(2001). Interns Strengthen Tribal Sovereignty and Environmental Protection. Winds of Change, v16 n1 p60-62 Win. A nonprofit institute works to enhance tribal sovereignty and increase tribal capacity to protect the environment and manage both natural and human resources. Through internships, the institute aims to develop a cadre of scientific, environmental, legal, and other professionals knowledgeable about indigenous issues and cultural concerns. Tribes can then manage their affairs without relying on outside consultants. (TD)…
(1994). Interactive Multimedia, Concept Mapping, and Cultural Context. Concept maps drawn by Aboriginal and Torres Strait Islander tertiary off-campus students were examined to determine the effectiveness of interactive multimedia as an instructional medium for teaching and learning in a multiple cultural context that integrates the requirements of academic culture and aspects of the students' cultures. Interactive multimedia in the Remote Area Teacher Education Program (RATEP), "Australian Minorities Today in World Perspective," includes both lecturer and student constructed concept maps. Concept maps are used as an advance organizer, as question-answer-feedback interactions that interrogate how well the students understand presented concepts, and as summaries representing a selective synopsis. Twenty-one RATEP students were asked to construct on paper their own map on the concept of "culture." The quality of the student-generated concept maps was evaluated in terms of hierarchical architecture, progressive differentiation, and… [PDF]
(1992). Selected Bibliography on the Contribution of Education to Cultural Development = Bibliographie selective sur la contribution de l'education au developpement culturel. This selected bibliography, designed to back up a working document of the International Bureau of Education (IBE), has been prepared for the 43rd session of the International Conference on Education (September 14-19, 1992). The document has been put together with the help of the Documentation Center of the IBE and the UNESCO database. It consists only of works in English and French, written or published during recent years. The bibliography is made up of the following sections: (1) \The New Concept of Development\; (2) \Culture and Development\; (3) \Education, Culture, and Development\; (4) \Cultural Identity\; (5) \Introduction to the Cultural Heritage\; (6) \Traditional Culture and Popular Culture\; (7) \Intercultural Education\; (8) \Language and Instruction\; (9) \Aesthetic and Artistic Education\; (10) \Moral Education\; (11) \Science Education (New Paradigms)\; (12) \Environmental Education\; (13) \School, Cultural Institutions, and Community\; (14) \School and Media\; (15)…
(1970). Priorities for the Preparation of Secondary School Teachers in Middle Africa. This document describes a cooperative venture in which leading African educators from Sierra Leone, Nigeria, the Ivory Coast, Mali, the Congo, Uganda, Tanzania, and Kenya examined the significant problems affecting secondary teacher supply, and questions related to the qualitative improvement of the individual teacher. The situation in each country is examined in separate chapters, and certain common priorities and problems are discussed in the concluding section. The priorities which emerge are 1) the redefinition of the objectives of education relevant to the needs of Africa, with emphasis on African history and culture, the addition of manual and agricultural arts to the curriculum, and an improved relationship between the school and community; 2) the Africanization of secondary school administrators and teachers to replace expatriate personnel; 3) the preparation of secondary teachers; 4) the preparation of teachers capable of initiating curriculum change in the secondary… [PDF]
(1998). Making Research Count at Minimbah Aboriginal Preschool, Armidale NSW. This interview with Dianne Roberts, director of the Minimbah Aboriginal Preschool in Armidale, New South Wales (Australia), explores research issues, leadership styles, and how decision making and responsibilities are handled at Minimbah. Incoming researchers must show how research will benefit the community under study, how they will work in collaboration with the people they will be researching, and how the research will contribute funds to help support Minimbah's programs. A longitudinal study of Aboriginal children at Minimbah demonstrates the advantages of this approach. Working with parents turned the research into a united community venture. Videotapes of the children were viewed by the community, and parents commented and offered conclusions. The community ended up saying how much the research benefitted the community and their children. Leadership functions at Minimbah are spread throughout the organization. Although the typical hierarchy is present within the management… [PDF]
(1994). Bilingual Education Policy and the Empowerment of American Indian Communities. Journal of Educational Issues of Language Minority Students, v14 p23-41 Win. Focuses on bilingual education programs in Indian schools and communities in the southwestern United States. A social-historical analysis of bilingual education policy is presented, with findings from research on bilingual education. (59 references) (CK)…
(1999). Sentencing Circles for Native Justice. Canadian Social Studies, v33 n4 p117-21 Sum. Explains that sentencing circles are a form of traditional Canada Native justice in which the entire community is involved to combat offenders. Provides a unit plan on sentencing circles for social studies in order to teach students about the need for sentencing circles in Native communities. Provides sample lesson plans and an example worksheet. (CMK)…
(2000). The Universal and the Particular in Education. International Journal of Social Education, v14 n2 p72-86 Fall-Win 1999-2000. Compares two historical reactions from universalism to particularism: (1) the Enlightenment and its rejection by nationalism and romanticism; and (2) liberal education and its rejection as imperialist and patriarchal. Explores the relationships between the West and three groups (South Pacific Islanders, Maori, and Aborigines) that were pre-literate at the time of Western contact. (CMK)…
(2000). Mental Health: Healing Deep Wounds from the Inside Out. Native Americans in the Health Professions. Winds of Change, v15 n3 p20-28 Sum. Interviews with Native American mental health and social workers discuss how Native mental health problems are related to historical trauma and chronically inadequate mental health services. Elements of culturally relevant mental health services include locally delivered workshops, kinship foster care, tribal elders, spirituality, and Native care providers. Advice is given to Native Americans considering careers in social work. (TD)…
(1999). Alaska Native Education: History and Adaptation in the New Millenium. Journal of American Indian Education, v39 n1 p31-51 Fall. Examines ways of learning and knowing among the Yupiaq people of Alaska. Discusses traditional Yupiaq lifeways based on connection to nature, and the consequences of acculturation. Outlines suggestions for seasonal camps in which elders would teach Native language, culture, environmental knowledge, and subsistence skills, as well as the means of bridging Native and Eurocentric science and world views. (SV)…
(2006). Barriers to the Inclusion of Indigenous Knowledge Concepts in Teaching, Research, and Outreach. Journal of Higher Education Outreach and Engagement, v11 n2 p73-88. This study was performed to develop and test a theoretical model of the barriers and supports experienced by employees at a major land-grant university that affect their likelihood of incorporating place-based or indigenous knowledge (IK) into their teaching, research, and/or outreach activities. To test this model, we conducted a statewide survey of Penn State faculty at twenty-four campuses and Penn State extension educators from the sixty-seven counties in the commonwealth. The findings from this study suggest that educators' use of IK-related knowledge could be defined as "segmental," as opposed to reflecting a commitment to the intrinsic value of such knowledge. The educators' use of such knowledge was related to academic rank, geographic location of the individual's worksite, peer support received, and the technical or nontechnical nature of the individual's academic discipline…. [PDF]
(2006). Looking at Rural Communities in Teacher Preparation: Insight into a P-12 Schoolhouse. Social Studies, v97 n4 p178-184 Jul-Aug. Rural education has been routinely neglected as one aspect of diversity teachers may encounter in their career. As teacher educators at a large public university, the authors seek to prepare students for teaching in a variety of environments. In their study, while rural field placements were not feasible, a structured field trip offered students an opportunity to learn about a rural school community and its resources. Field trips to rural school communities have provided data for preservice teachers to expand their knowledge and understanding of schools and to critically examine some of their assumptions about small schools. The authors state that including rural field trips in teacher preparation programs helps engage certification students in an often-over-looked aspect of diversity education. During these field trips, students from large, suburban, middle-class districts interact with people who engage in multiple activities to sustain a small town and its school, and confront… [Direct]
(1994). Selected and Edited Papers Presented at the National TAFE Senior Executives' Conference (Kooralbyn, Australia, October 7-8, 1993). Eleven papers from an Australian Technical and Further Education (TAFE) conference are included: "The TAFE System and the Training Reform Agenda" (Gregor Ramsey) raises issues to keep the impetus going for national system improvement and development. "Towards the Best of Both Worlds: Models for Governance of TAFE Colleges" (Ian C. Hill) suggests a collaborative organizational structure and culture. "The New South Wales Model of Governance of TAFE Facilities" (John Allsopp) describes institutional governance. "Tertiary Education and Training in New Zealand" (George Preddey) looks at forces and factors driving change, the nature of the change, and an outline of tertiary education and training. "Aboriginal Education and Training into the 21st Century" (John Lester) suggests how TAFE can include Aboriginal Australians in economic growth and prosperity. "The Role of Research in Policy Making" (Kenneth Wiltshire) addresses the…
(2005). Meeting the Needs of Aboriginal Learners: An Overview of Current Programs and Services, Challenges, Opportunities and Lessons Learned. Final Report. Association of Canadian Community Colleges The Association of Canadian Community Colleges (ACCC) is the national and international voice through which Canada's colleges and institutes inform and advise various levels of government, business, industry and labour. ACCC's Strategic Focus priorities for 2005-2006 include Aboriginal peoples' access to post-secondary education, and enhancing student success support mechanisms in colleges and institutes which are grounded in Aboriginal values, culture and tradition. In April and May 2005 ACCC initiated a study on Aboriginal programs and services at colleges and institutes. The study included a literature review, an on-line survey for mainstream ACCC member colleges and institutes, and interviews with representatives from Aboriginal and northern ACCC member colleges and institutes, and the Aboriginal Institutes Consortium, an Associate Member of ACCC. Of the 140 ACCC member colleges and institutes, 61 participated in the study, 59 mainstream institutions, including the colleges in…
(2002). The People, Our People, Are Our Greatest Asset. Native Americas, v19 n3-4 p35-38 Fall-Win. Much of the disarray in Native economic systems comes from their inability to control their assets. The greatest Native asset is Native people. Youth must be engaged from preschool through tribal colleges. Off-reservation tribal members must be engaged for their knowledge and networks. Tribal governments must encourage broad participation. Native economic development must be built on Native values. (TD)…