(1999). An Examination of Language Learning Strategy Use in the Setting of an Indigenized Variety of English. System, v27 n2 p173-90 Jun. Reports on language-learning strategies of a group of Indian college students studying English in the environment of an indigenized variety of English. Data for study were collected through a questionnaire–the English-Language-Learning Strategies Inventory (ELLSI)–designed specifically for the study. Results indicated that Indian college students use learning strategies included in the ELLSI with high to moderate frequency and that their cultural and educational backgrounds seem to influence the strategies they use. (Author/VWL)…
(1998). A Promising Approach for Identifying Gifted Aboriginal Students in Australia. Gifted Education International, v13 n1 p73-88. Two data collection activities focused on improvement in the identification of giftedness among Australian aboriginal children. Interviews with urban aboriginal community members were followed by a survey of aboriginal teachers in Queensland. Findings resulted in the modification of Frasier's model of identifying gifted minority and disadvantaged students developed at the University of Georgia to make it more relevant to Australian and aboriginal culture. (DB)…
(1996). Political Correctness or Telling It Like It Is: Selecting Books about Australian Indigenous People. Emergency Librarian, v23 n4 p9-13 Mar-Apr. Discusses the criteria for selection by teacher librarians and the innovative resource evaluation process undertaken by the Aboriginal Studies Project team in Western Australia that was created to ensure access to Aboriginal Studies programs by children in Australian schools. (Author/LRW)…
(2000). Teaching First Nations History as Canadian History. Canadian Social Studies, v34 n3 p44-47 Spr. Argues for the integration of aboriginal content into social studies by teaching First Nations history as Canadian history. Provides an overview of this integrated history, focusing on Atlantic Canada. Addresses such topics as extending the coverage 10,000 years prior, the parallel between human history and environmental change, and cultural interactions. (CMK)…
(2001). Critical Mass and Other Crucial Factors in a Developing American Indian Studies Program. American Indian Quarterly, v25 n2 p216-23 Spr. The establishment of an American Indian Studies program at Michigan State University was facilitated by the existence of a Native American Institute and its director's leadership, a strong American Indian faculty/staff association, and the support of other faculty and American Indian students. Notable program components are an interdisciplinary approach, Ojibwe language courses, and service-learning internships. (TD)…
(1999). Indigenous Australian Cultural Perspectives in the Study of Geography. Geographical Education, v12 p56-62. Explores Aboriginal and Torres Strait Islander perspectives, related to geography skills (mapping, locational distribution, directional skills, locational change, decision making), on topics such as geographic place names, location of indigenous language speaking groups, traditional stories as navigational tools, shifts in population, and mining. (CMK)…
(2005). Social Difference and the Politics of Schooling in Africa: A Ghanaian Case Study. Compare: A Journal of Comparative Education, v35 n3 p227-245 Sep. This paper examines the implications of "social difference" for schooling in African contexts. It highlights theoretical and philosophical engagements with "difference" that could help explore and search for viable educational options in Africa. The paper engages voices of university students interviewed in a longitudinal ethnographic research study on schooling done in Ghana. Issues and questions about knowledge production, identity development and representation in pluralistic schooling contexts are raised. Insights about local knowledges, individual agency and resistance as they relate to possibilities for rethinking schooling and education in Africa are also explored. The students' narratives reveal how dialogues about school and educators' practices about difference and diversity are [not] addressed with respect to the students' schooling. Lessons on the possibilities of inclusive schooling environments are offered…. [Direct]
(2004). Making the Pedagogic Relay Inclusive for Indigenous Australian Students in Mathematics Classrooms. International Journal of Inclusive Education, v8 n4 p391-405. Many students are unsuccessful in the study of school mathematics, not because of some innate ability, but because of pedagogical practices. Bernstein (1996) has argued that pedagogy serves as a mechanism for cultural reproduction, so that for those students whose cultures are different from that represented in and through pedagogy, the task of constructing school mathematics is made more difficult. The paper explores the ways in which a teacher changes the pedagogic relay in order to be more inclusive of her students. Her practice is informed by understanding the ways in which pedagogy is a subtle tool for marginalization in mathematics…. [Direct]
(2005). Troubling National Discourses in Anti-Racist Curricular Planning. Canadian Journal of Education, v28 n3 p295-317. The narrative of the Canadian prairie context is invested in intercultural relations that privilege whiteness and marginalize Aboriginal people and other racial minorities. We maintain that anti-oppressive curriculum on the Canadian prairies must examine how racial identifications are constructed through commonplace national discourses. A curriculum that is anti-oppressive needs to examine the production of racial identifications, including the construction of whiteness in a Canadian context, where racism often exists in denial. Without a critical race analysis, the "celebration of diversity" and other popular narratives have every possibility of reinforcing relations of domination. (Contains 3 notes.)… [PDF] [Direct]
(2004). Language Planning for Literacy: Issues and Implications. Current Issues in Language Planning, v5 n1 p1-17 Feb. Language planning for literacy has typically focused on models of provision of print-based literacy programmes in order to develop widespread literate capabilities in reading and writing. This paper argues that contemporary literacy planning needs to consider more than models of delivery and engage with issues related to defining the nature of literate capability and the selection of languages in which literate capabilities will be developed. It argues that these questions are fundamental to the literate futures of people in a globalised world…. [Direct]
(2005). Leadership in Context: Observations from Two Island Communities. Management in Education, v19 n5 p28-31. This article refers to just one example of specificity of context, the small island community. Islands can be viewed as well-bounded communities, often with an identity that seeks to be one step removed from being the politically dependent neighbour. Two islands serve to exemplify the significance of context: The Island of Jersey (Channel Islands), which exemplifies difference from Western societies that are so well addressed in current leadership literature; and the Kingdom of Tonga in the South Pacific, which shows characteristics of an island culture that has similarities with Jersey. Although the two island states are geographically many miles apart, there are specific similar challenges faced by principals that are related to the island context. Both islands have their own independent political structure, are self-governing, have their own language or dialect and design their education system to reflect their own social norms, values and ideals. In this article, the author… [Direct]
(2003). Story and Healing in Action: New Methods for Fostering Heart-to-Heart Dialogue about Race. Multicultural Education, v11 n2 p49-54 Win. In this article, the authors present a new interdisciplinary methods called \Story and Healing.\ These methods enable teachers to enter a discussion of the ills of white privilege and the epidemic of racism through the \back door\ approach. First, students are asked to contemplate transpersonal experiences such as healing and suffering, second, students are provided with tools to observe and analyze self and other, third, students are asked to apply these principles and methods to the study of a culture that is neutral to them, and fourth, the students are asked to contemplate the question of how narrative heals. The authors feel multicultural education should, at its foundation, have as a goal healing the pain \all\ Americans have around the issue of race. (Contains 10 notes.)… [PDF] [Direct]
(2005). The Impact of Cultural Behaviours, Local Beliefs, and Practices on Emerging Parasitic Diseases in Tropical Africa. Negro Educational Review, The, v56 n4 p311-326 Win. The scourge of emerging parasitic diseases (e.g., urinary schistosomiasis, ascariasis, malaria, chagas disease, leishmaniasis, trachoma, trichiuriasis, taeniasis, dracunculiasis, sleeping sickness, filariasis) causes tremendous pain, suffering, and eventually death in tropical African communities. Patterns of transmission of these emerging parasitic diseases in a cultural setting are regulated by a complete interplay of human factors, including those which act as effective barriers to the spread of diseases. A greater understanding of these factors, particularly regarding some clinical signs, symptoms, or manifestations is necessary to aid in determining what changes if introduced would upset the established culture. Highlighted are some of the cultural human behavioral patterns mitigating against prevention and control measures of diseases as well as discussion of local beliefs and some problematic practices with emerging parasitic diseases. Health education is identified as a major… [Direct]
(1995). Anti-Racism, Feminism, and Critical Approaches to Education. Critical Studies in Education and Culture Series. This book argues that there has not been sufficient dialog and exchange between various forms of critical approaches to education, such as multicultural and antiracist education, feminist pedagogy, and critical pedagogy. Contributors from the United States and Canada address issues relevant to ethnic and minority groups in light of feminist and critical pedagogical theory in the following discussions: (1) "Multicultural Education, Anti-Racist Education, and Critical Pedagogy: Reflections on Everyday Practice" (Goli Rezai-Rashti); (2) "Multicultural Policy Discourses on Racial Inequality in American Education" (Cameron McCarthy); (3) "Multicultural and Anti-Racist Teacher Education: A Comparison of Canadian and British Experiences in the 1970s and 1980s" (Jon Young); (4) "Warrior as Pedagogue, Pedagogue as Warrior: Reflections on Aboriginal Anti-Racist Pedagogy" (Robert Regnier); (5) "Connecting Racism and Sexism: The Dilemma of Working…
(2000). Representations of Indigenous Knowledges in Secondary School Science Textbooks in Australia and Canada. International Journal of Science Education, v22 n6 p603-17 Jun. Employs discourse analysis techniques to examine the approach taken in addressing minority group knowledges in two recently-published sets of junior secondary science texts, with a specific focus on the incorporation of indigenous knowledge into the texts. (Contains 44 references.) (Author/WRM)…