(2002). The Process of Conscientization: Xicanas(os) Experience in Claiming Authentic Voice. Oppression in the United States can be described as a mental/spiritual and social/material domination that is fueled by manipulation and alienation. Manipulation and alienation play a prominent role in the lives of Xicanas/os (a broadening of the term "Chicana/o" to include all indigenous peoples in the United States and Latin America) because of their historical/indigenous connection to the land. This historical connection poses a power struggle and makes it necessary for society to silence Xicana/o voices to maintain their subordination. The educational system is one means used to perpetuate the domination of Xicanas/os. Hidden curricula propagate racist practices by not acknowledging or encouraging Xicanas/o experiences and by offering only information that is considered acceptable. The false consciousness thus created produces passive, noncritical students that view reality through the lens of the invader. Conscientization, or the lifting of the veil, is accomplished… [PDF]
(1999). New Zealand's National Education Monitoring Project: Maori Student Achievement, 1995-1998. The National Education Monitoring Project (NEMP) conducts annual surveys of the achievement of grade 4 and grade 8 students in the New Zealand education system. This paper compares the 1995-98 results for Maori and non-Maori students. Results in 15 curriculum areas are compared for Maori versus non-Maori students using the total sample and using a sample of Maori students who attended schools in which enrollment was 10-30 percent Maori. The restricted sample avoids the confounding influence of low socioeconomic status found in schools with high Maori enrollment. Overall, Maori students performed less well than their non-Maori counterparts in most curriculum areas, but there was considerable variation in comparative performance across the 15 curriculum areas, together with some substantial changes between grade 4 and grade 8. In addition, the results show that ethnicity and socioeconomic status are seriously confounded in the overall sample, since the relative achievement of Maori… [PDF]
(1995). Where the Grass Grows Again: Knowledge Exchange in the Sustainable Agriculture Movement. Rural Sociology, v60 n4 p721-40 Win. Intensive rotational grazing by Wisconsin dairy farmers represents a local expression of the sustainable agriculture movement. Contrary to interpretations that view local knowledge in agriculture as idiosyncratic, these graziers use horizontal forms of organizing and information exchange to overcome the limits of personal experience and share local knowledge in networks created for that purpose. Contains 36 references. (Author/SV)…
(1998). Development Context, Regional Differences among Young Women, and Fertility: The Ecuadorian Amazon. Social Forces, v76 n3 p819-49 Mar. Data from the 1990 Ecuadorian census indicate that expected fertility-reducing effects of women's education, student status, and labor force participation were lessened in the Amazon as a consequence of its family-based economy, class structure, and high-fertility demographic regime. Development of the extractive periphery in Ecuador is underwritten by costs to women's lives. Contains 55 references. (Author/SV)…
(1998). Emancipatory Maori Education: Speaking from the Heart. Language, Culture and Curriculum, v11 n3 p297-308. Examines the Aotearoa/New Zealand context, charting the history of colonial educational provision for Maori from the nineteenth century, and then contrasting it with the recent developments in Maori-medium language programs within education. The reemergence of Maori tribal and urban authorities and their central role in the provision of new forms of Maori education are examined. (Author/VWL)…
(1998). Miscommunication Between Aboriginal Students and Their Non-Aboriginal Teachers in a Bilingual School. Language, Culture and Curriculum, v11 n3 p367-89. Suggests that while various models of bilingual education have been implemented in Aboriginal communities in Australia's Northern Territory, the degree to which these programs operate successfully is quite another matter. One example from a particular program outlines the ongoing miscommunication that occurs between Aboriginal students and their non-Aboriginal teachers and the inevitable deleterious educational impact this miscommunication has on the former. (Author/VWL)…
(1999). Documents in the Classroom. Adventure in the Arctic: The Baffin Island Expedition, 1926. Canadian Social Studies, v33 n4 p122-23 Sum. Utilizes a letter by J. Dewey Soper as an example of how archival documents can be used in the social studies classroom and explains that in the letter Soper reported on his exploration of Baffin Land (Canada) to the acting director of the Geological Survey. Addresses possible activities and discussion questions. (CMK)…
(2000). Bright Child of Oklahoma: Lotsee Patterson and the Development of America's Tribal Libraries. American Indian Culture and Research Journal, v24 n4 p55-67. From the mid-1970s to the mid-1980s, Lotsee Patterson (Comanche) successfully lobbied at the national level for legislation and initiatives to improve library programs serving Indian schools and communities and to train Indian librarians. The success of these programs rests in large part on her philosophy that successful tribal libraries depend on trained American Indian staff. (TD)…
(2000). Issues in Primary and Secondary Education in Australia: Past, Present, Future. International Journal of Educational Reform, v9 n1 p50-58 Jan. Australian education has experienced three reform cycles: the 1970s federal intervention weakening states' centralized dominance; mid-1980s state-government "corporate managerial" reforms; and the 1990s "Tripartite Alliance" (of government, business, and unions). Current issues include national curriculum, ministerial controls, federal-state relations, school choice, racism, teachers' work, and aboriginal education. (Contains 37 references.) (MLH)…
(1998). Evolution of Human Rights in the Age of Biotechnology. Update on Law-Related Education, v22 n3 p14-17 Fall. Considers how biotechnology affects human-rights issues; in particular, the need for reexamining concerns about reproductive technology, the rights of indigenous peoples, and the rights of future generations. Maintains that the new areas for human-rights discussions, such as germ-line manipulation and genetic screening, are unprecedented concerns for the future. (CMK)…
(2004). Pathways to Understanding: "Wahkohtowin" as a Research Methodology. McGill Journal of Education, v39 n1 p29-44 Win. "Wahkohtowin," a Cree word meaning kinship or the state of being related, is a fundamental concept for understanding Indigenous culture and traditional beliefs (Ermine 2001). This article describes how three researchers in western Canada incorporated this concept into a research project that compared Indigenous and non-Indigenous students' memories of learning to read and write. It is argued that this concept can be used as one way of incorporating Indigenous ways of knowing within cross-cultural academic discourses and methodologies. (Contains 2 notes.)… [Direct]
(2005). Proyecto Kuatiahe'e: Saving a Language for Children. Childhood Education, v81 n6 p349 Aug. Nearly 20 years ago, the powerful motion picture The Mission, starring Robert De Niro and Jeremy Irons, was released, bringing worldwide exposure to the Guarani aboriginal people. Based on historical events from the 1700s and set in Paraguay, Brazil, and Argentina, the film was simultaneously moving and inspiring, yet also a disturbing presentation of how the Guarani Indians found themselves at the epicenter of a geo-political, religious conflict between the Crown of Portugal, Spain, and the missionary Jesuits. The picture ultimately ends with a spellbinding scene in which three naked, surviving Guarani children board a small canoe to start a new life elsewhere after their community is completely destroyed by European troops. For several centuries, the Guarani, whose language formed the cultural foundation of Paraguay, have significantly decreased in numbers and there is a real danger of their culture and language being completely lost. Indeed, the Ava Guarani aboriginal group…
(2003). An Activist Posing as an Academic?. American Indian Quarterly, v27 n1-2 p160-171 Win-Spr. A few years ago, while interviewing for a tenure-track position at a large, public institution in the Midwest, the author was informed that several faculty members suspected him of being \an activist posing as an academic\ because the faculty thought that his research lacked \objectivity.\ Based on subsequent conversations the author had during the interview process, he deduced that their ideal academic was someone who applied reductionist, social scientific methodologies to parochial, data-driven research questions. As a Tsalagi (Cherokee) scholar, who initially found the label of \activist posing as an academic\ personally offensive, the author now takes pride in it, knowing that his dedication to Tsalagi people and Indigenous communities did not conveniently fit into a Western conceptualization of \objectivity.\ He is also proud that these guardians of disciplinary turf so clearly recognized the \applied\ nature of his research and community outreach. In this article, the author… [Direct]
(2006). Student Mobility 2006. ACAATO Archive Document. Colleges Ontario This paper presents data on Ontario's student mobility for 2006. This report found that the desire to obtain both a college and university credential in Ontario's postsecondary system is considerable. At least one quarter of college students have serious intentions of attaining a degree after a diploma. Currently, over 7% of Ontario's college students have a university degree ([similar to] 6000 students annually) and almost 9% of college graduates go on to a university within six months of graduating (greater than 5000 students annually). Most college graduates who go on to a university attend one close to their college of graduation. Younger college graduates and graduates of one and two year programs are more likely to continue directly on to further education. Although the proportion of college graduates going on to a university is increasing, the amount of transfer credit obtained is unknown. [For 2005 report, see ED536636.]… [PDF]
(2006). Environmental Adult Educator Training: Suggestions for Effective Practice. Convergence, v39 n4 p91-106. Environmental adult education (EAE) is a viable solution to the world's mounting environmental problems. EAE is a new and emerging field that is faced with constant changes and challenges. While this change presents practitioners with options for dynamic research possibilities, EAE is such that theory and practice in the field face a potential for fragmentation and failure to deliver a cohesive message. In a time when globalisation threatens sustainable development worldwide, it is more crucial than ever to communicate clear ideas about EAE and how it contributes to fighting environmental degradation. It is important, therefore, to bring EAE research into the practical realm. An historical analysis of EAE literature reveals that one area where EAE is seriously lacking is in the training realm. The purpose of this paper is to present trainers of environmental adult educators with a framework of training considerations. The suggestions presented are intended for educators to train… [Direct]