(2000). A.N.S.W.E.R. Camp: Mixing Math, Science and Fun.. Winds of Change, v15 n3 p38-41 Sum. A week-long camp for rural Alaska Native seventh- and eighth-grade students uses science teachers, Native elders, and Native college students to conduct project-based classes that link Western science and math with traditional Native applications of practical skills. Pre- and post-interviews with students indicate a positive impact on classroom learning and behavior. (TD)…
(2007). Extreme(s) Makeover: Countering False Dichotomies of Literacy Education in the Australian Context. Literacy Teaching and Learning, v12 n1 p1-18 Fall. This paper highlights some of the enduring dichotomies that prevail in Australia regarding the most effective way to teach literacy. These contrastive positions are often used by policymakers and the media to construct the view that teachers are failing to teach literacy well. In uncovering some of the polemical positions taken on literacy education, the authors argue that rather than an either/or approach, effective literacy teaching for diverse learners involves teachers in crafting a pedagogy that embraces multiple forms of literate practice for complex texts and times. (Contains 3 tables.)… [PDF] [PDF]
(2008). Impact of Health on Education Access and Achievement. Policy Brief Number 3. Online Submission Access to education is recognized as a basic human right and yet projections based on current trends show that more than 50 countries will not achieve universal primary education by 2015. This briefing paper looks at the role of malnutrition and diseases in the failure of countries to meet EFA targets. It is based on the CREATE Pathways to Access Research Monograph, \The Impact of Health on Education Access and Attainment: A Cross-National Review of the Research Evidence\ (Pridmore, 2007) [ED508614]. (Contains 3 figures.)… [PDF]
(1998). Relational Accountability to All Our Relations. Editorial. Canadian Journal of Native Education, v22 n2 p155-58. In analyzing Native researchers' experiences, a world view emerges that is distinct from that of the mainstream culture. Referred to as relational accountability, this Indigenous world view holds individual responsibility for actions to be in relation to all living organisms. The web of relationships between all organisms ties the universe together and must be respected and honored. (TD)…
(1998). Theme 3: Decision-Making and Priority-Setting in the Circumpolar North. Northern Review: A Multidisciplinary Journal of the Arts and Social Sciences of the North, n18 p119-28 Sum. The cooperation of indigenous peoples with international collaborations such as the Arctic Council is unique because it has both national and regional dimensions, and internal and external perspectives. Subjects important to the Saami people relative to sustainable development include conservation, fisheries, housing, reindeer-herding, creation of an Arctic University, self-determination, and an indigenous action plan. (TD)…
(2006). Local versus Global Knowledges: A Fundamental Dilemma in "Remote Education". Education in Rural Australia, v16 n1 p27-37. When "remote education" is seen as something which is delivered from some outside (by definition not remote) agency, rather than something which is grown at home, it is usually constructed as a problem of disadvantage: how do we deliver to remote students the quality cosmopolitan education we offer to kids in the city? Equality of educational opportunity is equated with uniformity of curriculum. But in the Northern Territory, many of the recipients of very remote educational delivery live very deliberately by choice in very remote places because they want to be in control of their young peoples' education (including cultural transmission), and need to be able to do this on their own land, knowing it and caring for it and each other, and making sure that new generations are grown up to continue to renew it. This paper is about what I have learnt about the local nature of knowledge in my involvement in remote education in the north. (Contains 2 footnotes.)… [Direct]
(2006). Some Rural Examples of Place-Based Education. International Education Journal, v7 n4 p480-489 Sep. There are important issues for rural communities in Australia in relation to the provision of education for their young people (HREOC, 2000). This is particularly so in an era when successful completion of education is becoming increasingly vital as the pressures of a globalised economy mean that many rural and farming businesses are struggling to prosper. The term "place-based education" is used by educators and researchers who have a focus on the well-being and effective learning of students. This paper explores what is meant by "place-based education" and how this concept of education is being implemented in some rural schools in Australia, although usually without using this term. A review of literature about effective literacy learning will demonstrate why teaching that is place-based is important for rural students. What the implementation of place-based education might look like in rural schools is also explored. (Contains 9 footnotes.)… [PDF] [Direct]
(2007). Dreaming Stories: A Springboard for Learning. [Book and DVD]. Research in Practice Series. Volume 14, Number 2. Early Childhood Australia This special book and DVD set includes 13 of Aboriginal Nations' award-winning animated short films and a guide to using them in a diverse range of early childhood settings. Dreaming Stories are important parts of Aboriginal and Torres Strait Islander peoples' cultural heritage, and invaluable sources of knowledge and wisdom for everyone. In early childhood settings, Dreaming Stories can provide unique launch pads to introduce children to many concepts, including science, cultural diversity, emotional literacy, communication and art. The author, an experienced teacher, principal and curriculum manager, demonstrates how Dreaming Stories can engage young children from all cultural backgrounds, providing a catalyst for exciting activities which introduce children to many important early learning concepts. This book and DVD: (1) explain the seasons, life cycles and the importance of rain and responsibility for the environment; (2) develop in children an appreciation of diversity in… [PDF] [Direct]
(2007). More Light than Heat: The Current State of Native American Studies. American Indian Quarterly, v31 n2 p233-255 Spr. The author mentions some of his recent works that he values and uses, without becoming a kind of academic costermonger cataloguing all the produce for sale in the shop. At the same time, he suggests some substantive things, while not falling prey to mere rant. In his books, the author discusses the characteristics of Native American Studies (NAS). One of the things, in fact, that marks the \discipline\ of NAS is its \interdisciplinary\ character. A second characteristic of NAS is that it is \comparative\ in nature. Third, NAS is more than any text or class about Indians or in which Indians play a part. Fourth, NAS involves a commitment to Native American community. Finally, the best trend in NAS is viewing it as a borderless discourse, encompassing all the Indigenous peoples of the hemisphere. In this article, the author discusses the current state of NAS. He says that this field is a mess. There is much more poor and sloppy scholarship being produced than solid, thoughtful, and… [Direct]
(2003). Creating Meaningful Study Abroad Programs for American Indian Postsecondary Students. Journal of American Indian Education, v42 n1 p46-57. A study-abroad exchange program for American Indian students at Haskell Indian Nations University (Kansas) and indigenous Altaian students at a Siberian university studied water quality issues common to both countries. Connectedness with the global Indigenous community was enhanced by comparing traditional knowledge. Mentoring and traveling as a group were key to project success. (Contains 28 references.) (TD)…
(1994). Sustainable Science: A Look at Science through Historic Eyes and through the Eyes of Indigenous Peoples. Bulletin of Science, Technology & Society, v14 n1 p1-12. Discusses sustainable science, epistemology and the scientific mystique, C. P. Snow's \Two Cultures,\ awareness of epistemology, the old scientific method, Non-Western ways of knowing, tribal knowledge, and a sustainable future. (16 references) (MKR)…
(1993). The Arts Curriculum and Indigenous Art: Hands off or On?–A Personal View. Early Child Development and Care, v90 p31-45. Presents some dilemmas faced by educators in Australia and elsewhere in confronting issues related to the teaching of the arts of indigenous peoples in the classroom. The comments of two Australian Aboriginal educators and an Aboriginal artist are included. (MDM)…
(1994). The Many Faces of Human Participation with Nature. Trumpeter, v11 n1 p10-15 Win. This article presents two stories of human participation with nature and one another. The stories focus on the natural and human history of interaction in two places: (1) the Salt Creek Pupfish in Death Valley, and (2) the Valley of Fire. (LZ)…
(1997). When Math Worlds Collide: Intention and Invention in Ethnomathematics. Science, Technology, and Human Values, v22 n1 p79-97 Win. Defines ethnomathematics as the investigation of mathematical knowledge in small-scale, indigenous cultures. Puts ethnomathematics as one of five distinctive subfields within a general anthropology of mathematics, and describes interactions between cultural and epistemological features that have created these divisions. Reviews political and pedagogical issues, and examines possibilities for both conflict and collaboration between goals, theories, and methods of social constructivism. (Author/CCM)…
(1987). Indigenous Concepts: A Problem for Social and Information Science. International Social Science Journal, v39 n4 p607-17 Nov. States that the basic weakness of contemporary "Western-born" social science, as applied to the study of developing nations, is its ethnocentrism. Discusses the need to reinforce the indigenous character of the social sciences. Presents the INTERCOCTA Encyclopedia as a way of establishing a more indigenous social science within various societies of developing nations. (GEA)…