities. Culturally-relevant approaches effectively serve the learning needs of Aboriginal students. Traditional and contemporary Aboriginal cultures offer a number of frameworks for understanding, guiding, learning from and teaching students. The relationship between student and teacher is the heart of Aboriginal education. The teacher's relationship with each student is based on observing and learning about the individual child and his or her unique learning needs in order to help the child grow holistically–spiritually, physically, mentally and emotionally. This resource offers information about Aboriginal cultures and… [PDF]

Baird, Bradley; Baird, Leslie; Patterson, David; Tsey, Komla; Whiteside, Mary (2002). Indigenous Men Taking Their Rightful Place in Society? A Preliminary Analysis of a Participatory Action Research Process with Yarrabah Men's Health Group. Australian Journal of Rural Health, v10 n6 p278-84 Dec. A participatory action research process was used to support an Aboriginal men's group in Queensland (Australia). Using a reflective approach, the men's group defined principles and values to which they aspired, then identified four strategies to enable them to become constructive members of the community: personal development, employment, education and training, and cultural education. (TD)…

Crago, Martha; McAlpine, Lynn (1995). The Induction Year Experience in a Cross-cultural Setting. Teaching and Teacher Education, v11 n4 p403-15 Jul. This case study documents the experiences of a first-year teacher in a small Aboriginal community in Canada, describing the ways in which she developed and modified her beliefs about teaching in order to create a sense of self-efficacy in the cross-cultural classroom. (IAH)…

Rothman, Sheldon (2002). Achievement in Literacy and Numeracy By Australian 14 Year-Olds, 1975-1998. Research Report. Achievement in literacy and numeracy by Australian 14-year-olds was examined by analyzing data from the following studies conducted between 1975 and 1998: the Australian Studies in School Performance; the Australian Studies of Student Performance; the Youth in Transition Survey; and the Longitudinal Surveys of Australian Youth. During the study period, mean scores on achievement on tests of reading and mathematics remained stable, and there was little change in the distribution of scores. Female 14-year-olds scored higher in reading comprehension in 1998 than in 1975, whereas their male counterparts scored lower in 1998 than in 1975. The reading comprehension achievement scores of students whose main language was not English improved significantly. Male students' mean mathematics achievement test score increased during the study period, whereas female students' mean score did not. The mathematics scores of students with parents in the production/laborers group remained stable,… [PDF]

Brown, David, Ed. (1997). Education Policy and Language Learning for a Multilingual Society. Proceedings of a Conference (Hartebeespoort, South Africa, October 30-November 1, 1996). The purpose of this document is to help South African educational institutions adjust to a post-apartheid era, in which linguistic diversity is promoted and celebrated, by clarifying the emerging processes of language policy formulation and implementation. The new government decided against issuing a grand blueprint for a new national language policy. Instead, it decided to encourage a democratic and participatory process to explore the issue. Papers in the book are as follows. Section 1, "General Introduction," includes: "Process and Participation, Not Blueprints" (David Brown). Section 2, "The Legal Framework-the Constitution and Language in Education," includes: "The Constitution and the Bill of Rights: Their Implications for Language Education" (Matthew Chaskalson); and "The Legal Role of the Provinces in Language Policy and Education" (Brendan Barry). Section 3, "The Nature of Language Policy and Process: the Pan South… [PDF]

(1992). Summary of Consultations on Child Care Reform = Sommaire des consultations sur la reforme des services de garde d'enfants. This document contains the English and French language versions of a report summarizing the results of a public consultation process on the subject of child care reform in Ontario, Canada. The process began with province-wide distribution of a public document called "Setting the Stage" which outlined a child care reform agenda as a focus for discussion. A total of 20 public meetings and 8 round table discussions were subsequently held throughout the province. The report begins with an executive summary that sketches the consultation process and provides an overview of the issues discussed during the consultation process. The first chapter summarizes the comments and suggestions made by participants in the meetings and discussions. Participants included parents, child care providers and managers, and academics. Participants also included individuals representing resource centers, the education sector, the children's services sector, the community group sector, local… [PDF]

Collins, Timothy (2005). In Pursuit of Best Practices: A Research Agenda for Rural Education in Illinois. Rural Research Report. Volume 16, Issue 7, Summer 2005. Illinois Institute for Rural Affairs This report discusses the need for a research agenda to understand how rural public schools can work with their communities to improve student performance while building the community. It focuses on the potential strengths of school-community relationships. Described herein are four community engagement models a school can adopt: (1) School as Community Center, a lifelong learning center, and a vehicle for delivering services; (2) Community as Curriculum, emphasizing the community in all of its complexities as part of students' learning activities in the classroom; (3) School as a Developer of Entrepreneurial skills, suggesting that small businesses, including knowledge-based enterprises, can create new jobs, especially if they find the right market niche; and (4) Schools and Technology, in which new technologies help build and preserve community while linking students to the rest of the world. [Portions of this report are adapted from the author's article, "Rural Schools and… [Direct]

Kirkpatrick, Andy, Ed. (2002). Englishes in Asia: Communication, Identity, Power and Education. This collection of papers comprises proceedings from the 5th English in South East Asia Conference, held in December 2000 at Curtin University of Technology in Perth. The 19 papers include the following: (1) "Global English and Local Language Policies" (Robert Phillipson); (2) "Hong Kong Parents' Preference for English-Medium Education: Passive Victims of Imperialism or Active Agents of Pragmatism?" (David Li); (3) "Implications of the Recommendation that English Become the Second Official Language in Japan" (Kayako Hashimoto); (4) "Culture and Identity in the English Discourses of Mayalsians" (Azirah Mashim); (5) "Englishization and Nativization Processes in the Context of Brunei Darussalam: Evidence for and Against" (Hajaj Rosnah Haji Ramly, Noor Azam Haji Othman, and James McLellan); (6) "Kissing Cousins? The Relationship between English and Tok Pisin in Papua New Guinea" (Geoff Smith); (7) "Chaos in Aboriginal… [PDF]

Deng, Francis M. (1996). Identity in Africa's Internal Conflicts. American Behavioral Scientist, v40 n1 p46-65 Sep. Identifies and defines four models of internal ethnic conflict and discusses those conflicts within various African nations. The corresponding models and countries include Integration Model: Botswana and Somalia; Managed Diversity Model: Ghana, Cote d'Ivorie, Kenya, and Nigeria; Ambivalent Accommodation Model: Ethiopia and Djibouti; and Acute Identity Crisis Model: South Africa and Sudan. (MJP)…

Lloyd, Betty-Ann, Ed.; And Others (1994). Women in Literacy Speak. The Power of Woman-Positive Literacy Work. This book contains 15 chapters that were written by women from 12 Canadian adult literacy and basic education programs who participated in an exploratory research project designed to document the process and results of woman-positive literacy work. The following sections are included: "Exploring the Concept of Woman-Positive within Learner-Centered Literacy Programs: A Program-Based Action Research Project" (Betty-Ann Lloyd); "We Formed a Women's Group at ALFA (Adult Literacy for Action)"; "Gender, Culture, and Personal Experiences that Get in the Way of Learning: The Need for Core Funding of Adult Literacy Projects" (Diane Eastman); "Taking Chances/Making Choices: Reflections on a Year of Woman-Positive Activity" (Debbie Heagy); "Gaining Confidence through Woman-Positive Literacy Research" (Nicole Jessop); "Union-based Literacy Programs Empower Women Workers When They Pay Attention to Women's Lives" (poster);…

Butler, Joanne; Wotherspoon, Terry (1999). Informal Learning: Cultural Experiences and Entrepreneurship among Aboriginal People. NALL Working Paper #04. This discussion paper explores interactions among formal learning, informal learning, and life conditions and opportunities experienced by aboriginal people in Canada. The contradictory importance of education for aboriginal people is examined with respect to three related aspects of these relationships. First, the paper summarizes students' accounts of their experiences in conventional and alternative school settings in three Saskatchewan communities, exploring how these relate to the students' broader cultural and home environments. Second, it examines the formal and informal educational experiences of a small group of adults surveyed in an urban Indian and Metis Friendship Center. Finally, the paper explores issues that arise around the emergence of entrepreneurial training and entrepreneurship, areas posed by many commentators as a possible way of bridging formal and informal learning and overcoming the longstanding marginalization of aboriginal people from labor market and… [PDF]

Littlebear, Richard E.; Martinez, Alicia, Ed. (1996). A Model for Promoting Native American Language Preservation and Teaching. The Interface Alaska Multifunctional Resource Center developed a model for training Native American language teachers to effectively teach Native languages. The model provides Native American paraprofessional language teachers with basic knowledge of classroom techniques and effective teaching strategies. The training introduces the Total Physical Response (TPR) Approach and the Natural Approach as the primary teaching methods to be used by Native American language teachers. These approaches are orally-based, meaning that they develop language from the smallest oral components of the language to eventual conversational and technical fluency. The first training session addresses the affective domain of teaching and learning and the emotional aspects of language loss. The second session establishes a theoretical base by presenting teachers with selected theories of first- and second-language acquisition. This session also introduces Basic Interpersonal Communication Skills and… [PDF]

Stephens, Max, Ed.; And Others (1993). Communicating Mathematics: Perspectives from Classroom Practice and Current Research. The Australian Reading Association felt that language in mathematics was a topic worthy of inclusion in their First International Conference and 19th National Conference. As a result, this book was formed from contributions of mathematics educators in Australia and New Zealand. The book is broken into five major sections: (1) Communicating mathematical meaning, (2) Fostering good classroom practice in mathematical communication, (3) Students writing in mathematics, (4) Assessing mathematical communications, (5) Influence of culture and linguistic background. Themes included in communicating mathematical meaning are language in small group work, communicating the definition of mathematics, and the relationships among cognition, visual imagery, and language. Included in the second section are papers on applying language-learning principles to the mathematics classroom, employing story-telling and children's literature in mathematics, and introducing students to probability through…

Liddicoat, Anthony, Ed. (1991). Language Planning and Language Policy in Australia. Australian Review of Applied Linguistics, Series S n8. A five-year period of particular activity in Australian language policy and language planning culminated with the 1991 publication of the White Paper called Australia's Language, which outlines proposed government programs in languages until 1994. Many of the papers in this theme issue of the journal of the Applied Linguistics Association of Australia are concerned with the impact of the White Paper on various areas of Australian language planning and policy. They include: "Australian Language Policies: Are We Going Backwards?" (Michael Clyne); "A Review of Some of the Achievements of the National Policy on Languages" (Joseph Lo Bianco); "The Green Paper on Language and Literacy: An Overview and an Assessment" (Roland Sussex); "The Role of the National Languages Institute of Australia in the Development and Implementation of Language Policy in Australia" (Susan Fullagar, Anthony Liddicoat); "Language Policies, Language Attitudes and…