(2007). Development of Indigenous Science Instructional Model. Online Submission, Paper presented at the International Conference on Educational Reform (ICER) (1st, Khon Kaen, Thailand, Nov 9-11, 2007). This study aims to develop an indigenous science instructional model. The samples were divided into two groups. Firstly, 24 experts for designing an indigenous science instructional model using Delphi Technique. Secondly, three classrooms of Mathayomsuksa 3 students for developing an instructional model. The findings revealed that Delphi technique provided ways to promote science learning through local culture and to develop student abilities. Also, the LADDA Instructional Model (Learning, Analyzing, Deciding, Doing, and Application) gained higher post-test scores in science learning achievement, values of science-culture in accord, and environmental conservation behavior than the pretest scores. (Contains 1 table.) [This paper was published in: ICER 2007: The 1st International Conference on Educational Reform Proceedings (Mahasarakham University, Thailand, November 9-11, 2007), pp329-240.]… [PDF]
(2006). The Pencil and the Shepherd's Crook. Ethnography of Maasai Education. Ethnography and Education, v1 n3 p379-392 Sep. This paper aims to study the various forms of education to be found amongst the Kisongo Maasai, a pastoral population in Tanzania, both in their own right and in terms of what their encounter with one another implies. The late and rather limited development of schooling in that remote area and educational policies, as well as the pastoral way of life of this population, combine to produce a low rate of schooling: around 33% of children enrolled in primary schools versus a national rate that was twice as high in the 1990s. Few of these pupils go on to secondary schooling. The paper attempts to show the impact of primary schooling on educational practices and, more generally, on the Maasai way of life. Although they coexist side by side to a large extent, formal schooling and "traditional" education–offering conflicting forms of knowledge that are conveyed in widely different fashions–usually tend to be in competition with each other, especially when it comes to pastoral… [Direct]
(2006). Aboriginal Women Working in Vocational Training and Education: A Story from Central Australia. Journal of Vocational Education and Training, v58 n4 p423-440 Dec. This article outlines research undertaken by an Aboriginal women's non-government organization (NGO) into vocational training and education (VTE) needs and issues for remote Aboriginal communities in Central Australia. It describes the Central Australian context, and in particular the impact of remoteness, inequity and disadvantage upon Aboriginal people's access to and participation in VTE. Waltja Tjutangku Palyapayi (Waltja) is an Aboriginal NGO based in Alice Springs, at the centre of the desert region of inland Australia. Waltja supports the development of family services and the self-determination of remote Central Australian Aboriginal communities. Senior Aboriginal women from widespread communities govern Waltja. In their communities, and working with and through Waltja, women play a significant role in identification of training needs, advocacy for their communities, and facilitation of education and training, including VTE. This article outlines Waltja's research over the… [Direct]
(1987). Syllabus: Contemporary Native Peoples of the Americas. Contemporary Cultures of Native American Communities in South America, Meso America, and North America. WICAZO SA Review, v3 n2 p44-51 Fall. The syllabus for "Contemporary Native Peoples of the Americas," a new course at Washington State University, presenting a cultural perspective on modern indigenous communities in South, Central, and North America is outlined. Information is given on required texts, grade system, tests, research papers, study groups, areas of concentration, and readings. (JMM)…
(2002). Revista Interamericana de Educacion de Adultos, 2002 (Interamerican Review of Adult Education, 2002). Revista Interamericana de Educacion de Adultos, v24 n3. This collection of Spanish-language articles includes the following: "La Importancia del Contexto en la Alfabetizacion" (Judith Kalman); "Profesorodo y Formadores: La Formacion para la Transformation de los Distritos y las Comunidades" (Concepcion Dominquez Garrido and Antonio Medina Rivilla); "Valoracion de los Resultados del Proyecto: 'Mujeres Indigenas ante la Educacion y el Cambio Sociocultural': La Experienca de Huautla de Jimenez, Oaxaca" (Luis Arturo Avila Melendez); and "Socializaciones, Educacion y Puentes Interculturales. Reflexiones en Torno a un Proceso de Axcompanamiento Educativo Rural, en la Mesete Purhepecha" (Nuria Torres Latorre). (Adjunct ERIC Clearinghouse for ESL Literacy Education.) (Papers contain references.) (SM)… [PDF]
(2001). A Treaty Right to Education. Canadian Journal of Education, v26 n2 p125-43. Focuses on the intentions and expectations of education as a treaty right by the original signatories to treaties signed by representatives of the British Crown and First Nations in the 1870s in Canada. First Nations peoples in Canada today demand the fulfillment of their treaty rights to education, but Canada administers education within the boundaries of its own legislation. (SLD)…
(1995). A Blurring of the Boundaries. Curator, v38 n1 p31-37 Mar. Examines a new realignment and new definition of the museum and its role in helping to create a more civil society. Discusses visitors' use of the U.S. Holocaust Memorial Museum, changes in object display requested by indigenous peoples, and the changing view of authenticity. (LZ)…
(1995). Sustainable Utilisation and Conservation of Biodiversity by the Tribal Societies (Aborigines) of India: A Lesson for Modern Man. International Journal of Environmental Education and Information, v14 n2 p195-204 Apr-Jun. Examines the symbiotic relationship between tribal peoples of India, forests, and wildlife. Discusses the utilization and conservation of wild plant diversity and primitive cultivars, the conservation of virgin forest, and knowledge about medicinal herbs. (LZ)…
(1994). Think Locally, Act Globally? The Transnationalization of Canadian Resource-Use Conflicts. Environment, v36 n5 p12-20,32-36 Jun. Describes the reversal of the strategy to "think globally, act locally," whereby environmentalists and indigenous peoples of Canada, protesting environmentally unsound practices, have taken their protests to the countries most related to those practices. Issues discussed include logging in British Columbia, the James Bay hydroelectric project, and low-level military flight training over Labrador. (MDH)…
(1996). Australian Aboriginal Constructions of Human, Society, and Nature in Relation to Peace Education. Peabody Journal of Education, v71 n3 p84-94. Examines fundamental notions underlying the discourse on being or ontology of Australia's aboriginal people. Suggests that peace educators must include indigenous perspectives in their theorizing in order to end ethnocentric biases in a supposedly global paradigm. Notes that the holistic paradigms of indigenous peoples have much to offer peace educators in their approaches to appropriate, sustainable societies. (SM)…
(2005). Rebuilding Native American Communities. Child Welfare, v84 n2 p323 Mar. The Wellbriety Movement in Native American communities draws on the wisdom and participation of traditional elders. Beginning with a basic community teaching called the Four Laws of Change and the Healing Forest Model, the Wellbriety Movement blends Medicine Wheel knowledge with the 12 Steps of Alcoholics Anonymous to provide culture-specific addiction recovery help for Native Americans. The four Journeys of the Sacred Hoop brought the Wellbriety Movement to Native and non-Native people alike from 1999 to 2003….
(2004). Writing the Pentecostal History of Africa, Asia and Latin America. Journal of Beliefs & Values, v25 n2 p139-151. This article examines the writing of Pentecostal history and in particular, the biases and presuppositions associated with it. The problem of sources and the neglect of the important role of indigenous ("native") workers in the historiography of Pentecostalism in Africa, Asia and Latin America is the main focus. It refutes the idea of an American "Jerusalem" and urges a rewriting of this history from the perspective of those who "received" the Pentecostal missionaries from the West. (Contains 3 notes.)… [Direct]
(2007). Building Teacher Competency to Work with Diverse Learners in the Context of International Education. Teacher Education Quarterly, v34 n1 p75-94 Win. This paper reports on an international experience designed, within a sociocultural frame, for teacher education students to examine theoretical knowledge and make visible local knowledge on diversity issues, and the interrelatedness and complexity of language, literacy and culture and its impact on educational practices. It examines the context of international education, as part of a graduate program of studies, as a promising way for teacher education students to gain knowledge of communities' funds of knowledge and situated cultural and literacy practices, use knowledge and engage in action as learners in an uncommon, out-of-the-ordinary context, and act on personal, professional and instructional implications. This international experience, which involved a course taught in the U.S. and Brazil, was designed to engage American graduate students, with different levels of teaching experience, in active exploration of their assumptions about the nature of literacy and culture, and… [PDF] [Direct]
(2002). Knowledge and Learning in the Andes: Ethnographic Perspectives. Liverpool Latin American Studies, New Series 3. This book presents research into the ways in which Indigenous peoples of the Andes create, transmit, maintain, and transform their knowledge, and the related processes of teaching and learning. Most chapters are based on papers delivered at a round-table conference at the University of Cambridge (England) in 1996 and include contributions from researchers in anthropology, sociology, cultural studies, and linguistics in Ecuador, Peru, Bolivia, and northern Chile. Sections focus on multiple media in the creation and transmission of knowledge (social and linguistic contexts of knowledge, weaving, color perception, and music); knowledge and power (within the community and across cultures); and conflicting paradigms of knowledge (school-community relations, health knowledge, and agricultural knowledge). Following an introduction by Rosaleen Howard, Francoise Barbira-Freedman, and Henry Stobart, the chapters are: (1) "'Yachay': The 'Tragedia del fin de Atahuallpa' as Evidence of the…
(1996). Featuring the South Pacific. Community Education International, p4-10 Oct. This thematic section includes "Community Education in the Cook Islands" (Brian Terrence Hagan); "Developing the Grassroots: A Community Education Program in Fiji" (Joseph Veramu); "Literacy in the Community: The Papua New Guinea Experience" (Vincent Manukayasi); "Young Aborigine People Learn about Life through Comic Books"; and "A New and Interesting Way of Teaching and Learning for Adults in the Solomon Islands" (Nicola Baird). (SK)…