(2002). The Characteristics and Extent of Participation of Deaf and Hard-of-Hearing Students in Regular Classes in Australian Schools. Journal of Deaf Studies and Deaf Education, v7 n4 p302-11 Fall. A survey of 143 teachers of students with hearing impairments found that 22% of the students were from an indigenous Australian background, 81% spent more than three-quarters of their time in the regular class, and two-thirds were regarded as fully integrated into a regular classroom for the entire school day. (Contains references.) (CR)…
(1992). Up the River of Mercy. Sierra, v77 n6 p50-57,78,81-84 Nov-Dec. Presents a landscape historian's perspective of California's Yosemite National Park in which is described the history behind the names and places of Yosemite amidst descriptions of the landscape and significant people. Includes accounts of military ventures, native cultures, gold rush confrontations, and relationships between Native Americans, the land, and white settlers. (MCO)…
(1994). Differences between Values of Australian Aboriginal and Non-Aboriginal Students. Journal of Cross-Cultural Psychology, v25 n3 p394-408 Sep. Examines differences in the values of 112 aboriginal university students and 106 nonaboriginal students at an Australian university. Aboriginal students placed more emphasis on values associated with tradition, conformity, and security, and less on values associated with achievement, self-direction, stimulation, hedonism, and benevolence. Results emphasize collective values. (SLD)…
(1999). Authentic Voices: Advice for Incorporating American Indians and Alaska Natives in the Elementary School Curriculum. Social Education, v63 n1 p46-50 Jan-Feb. Questions the methods in which schools traditionally teach about American Indians and Alaska Natives. Offers alternatives to help eliminate the stereotypes and misconceptions often found in school curricula. Offers four recommendations to help teachers and teacher educators gain more knowledge about these indigenous peoples. (CMK)…
(1998). Making Research Count in Indian Country: The Harvard Project on American Indian Economic Development. Journal of Public Service & Outreach, v3 n1 p42-51 Spr. The Harvard Project on American Indian Economic Development is the largest and most comprehensive effort to understand how Indian nations can overcome persistent poverty and restore their own economic vitality and social sovereignty. The project's research base, services to Indian nations, executive education, teaching, and outreach are described, and future directions are discussed. (MSE)…
(2001). Between Academic Theory and Folk Wisdom: Local Discourse on Differential Educational Attainment in Fiji. Comparative Education Review, v45 n3 p303-33 Aug. In the multiethnic South Pacific nation of Fiji–a former British colony–the impact of Western theoretical hegemony on educational discourse is evident. Results of extensive fieldwork show how themes of achievement motivation, differential valuation of education, and cultural deficit theory combine with surviving colonial discourse and stereotypes in explanations of attainment differences between native Fijians and Fiji Indians. (SV)…
(2005). Something Old, Something New, Something Borrowed, Something Blue: Australian Aboriginal Students' Schematic Repertoire. Journal of Multilingual and Multicultural Development, v26 n6 p512-532. Learning a second dialect entails learning new schemas, and in some cases learning a whole new set of language schemas as well as cultural schemas. Most Australian Aboriginal children live in a bicultural and bidialectal context. They are exposed, to a greater or lesser extent, to the discourse of Australian English and internalise some of its schemas. This may occur in diverse contexts, not only the context of the school. However, Western-based schooling by its nature generally expects students to operate exclusively according to the schemas that underlie the "standard" dialect. An analysis of the discourse of bidialectal Aboriginal children in the South-west of Australia suggests that it exhibits the use of schemas from Aboriginal English ("something old"), Australian English ("something new") as well as parodic uses of Australian English schemas ("something borrowed") and schematic blends which may sometimes be dysfunctional ("something… [Direct]
(2002). Teaching Maori Students Business Issues: An Experiential Approach. Education & Training, v44 n3 p138-143. Effective teaching arises when each class accommodates all types of learners. Individual students have different learning styles, and an effective classroom presentation should mix different teaching methods in order to accommodate these individual differences. In order to help Maori students improve their academic performance, cooperative and active learning activities were used to match the learning style preferences of the students. The supply/demand simulation permits students to become actively involved in a market scenario. The simulation gives students a real experience and makes economic theory more meaningful. (Contains 2 tables and 1 figure.)… [Direct]
(2007). Education and Technology: Critical Perspectives, Possible Futures. Lexington Books This book offers a truly learner-centered and learning-centered approach to educational technology. In substantial and interdisciplinary ways it carefully builds a foundation not just for rethinking the potential for technology in light of educational principles but, more importantly, rethinking teaching and learning in light of technology's potential. Now that technology is both so ubiquitous in culture and has–as the volume points out–\underachieved\ educationally, it is more important than ever to keep fundamental questions about its potential in the foreground of discussions about the future of education and learning. This volume makes an important contribution to that ongoing conversation by offering rich contexts for revisiting these key questions, whether through cognitive psychology, philosophy, activity theory and many other perspectives. More importantly, it models an intelligent and stimulating way of approaching these questions. Following a Preface by Stanley Aronowitz,… [Direct]
(1998). The Cup'ik People of the Western Tundra: A Curriculum. The Cup'ik people are a group of Yup'ik Eskimos who live in southwest Alaska. This curriculum aims to enhance Cup'ik students' interest in their own culture by making that culture a part of their daily activities; to teach students to practice the traditional Cup'ik respect for elders, fellow students, and others in the community; and to teach traditional skills for surviving in the Alaskan tundra. An introduction briefly discusses the Cup'ik way of life, traditional rules of cooperation, and the importance of field trips to traditional Cup'ik sites. Such trips allow students to appreciate and understand their cultural way of life and internalize the stories told by the elders. There are three lessons: the land and waters, the history of the Cup'ik people, and the Cup'ik way of life (traditional hunting and fishing practices and the subsistence lifestyle). The history lesson compares the Cup'ik traditional history with modern anthropological theories of Cup'ik history and describes… [PDF]
(2006). Renegotiating Cultural Authority: Imperial Culture and the New Zealand Primary School Curriculum in the 1930s. History of Education, v35 n1 p11-25 Jan. The dominant influences that forged curriculum policy in relation to the literacy curriculum in New Zealand during the 1930s can be seen to be enmeshed in the politics of the wider context of what de Castell and Luke have identified as the "literacy ideologies of the British Empire". It was these literacy ideologies and concerns over the cultural authority of "standard English" that were to spark a growing public and professional concern during the 1930s over New Zealanders' speech and the growing "insidious" influence of American-derived popular culture. These tensions led to debates that would eventually highlight the need for New Zealanders to develop their own national and cultural identity. They would also bring into question the role of Maori language and culture in New Zealand primary school education, and herald the first challenges to the cultural dominance of the English language in New Zealand's Native schools in the late 1930s…. [Direct]
(1994). International Peace Research Association Meets in Malta. Peace Education Miniprints No. 70. From October 30, 1994 to November 4, 1994 the International Peace Research Association held its 15th general conference in Malta. Over 200 delegates from 40 different countries attended the week long gathering whose theme was "International Conflicts: The Role of Peace Research and Education." The conference featured plenary sessions in the morning followed by working sessions where the participants could focus on specific peace related concerns by taking part in various commissions. This report gives an overview of the conference. (RJC)… [PDF]
(1985). Effects of Schooling on Arithmetical Understanding: Studies With Oksapmin Children in Papua New Guinea. Journal of Educational Psychology, v77 n5 p503-13 Oct. This study showed that Oksapmin children not only spontaneously use the indigenous numerical system of their nontechnical culture but also have created new forms of numerical symbolization and calculation to deal with schooling arithmetic problems. Novel conceptual developments, factors mediating the schools effect, and the influence of prior knowledge are discussed. (Author/BS)…
(2003). Native Americans in Physical Therapy. Winds of Change, v18 n2 p44-52 Spr. Three Native American physical therapists share stories of their careers, including educational background; motivation to enter the field; and experiences as a volunteer in Vietnam and working with the Indian Health Service and various rehabilitation programs. Advice on appropriate preparation in the sciences is offered to Native students considering the field. (SV)…
(2003). Aboriginal Adventure. Arts & Activities, v132 n5 p22-23 Jan. Describes an art project for high school students in which they create Aboriginal-style paintings using cotton swabs. Discusses the process of creating the works of art in detail. Includes learning objectives, art materials, and a bibliography. (CMK)…