(1993). Literacy for Metis and Non-Status Indian Peoples: A National Strategy. The condition of literacy programming for Metis and Non-Status Indian Peoples in Canada is reported. Metis peoples are defined as Aboriginal People distinct from Indian and Inuit, descendants of the historic Metis, and descendants of Aboriginal Peoples who have been absorbed by the historic Metis, all of whom share a common cultural identity and political will. The Non-Status Indian Peoples are those of Aboriginal ancestry who are not defined as Indian within the criteria of the Indian Act and are not part of the Metis community. The research was designed to identify successful approaches and programs presented in existence and to discover gaps and needs. Data for the study was obtained through a literature review and telephone interviews with three separate groups: personnel in literacy programming for provincial and territorial governments; representatives of Metis and non-status Indian organizations; and personnel in literacy programs deemed successful for Aboriginal peoples…. [PDF]
(1981). Trilingualism in Language Planning for Education in Sub-Saharan Africa. A three-language model for language education in Sub-Saharan Africa is outlined. The three languages would be the local community language, a major language chosen to be the "lingua franca" of a region, and the official language to be used country-wide. The model is developed to include the following factors: ethnic, linguistic, geographical, demographic, social, psychological, cultural, political, and economic. The language planning process is related to individual or group agents of cultural change, consultation, legal enactment of language policies, development of adequate teaching materials, and the need for teacher training. The implementation of the three-language formula is developed from the situation where one language is used for familiar purposes and another for communal and public purposes. Planning for instruction in these languages and in further languages is adapted to the school cycle as well as to various types of non-formal education. Several evaluations…
(1967). BIRTH CONTROL, CULTURE AND THE POOR. EVIDENCE FROM STUDIES INDICATE THAT THE POOR DESIRE TO CONTROL THEIR FAMILY SIZE AND PREFER TO USE BIRTH CONTROL DEVICES (PILLS OR INTERUTERINE DEVICES) WHICH ARE NOT COITUS-CONNECTED AND ANTITHETICAL TO THEIR SEXUAL ATTITUDES AND TRADITIONS. CONTRARY TO THE BELIEF THAT THE POOR ARE LESS LIKELY TO UTILIZE EXISTING HEALTH FACILITIES OR TO TAKE PART IN PREVENTIVE HEALTH PROGRAMS, SEVERAL STUDIES HAVE SHOWN THAT WITH THE AVAILABILITY OF BOTH BIRTH CONTROL FACILITIES AND COITUS-INDEPENDENT DEVICES LOWER SOCIOECONOMIC GROUPS INCREASINGLY USE THESE SERVICES. AND, ALTHOUGH THE POPULATION IN SOME OF THESE STUDIES WERE VOLUNTEERS,–THE MOST RECEPTIVE INDIVIDUALS–THERE WAS A \DIFFUSION\ EFFECT BEYOND THE ORIGINAL VOLUNTEER SAMPLE. OTHER STUDIES HAVE INDICATED THAT THE USE OF INDIGENOUS NONPROFESSIONALS TO SPREAD INFORMATION AND STIMULATE INTEREST IN THE SERVICE IS A KEY FACTOR IN SUCCESSFUL PROGRAMS. ANOTHER IMPORTANT FACTOR IS THE AVAILABILITY OF BIRTH CONTROL SERVICES IN CONVENIENT… [PDF]
(1970). A Study of the Expanded Nutrition Education Program in Three Northeast Louisiana Parishes. The Findings from Extension Studies. The value of a special nutrition program in three Northeast Louisiana parishes as to the effectiveness of the structured organizational approach, the teaching methods and techniques used, and use of sub-professional workers from their respective community was studied. The nutrition knowledge of 120 homemakers was determined before any training in nutrition, immediately after eight weeks of training, and again four months later. The personal interview method was used to collect the data. The same questions regarding the kind of food and drink the homemaker had during the 24-hour period prior to the interview were used in each interview. Results of the study showed that participation in the Expanded Nutrition Education brought about changes in food habits and knowledge of homemakers, but the observation four months later indicated regression in most cases. The structured organizational approach used by Extension in conducting the program proved to be a profitable experience for the… [PDF]
(1968). The Health Educator Aide Program for Ghetto Areas. The Health Educator Program provides for indigenous personnel as communication links with residents of urban slums; they visit the homes and teach basic principles of cleanliness and health. Frequently their work involves relationships between landlord and tenant or cooperation with other city departments. A pioneer program in Chicago was so successful as a communication system that the concept of Health Educator Aides is expanding in other directions. The person-to-person approach is an important but simple approach to ghetto problems but the program needs the support of overall city efforts and should be administered by a permanent community agency. (DM)… [PDF]
(1974). Some Problems in Academic and Administrative Development in Universities in the Developing Countries. Bulletin of the Association of African Universities, 1, 1, 29-34, May 74. African universities are facing financial constraints. Municipal services are needed for normal campus and academic life. A greater percentage of the university's administrative and academic staff need to be Africanized or localized, and curricula must be developed that are internationally viable. (SW)…
(1986). Schools in Ethnolinguistic Minorities. Journal of Multilingual and Multicultural Development, v7 n2-3 p97-106. Discusses the school's contribution to the transmission of cultural heritage, focusing on curriculum content rather than on language issues. The kind of conceptual framework within which overt and hidden curriculum analysis might be carried out is suggested. (SED)…
(1986). Canada. Education and Urban Society, v18 n4 p449-61 Aug. Discusses Canada's problems in searching for a national identity and the controversy of the Federal policy of multiculturalism. Presents its objectives within a bilingual framework and the contradictions involved. Suggests a workable model involving assimilation conditioned by regional or local circumstances, useful also as a development strategy. (SA)…
(2003). The Wishing Crystal: Joint Construction in the Junior-Primary Classroom. PEN. When children begin school many of them do not anticipate the grammatical patterns and word choices that accompany written language, and which make written language so different from spoken language. It is for this reason that young students need varying degrees of scaffolding–teacher and peer support that enables them to gain increasing control over literate discourse. An Australian educator joined a literacy research team that set out to explore the effectiveness of an educational approach that aims to scaffold literacy learning and worked with a class of 25 Reception/Year 1 students, including four Aboriginal students. The group used the Scaffolded Literacy pedagogy devised by Brian Gray from the University of Canberra, to develop the group's: understanding of genre construction; decoding and spelling skills; understanding of authors' choices in text construction; skills in critical analysis; and construction of texts. This document discusses how the focus text ("The… [PDF]
(1998). Primal Awareness: A True Story of Survival, Transformation, and Awakening with the Raramuri Shamans of Mexico. During a kayaking expedition in 1983, the author was sucked into an underwater tunnel in Mexico's Rio Urique. He miraculously emerged unharmed, but this near-death experience awakened in him a primal awareness that had been coddled to sleep by his so-called civilized perceptions. He gained intuitive insights from this awakening that enabled him to communicate "heart-to-heart" with wild horses, trauma victims, and troubled teenagers. Fourteen years later he returned to Mexico and stayed with the Raramuri Indians, learning more about this primal awareness from a 100-year-old shaman. These experiences helped him develop a model of how the human mind learns. The model is represented by the mnemonic CAT-FAWN–Concentration Activated Transformation, which is activated by Fear, Authority, Words, and Nature. The concepts represented by the CAT-FAWN connection offer Western minds a paradigm for understanding subjective experience, rather than for measuring objective reality. They…
(1999). Native American Languages: Subject Guide. This document is an eleven-page supplemental subject guide listing reference material that focuses on Native American languages that is not available in the Labriola National American Indian Data Center in the Arizona State University, Tempe (ASU) libraries. The guide is not comprehensive but offers a selective list of resources useful for developing language and vocabulary skills or researching a variety of topics dealing with native North American languages. Additional material may be found using the ASU online catalogue and the Arizona Southwest index. Contents include: bibles and hymnals; bibliographies; bilingual education, curriculum, and workbooks; culture, history, and language; dictionaries and grammar books; English as a Second Language; guides and handbooks; language tapes; linguistics; online access; sign language. (KFT)… [PDF]
(1970). Training the Indigenous Nonprofessional: The Screening Technician. Journal of Pediatrics, 77, 4, 56-570, Oct '70. …
(1983). Developing Educational Policies for Traditionally Oriented Aborigines. Interchange on Education, v14 n2 p1-13. The adequacy of the type of education provided for traditionally oriented Aborigines in Australia is explored, along with information about the educational needs of this group. Suggestions for realistically meeting the needs of these students include allowing the Aborigine community more control over the schools. (PP)…
(2003). Mobilizing Community Museum Networks in Mexico–and Beyond. Grassroots Development, v24 n1 p15-24. Since the late 1980s, a network of community museums has spread throughout Oaxaca (Mexico), serving as an autonomous force for broad-based cultural development, supporting the maintenance and revitalization of local Indigenous cultures, countering Western cultural hegemony, and involving Indigenous communities in museum development and related cultural and tourism projects. The concept has spread to Guatemala and to Mexican migrant communities in the U.S. Southwest. (SV)…
(2003). Peoplehood: A Model for the Extension of Sovereignty in American Indian Studies. WICAZO SA Review, v18 n1 p7-24 Spr. Although rich in theoretical constructs, American Indian Studies is not considered a discipline because it lacks a core assumption or paradigm. The concept of peoplehood could be that core assumption because its elements–language, sacred history, religion, and land–make up a complete system that accounts for particular behaviors of people indigenous to particular territories. Focusing on relationships, the model reflects Native knowledge and philosophies. (TD)…