(2000). Learning in Formal and Informal Contexts: Conceptions and Strategies of Aboriginal and Torres Strait Islander University Students. Learning and Instruction, v10 n5 p393-414 Oct. Studied the conceptions of formal learning held by 22 Aboriginal and Torres Strait Islander students from 3 Australian universities, a group with a high attrition rate in tertiary education. Results show that these students view and approach university learning in much the same way as other students, but the strategies these students used did not match the conceptions of learning they held. (SLD)…
(2001). Educational Implications of the Values Held by Australian Aboriginal Students. Journal of College Student Retention, v2 n3 p253-70 2000-2001. Investigated whether the values held by Australian aboriginal college students, which are more collective than those of non-aboriginal students, could help explain their low achievement levels. Longitudinal survey data indicated there were factors other than value systems that had a much greater impact on students' problems (e.g., lack of readiness for tertiary study and aboriginal student background). (SM)…
(2000). La Educacion de los Jesuitas en Cuba durante el Siglo XVI (1566-1574) (Jesuit Education in Cuba during the 16th Century (1566-1574). Comunicacoes, v7 n1 p143-51 Jun. Explains the relationship between Spanish colonialism in Cuba, evangelization of the Indians, and the origins of Cuban culture, as well as the role the Jesuits played in this process of transculturation. Analyzes the first phase in the history of the educational work of the Jesuits in Cuba (1566-1574). (BT)…
(2000). Evangelizacion Indigena en Cuba (1512-1550): Estrategia y Razones de su Fracaso (Evangelization of Indigenous People in Cuba (1512-1550): Strategies and Reasons for its Failure). Comunicacoes, v7 n2 p119-36 Nov. Presents the different moments and contents of the strategies of the evangelization process practiced by the Spanish during the conquest and colonization of Cuba, as well as possible reasons for its failure. States that the Indians were enslaved and directed through evangelism toward acculturation. (BT)…
(2004). Aboriginal Bark Painting: Learning about the Beliefs of Others Is Important for Developing an Appreciation of Other Cultures. School Arts: The Art Education Magazine for Teachers, v103 n6 p42 Feb. In this article, the author describes one classroom's experience engaging in a lesson on aboriginal painting. Aboriginal painting has a particular allure to middle school students. As this age group crosses the threshold from concrete knowing to conceptual understanding, they are ready to re-frame their perspective of the artist's intent. Learning about the beliefs of others has important outcomes for developing an appreciation of other cultures. Exploring the ways other cultures make use of available resources in their artistic pursuits also has important implications for young artists. Aboriginal art beautifully weds media and myth, a narrative known to the Western world as the Dreaming….
(2005). Extending the Bounds of Race and Racism: Indigenous Women and the Persistence of the Black-White Paradigm of Race. Urban Review: Issues and Ideas in Public Education, v37 n5 p447-468 Dec. In this article, the author illustrates how the dominant Black-White binary paradigm of race in the United States situates Indigenous women as either racialized Others or White Others in the context of a predominantly White university. Race and racism are thus salient in the lives of Indigenous students in multiple and complex ways–ways which are rarely elaborated upon in the current research literature…. [Direct]
(2002). Re-Generating Knowledge: Inclusive Education and Research. Wherever colonizers have overwhelmed and marginalized Indigenous peoples, the educational system has failed these populations because it has been racialized and hegemonic, Eurocentric practices have subverted other ways of knowing. Despite the diversity of today's classrooms, minority world views are not provided space within educational discourse. Consequently, marginalized students struggle to achieve self-esteem and have high dropout rates. In inclusive schools, multiple ways of knowing are represented according to the terms of all participants, and the diversity of the student population is reflected in the physical environment of the school and in the educational materials used. Storytelling, drama, song, and experiential practices are methods of transmitting knowledge in Aboriginal cultures and could be incorporated into a more holistic learning methodology. A curriculum that reflects an appreciation of all students encourages the acceptance of differences among individuals,… [PDF]
(2007). Early Childhood Development and E-Learning in Africa: The Early Childhood Development Virtual University Programme. E-Learning, v4 n1 p15-23. This article explores the development and evaluation of the graduate-level Early Childhood Development Virtual University (ECDVU) programme in Sub-Saharan Africa from 2001 through to 2004. It outlines the history of the ECDVU and the establishing of a Sub-Saharan programme for future leaders in the early childhood field guided by the key principle of community capacity building, developed through the author's involvement in an undergraduate educational programme in aboriginal communities of western Canada. The article explores the role of online technologies in the design, implementation and assessment of the ECDVU programme. A complex mix of online and face-to-face engagement was seen to underpin the programme's success in supporting students to enhance their contribution to the development of early childhood programmes in their respective communities…. [Direct]
(1990). What Is It Fifteen Year Olds Need? Notes on Developing Initiations Appropriate to Our Times. Journal of Adventure Education and Outdoor Leadership, v7 n1 p29-32 Spr. Fifteen-year olds have the highest crime rate of any age group in Great Britain. A formal initiation of adolescents into adulthood, such as that of Australian Aboriginal society, may be what is lacking in contemporary society. Examines functions of the Aboriginal initiation as a basis for modern initiations that include challenge, responsibility, environmental awareness, and community participation. (KS)…
(2006). Native Suspicion. Chronicle of Higher Education, v52 n19 pA46-A49 Jan. Canada's colleges and universities are looking for ways to recruit aboriginal students wary of a once-hostile educational system. Prime Minister Paul Martin's promise in November 2005 of increased funding to close the educational gap between aboriginals and the rest of the population would bolster three existing federal programs that provide financial aid to aboriginal students, help universities with recruitment and retention, and support aboriginal-studies programs…. [Direct]
(1997). The Navajo Calendar. Journal of Navajo Education, v14 n1-2 p13-19 Fall-Win 1996-1997. The Navajo calendar is a means of educating people to thrive in their surroundings, realize their individual potentials, and perpetuate their society. Describes in Navajo and English: the Navajo calendar, ceremonies and activities appropriate to each month, the moccasin game and string game (played in winter), and the significance of the number four. (Author/TD)…
(1999). Interculturality and Intercultural Education: A Challenge for Democracy. International Review of Education/Internationale Zeitschrift fuer Erziehungswissenschaft/Revue Internationale de l'Education, v43 n5-6 p463-79. Uses Peru to exemplify the debate taking place in South and Central American countries with large populations of indigenous people. Questions whether an interculturality based in apolitical calls for dialog and respect for cultural and linguistic plurality can meet the needs of indigenous peoples and their daily confrontations with oppressive and unequal intercultural relations. Contains 37 references. (AMA)…
(2001). Vernacular Education and Development: Dilemmas, Struggles and Innovations in Papua New Guinea. Convergence, v34 n1 p67-82. Describes the process by which the Maiwala community in Papua New Guinea designed an elementary school curriculum that recognizes the need for Western-style education in order to communicate with the outside world, but focuses on vernacular education that makes the curriculum culturally relevant and meaningful to the community. (Contains 36 references.) (SK)…
(2007). Slicing the Onion Ethnographically: Layers and Spaces in Multilingual Language Education Policy and Practice. TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v41 n3 p509-532 Sep. In this article, we take up the call for more multilayered and ethnographic approaches to language policy and planning (LPP) research by sharing two examples of how ethnography can illuminate local interpretation and implementation. We offer ethnographic data collected in two very different institutions–the School District of Philadelphia and the Andean regional graduate program in bilingual intercultural education in Cochabamba, Bolivia–both of which act as intermediary agencies between national language policies and local educational initiatives. Drawing from long-term ethnographic work in each context, we present excerpts from spoken and written discourse that shed light on the opening up or closing down of ideological and implementational spaces for multilingual language education policy and practice. We illustrate through our examples that ethnographic research can, metaphorically speaking, slice through the layers of the LPP onion (Ricento & Hornberger, 1996) to reveal… [Direct]
(2002). Extending Horizons: Critical Technological Literacy for Urban Aboriginal Students. Journal of Adolescent & Adult Literacy, v46 n1 p50-59 Sep. Outlines the distinctive features of a small-scale literacy program offered to urban Aboriginal school students, which was premised on understandings of critical multi-literacies and explored through technological environments and texts. Argues for literacy programs to address critical practices that interrogate texts across multiple texts and modes. Presents a model of a critical multiliteracies framework interpreted in a case-study project. (SG)…