(1994). Toward a Bicultural Education System: The Experience of New Zealand. National Forum: Phi Kappa Phi Journal, v74 n1 p12-15 Win. Efforts toward a bicultural perspective in New Zealand education have involved more than classes in Maori language and culture. The entire school system is being revised to acknowledge the value of a bicultural society. Maori people have been eager to share their culture, and nonindigenous New Zealanders have been supportive. (MSE)…
(1997). Culture Reflection and Re-construction in Aboriginal Children's Community Play: An Analysis of Children's Competence in and out of School. A study applied an ethnographic approach to present a contextualized interpretation of children's competence as revealed in their play activities outside of school. The purpose of the study was to de-construct claims that Taiwan's aboriginal children cannot make it at school because of their "lacking cultural stimulus." Five play episodes, drawn from a year-long ethnographic study in a school composed of aboriginal students who belonged to the Atayal tribe in the mountain area in northern Taiwan, were videotaped and subjected to a fine-grained analysis. Results indicated that (1) the themes of the community play reflected the children's perceptions of adult concerns and role relationships in daily life; and (2) the conversation and interaction styles in these play contexts contained important elements of the local cultural ethos, such as valuing competence over the material resources, stressing "sharing" in group life, regarding fighting as justified actions for… [PDF]
(1992). Functional Curriculum Development: A Means of Retaining Nomadic Fulbe Cultural Identity. Contribution of Education to Cultural Development. To develop a functional curriculum for Nigeria's nomadic Fulbe tribespeople it is necessary to understand the cultural setting. The myths of the Fulbe, such as the story of herdsman Sile Sajo's encounter with the deity Kumen, provide insight into the culture. The story reflects the society's agricultural base, identifies personal characteristics which the culture prizes, and provides insight into the Fulbe moral code. Fulbe nomads have a culture distinct from that of the larger Nigerian society. As such, there is a need for special approaches to education. Nigeria's New National Policy on Education provides details of the integrative aims and objectives of the government's educational efforts, including its short and long term goals. The policy also sets out curriculum guidelines on language, mathematics, social studies, science, and creative activities. Education must incorporate the past into the present in order to fashion the future, and thus enable the Fulbe to take their place… [PDF]
(1981). Multiculturalism and Multicultural Schools. The question of multicultural schools, like many other aspects of education, cannot be considered only in educational terms. Before beginning to consider what a multicultural school may be like, two crucial points must be understood: first, a decision in favor of multicultural schooling is a political decision, not an educational one; and second, multicultural schools can only exist in a multicultural society. When reviewing the literature on multiculturalism and particularly on multicultural education, it is clear that practically no consensus is to be found over the meaning of the terms. Using definitions of multicultural society, it becomes apparent that New Zealand is not a multicultural society, and is unlikely to ever become one. New Zealand falls into the category of a multi-ethnic society, where Maori and Pakeha share the economic institutions (based on European models) but keep separate the non-economic aspects. A Maori identity has survived (though not unchanged) 200 years…
(1969). \Nobody Asked Me!\. Adult Leadership, 17, 9, 378-80+, 69 Mar. …
(1984). Basic Educational Skills of Asian Children at the End of Infant Schooling. Educational Research, v26 n1 p36-45 Feb. Discusses a study that compared the basic educational skills of Asian children living in the United Kingdom to that of the indigenous White majority. In general, found that Asians achieved nearly average levels, and in socially disadvantaged areas, educational retardation was greater among the indigenous majority. (JOW)…
(1999). Research: Documenting an Urban/Rural Aboriginal Culture. During research on cultural differences in Australian Aboriginal and Torres Strait Islander pedagogy, it became obvious that the lack of an Aboriginal or Torres Strait Islander cultural typology was impeding research progress. The author's cultural heritage group, the Malara People, a subgroup of the Bandjalang People of northern New South Wales, agreed that their oral history heritage could be documented and used for educational purposes. Data were collected from three reference subgroups through interviews, group discussions, and general conversation. Using phenomenological analysis, a cultural typology was constructed in accord with Malara People's knowledge transmission guidelines, in which knowledge is available to all or is limited to Aboriginal persons, Malara People, family members, or those who have the right to know sacred information. Material on the Malara People's world view was organized into five categories depicted as circles: clan law based on the Creator's laws,… [PDF]
(1999). Spiraling towards Sustainability: Supporting Facilitator and Training Program Development through Experiential Learning. This paper describes the history of a 4-year evolution of the Namibian Trainer of Trainers (ToT) program from conceptualization to sustainable implementation. After 23 years of armed struggle, most Namibian adults were in need of skills and knowledge. The project had been designed to reach out to historically disadvantaged populations and support development through adult education and action. The implementing organization, World Education, soon realized that existing Namibian nongovernmental organizations (NGOs) could carry out the program most effectively. Each NGO worked with World Education to tailor a support package that would best help them to reach their populations with needed services while increasing their capacity to do so. Among the support offerings most frequently accessed was the ToT program. To ensure a firm grounding in the sociopolitical and cultural context of Namibia, the design and development of ToT had to incorporate Namibian trainers. The program was…
(2002). Pacific Languages at the University of the South Pacific. Current Issues in Language Planning, v3 n1 p76-81. Examines the use of Pacific languages in the teaching of the University of the South Pacific (USP). In introducing Pacific languages, the USP is responding to language planning in the various countries that operate the university. The challenge has been to integrate Pacific languages into university structures by creating both individual units using Pacific languages and also sequences of units contributing to a specialization in those languages. (VWL)…
(2002). The Achievement Gap. A Comparison of Anglo and Navajo Student Writing Samples. Planning and Changing, v33 n1-2 p91-105. Compares writing performance of Anglo American and Navajo students in grades 7 and 11 by gender and ethnicity. Finds, for example, that Navajo female students' writing is longer and more expressive than that of Navajo males. (Contains 40 references.) (PKP)…
(1993). Aboriginal Learning Styles and Adult Education: Is a Synthesis Possible?. Australian Journal of Adult and Community Education, v33 n3 p157-71 Nov. Review of both aboriginal and nonaboriginal literature elicited principles for aborigine adult education: enabling learner control; supporting and reflecting culture, values, and experience; conducting learning in places familiar to learners; and using culturally appropriate content and teaching strategies. (SK)…
(2001). Bilingual Education and Language Use among the Shipibo of the Peruvian Amazon. Journal of Multilingual and Multicultural Development, v22 n1 p39-56. Investigates how language choice for education contributes to changes in the way a society views and uses language in the context of the Peruvian Amazon. Oral surveys were administered to Shipibo people in 13 communities along the Ucayali River of eastern Peru where a transition type bilingual education program was introduced several decades ago. (Author/VWL)…
(1999). Neither the State nor the Grass Roots: Language Maintenance and the Discourse of the Academia Mayor de la Lengua Quechua. International Journal of Bilingual Education and Bilingualism, v2 n3 p181-97. Describes the Academia Mayor de la Lengua Quechua, a Peruvian institution ostensibly dedicated to maintaining Quechua. Data from writings by and about the Academia and from administrator interviews suggest that the institution shows signs of an ambivalent and potentially conflictive attitude toward the Peruvian state and Quechua speakers, and this could potentially produce negative effects on Peru's Quechua language maintenance. (SM)…
(2005). \Qaneryaramta Egmiucia\: Continuing Our Language. Anthropology & Education Quarterly, v36 n1 p107-111 Mar. Orchestrating an Indigenous language program for Indigenous peoples within any academic environment is no easy task. In most cases, Indigenous languages are taught by a recognized community expert, in the community; teaching that same language in a university environment is much more challenging. This article responds to Mindy J. Morgan's description of a university-based Ojibwe language program by exploring the efforts of students and facilitators of the Yup'ik Eskimo language as they attempt to gain ownership of the language and grammar they are teaching or learning to use in their own communities…. [Direct]
(2005). Indigenous Studies in the Elementary Curriculum: A Cautionary Hawaiian Example. Anthropology & Education Quarterly, v36 n1 p24-42 Mar. This article uses a Native Hawaiian example to raise difficult questions about the role and responsibility of non-Indigenous educators in teaching and supporting Indigenous studies. It challenges educators and educational researchers to think closely about how they might serve as allies in Indigenous struggles for self-determination…. [Direct]