(2018). Lacking Resilience or Mounting Resistance? Interpreting the Actions of Indigenous and Immigrant Youth within TeachFirst New Zealand. American Educational Research Journal, v55 n5 p1051-1075 Oct. This article draws on qualitative data collected in New Zealand over a 6-month period to examine how participants in and involved with TeachFirst New Zealand (TFNZ) rely on notions of grit and resilience to explain the underachievement of their Maori and Pasifika students. I aim to illustrate that participants face pressure not only to instill resilience in their students but also to enact resilience themselves as they face repeated failures and frustrations in the urban and rural contexts in which they teach. Although participants could interpret their students' refusal to adhere to classroom norms as modes of resistance against schooling practices that have perpetuated colonial legacies, instead they frame students as passive and apathetic recipients of content rather than as agentic actors within their education…. [Direct]
(2018). Post-Secondary Central Data Warehouse Standard Reports: May 2018 Data Submission. Ministry of Advanced Education, Skills & Training The report reflects student-level data submitted by 21 of British Columbia's (BC) public post-secondary institutions, including colleges, institutes and seven universities. It contains standardized data relating to student demographics, programs, credentials, courses, session registration and campuses for the institutions. Not included in this report is information from the University of British Columbia, University of Victoria, Simon Fraser University and University of Northern British Columbia…. [PDF]
(2017). Teacher-Talk: Supporting Teacher Practice. Kairaranga, v18 n2 p29-39. Teacher-talk is a key tool for engaging students in learning. This report examines a process whereby data was used to support teachers in reflecting on their teacher-talk. The context for the study was a small rural New Zealand area school with predominantly Maori students and staff. Emphasis was on strategies that engage, in particular, Maori students. Analysis showed that a combination of data analysis and anecdotal reflection are, in combination, powerful tools for teacher development and change. Mixed methods observations in three participant teachers' classrooms were followed up with professional learning discussions. The combination of quantitative and qualitative methodologies proved a strong base for co-constructed reflection and goal-setting. It was clear, through the process used, that Resource Teachers: Learning and Behaviour (RTLB) can provide personalised teacher-directed professional development, using the inquiry model as a framework…. [PDF]
(2020). Factors Influencing Dropout and Academic Performance: An Australian Higher Education Equity Perspective. Journal of Higher Education Policy and Management, v42 n1 p14-30. There has been increasing access to higher education enrolment for disadvantaged individuals following the Bradley Review of Australian higher education. While progress has been made, students from equity groups are still found to lag behind their privileged counterparts in completing higher education. This study examines higher education academic outcomes for equity groups in Australia, specifically, students considering dropout, actual dropout, and marks. The influence of student satisfaction on those academic outcomes are also examined. Students from equity groups tend to have poorer academic marks and are more likely to consider dropout, with health and financial reasons found to be important determinants. These findings support the need for multi-faceted initiatives to support higher education students from equity backgrounds…. [Direct]
(2020). Promising Programs and Practices. National Comprehensive Center This brief provides contextual information and descriptions of select programs and practices serving Native students, regarding state identification and support, representation of Native student interest, and locally created examples. The National Comprehensive Center's American Indian and Alaska Native Education Project developed this brief to positively impact the learning lives of Native children and youth. It is meant to enhance the effectiveness of state education agencies' work on Native education. It is one of six briefs based on thematic categories from interviews with a panel of experts in the field of American Indian and Alaska Native education to help determine current needs and interests in the field. The six categories included: (1) Native culture and language; (2) College and career readiness and access; (3) Tribal consultation and sovereignty; (4) Physical and behavioral health; (5) Teachers and leaders; and (6) Promising programs and practices…. [PDF]
(2016). Four Legged Healers: Horse Culture as Medicine. Tribal College Journal of American Indian Higher Education, v27 n4 May. For tribal communities to overcome the health disparities that plague them, they need to honor Indigenous healthcare paradigms. The Horse Nation Initiative at Nueta Hidatsa Sahnish College embraces the people's historical connection to the horse as an avenue to wellness…. [Direct]
(2016). Philosophical Education toward Democratization and Boko Haram Insurgency in Nigeria. International Education Studies, v9 n9 p87-98. This paper examines Nigeria's democratization dilemmas and the imperatives of an educational framework against the backdrop of the Boko Haram insurgency. It identifies and connects the pattern, character and dynamics of the existing educational system. It also discusses the system's failure in calling for a new approach to overcome the prevailing dearth of civic order and the increasing spread of dissent groups. This new method is about acculturating Nigerian youth into a more civic culture, a Nigeria where citizens can live side by side with each other in peace." While examining both theoretical and practical characteristics of this new educational agenda, the paper especially examines the link between philosophical education and the development of a civic culture, trusting that such a connection suggests an approach to education that may assist future policy makers, educators, and teachers. Specific theoretical analysis of pedagogical and philosophical education contained here… [PDF]
(2016). Plea in Favor of "Trivial Mathematics" in a Multimathemacy Educational Perspective. Intercultural Education, v27 n2 p188-200. Sketching three different approaches to mathematics education, I choose for a pluralistic view, called multimathemacy. The focus is on cultural diversity and particular and local skills and insights in the out-of-school knowledge of the children. "Trivial mathematics" as Hardy called it can be used as a bridge between these skills and insights and the abstract thinking in so-called pure mathematics. The sociocultural learning theory of the Vygotsky school and its contemporary elaborations should be adopted in teaching procedures and curricula to that end…. [Direct]
(2019). An Australian Study of Graduate Outcomes for Disadvantaged Students. Journal of Further and Higher Education, v43 n1 p45-57. Whether or not disadvantaged students are realising the same benefits from higher education as their peers is of fundamental importance to equity practitioners and policymakers. Despite this, equity policy has focused on access to higher education and little attention has been paid to graduate outcomes. The Australian study reported here used national data to investigate relationships between disadvantage and graduate outcomes. The study provides critical insights into how access to higher education does, or does not, lead to improvements in post-graduation equity. The study reveals that outcomes are not equal for all students and that higher education disadvantage persists for many students after they have completed their studies. Whilst the specific findings relate to the Australian university sector the broader discussion of the article is relevant to higher education policy more generally, especially in terms of how governments align institutional processes to measure and… [Direct]
(2017). Tapping into Basic 7-9 Science and Technology Teachers' Conceptions of Indigenous Knowledge in Imo State, Nigeria. African Journal of Research in Mathematics, Science and Technology Education, v21 n2 p125-135. The discussion on how to integrate African indigenous knowledge (IK) into mainstream Science and Technology schooling prevails. Nigeria's colonised school curriculum is antithetical to its rich IK heritage. Guided by postcolonial theory, and the need for a culturally relevant and decolonised curriculum, this paper sought to explore seven basic 7-9 Science and Technology teachers' conceptions of IK in Imo State, Nigeria, and ways they reportedly integrate IK in their classes. A qualitative approach was used to generate data from the teachers via narratives and focus group discussions. The teachers held five significant conceptions of IK: Informal Knowledge, Relational Knowledge, Traditional Knowledge, Technological Knowledge that is scientifically based and Lost Knowledge. However, only the conceptions of IK as Relational Knowledge and as scientifically based Technological Knowledge were enacted in their classroom. We advance the rationale that teachers with these conceptions and… [Direct]
(2017). Shifting Relations with the More-than-Human: Six Threshold Concepts for Transformative Sustainability Learning. Environmental Education Research, v23 n1 p131-143. Using the iterative process of action research, we identify six portals of understanding, called threshold concepts, which can be used as curricular guideposts to disrupt the socially constituted separation, and hierarchy, between humans and the more-than-human. The threshold concepts identified in this study provide focal points for a curriculum in transformative sustainability learning which (1) acknowledges non-human agency; and (2) recognizes that the capacity to work with multiple ways of knowing is required to effectively engage in the process of sustainability knowledge creation. These concepts are: there are different ways of knowing; we can communicate with non-human nature and non-human nature can communicate with us; knowing is relational; transrational intuition and embodied knowing are valuable and valid ways of knowing; worldview is the lens through which we view reality; and the power of dominant beliefs (represented in discourse) supports and/or undermines particular… [Direct]
(2017). Picture This: Young Quechua Children's Reactions to Imported Picture Books in Ayacucho, Peru. ProQuest LLC, Ph.D. Dissertation, Northcentral University. Practitioners in ECE consider picture books an effective instructional tool in early childhood programming in the developed regions of the world. However, many young children from marginalized populations in the developing world have little to no access to them and thus, the effect that picture books could have upon their emergent literacy development is not yet fully known. A qualitative multiple case study was used here to explore whether or not and how the imported picture book could be used to enable young Quechua children in Ayacucho, Peru increase emergent reading comprehension skills. Participants include eleven Quechua children ages three to five years from two separate school sites and two native Quechua teachers. Children were asked to draw a picture of a house and a bug one day prior to imported picture book exposure and each of five days post exposure. Data were analyzed using a combined social constructionist and picture book theory lens. Resulting from the study… [Direct]
(2017). Tribal Youth Media: Toward a Positive Tribal Youth Development Model. ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin – Madison. The low representation of Indigenous people in the sciences is often described as an effect of colonization and the result of a dominant western science paradigm that ignores or dismisses Indigenous Knowledge Systems (IKS) and Traditional Ecological Knowledge (TEK). Initiated by Indigenous faculty of the University of Wisconsin, the Tribal Youth Media Program (TYM) is a Native-science based documentary filmmaking workshop for Anishinaabe adolescents in northern Wisconsin. Several years of the TYM program were interpreted with an Organic Video Approach (OVA) and an Indigenous research method known as the 4 R's: Respect, Relationships, Relevance, and Reciprocity. Planners and facilitators from the University of Wisconsin-Madison co-directed and coordinated the program with members of the Lac Courte Oreilles and Bad River Bands of Lake Superior Chippewa as well as the Great Lakes Indian Fish and Wildlife Commission (GLIFWC). Immersed in Anishinaabe settings and institutions, TYM… [Direct]
(2015). Knowledge Liaisons: Negotiating Multiple Pedagogies in Global Indigenous Studies Courses. Canadian Journal of Higher Education, v45 n4 p1-17. Over the past few years, Canadian universities have been at the forefront of institutional changes that identify Aboriginal people, internationalization, and pedagogical change as key areas for revision. Most universities' strategic planning documents cite, at least to varying degrees, these three goals. Institutions have facilitated these changes by supporting new programs, teaching centres, and course redevelopment. While much attention has been given to those goals individually, it is rarely considered how these commitments converge in particular course offerings. This article considers the connections among Indigenous, global, and pedagogical goals by examining undergraduate comparative Indigenous studies courses, some pedagogical challenges that arise in those courses, and some strategies I have developed in meeting those challenges. Based in auto-pedagogy and a critical analysis of existing and emerging pedagogical frameworks, this article uses key concepts from Indigenous… [PDF]
(2015). Starting Points and Pathways in Aboriginal Students' Learning of Number: Recognising Different World Views. Mathematics Education Research Journal, v27 n3 p263-281 Sep. This research was designed to investigate the conceptualisations and thinking strategies Indigenous Australian students use in counting tasks. Eighteen Aboriginal students, in years 1 to 11 at a remote community school, were interviewed using standard counting tasks and a "counting" task that involved fetching "maku" (witchetty grubs) to have enough to give a maku to each person in a picture. The tasks were developed with, and the interviews conducted by, an Aboriginal research assistant, to ensure appropriate cultural and language contexts. A main finding was that most of the students did not see the need to use counting to make equivalent sets, even though they were able to demonstrate standard counting skills. The findings highlight a need to further examine the world views, orientations and related mathematical concepts and processes that Indigenous students bring to school…. [Direct]