(2019). Developing an Indigenous Knowledge Field Camp. New Directions for Higher Education, n187 p55-65 Fall. This chapter describes a field-based experience based on Native American best mentoring practices that brings together traditional ecological knowledge and Western science to build relationships and understanding between Native students and faculty mentors…. [Direct]
(2019). Warming up the Treaty — Whakamahanatia te Tiriti. set: Research Information for Teachers, n2 p35-41. Inspired by my research into the government-sponsored Curriculum Review Committee of the mid-1980s, this article considers the possibilities of the Treaty of Waitangi as a "warm idea" for educators. Composed mainly of teachers, the committee was responsible for writing the Treaty into a national curriculum principle for the first time. Connecting with this group's experiences 30 years on (while another major national education review is currently underway) might support efforts to rethink and refresh the place of the Treaty in the life of schools…. [Direct]
(2022). Epistemic Governance and the Colonial Epistemic Structure: Towards Epistemic Humility and Transformed South-North Relations. Critical Studies in Education, v63 n5 p556-571. Current epistemic governance analyses in higher education ignore systemic power relations between Northern and Southern researchers. This paper does focus on previous approaches to understanding epistemic governance, but rather moves beyond these towards a Southern evaluative and prospective comprehension. The paper is primarily theoretical. We draw on Fricker's theorizing of epistemic justice, but note the importance of the institutional. Amartya Sen's capability approach enables envisioning possibilities for change at individual and systemic levels, placing agency and epistemic freedoms at the centre of epistemic governance to foster solidarity and reflexive actions for change. To make the case, the paper explores testimonial and hermeneutical (including hermeneutic obstruction) injustices in research, presenting unfair practices and the unjust consequences for scholars in the South arising from 'the colonial epistemic structure'. The paper proposes that this structure, and its… [Direct]
(2022). Harmony in the Frame of Local Wisdom "One Furnace-Three Stones" in Education. Dinamika Ilmu, v22 n1 p109-130. This study aims to provide an understanding of the dynamics of the life of the people of Sorong, West Papua related to the harmony of education in family and community life. Harmony, in this case, is related to the mixing of religions in one household, framed in the philosophy of local wisdom called "One Furnace-Three Stones". This study uses a phenomenological qualitative design. Data were collected through field notes, interviews, and documentation techniques. Data analysis was carried out using the Miles, Huberman, and Saldana techniques: data condensation, data display, and verification/conclusion drawing, as well as data validity using data triangulation techniques. The results showed that the practice of one furnace-three stone became the local wisdom of the people of Sorong, West Papua, namely understanding each other's beliefs about the religion they embraced without having to intervene in the beliefs of other families. The local wisdom creates harmony in education… [PDF]
(2020). A Collaborative Development of Workshops for Teachers of Great Basin Languages Using Principles of Decolonization and Language Reclamation. Language Documentation & Conservation, v14 p462-487. The project described in this paper adopts a decolonization-oriented, reclamation-based approach to language maintenance and revitalization. Designed and implemented collaboratively with members of the local university and tribal communities, the project involves a series of five two-hour professional development workshops for teachers of Great Basin Indigenous languages spoken in and around Northern Nevada: Numu (Northern Paiute), Wa≈°iw (Washo), and Newe (Western Shoshone). The primary goal of the project was building capacity to support language teachers by facilitating presentations, discussions, and activities that contribute to the sharing of ideas and best practices for the promotion of local languages. These workshops were preceded by an information-gathering session to determine the interests and needs of language teachers, which resulted in the selection of workshop topics: decolonization, teaching techniques, linguistics, Great Basin history and culture, and… [Direct]
(2016). What Is International about International Schools? An Institutional Legitimacy Perspective. Oxford Review of Education, v42 n4 p408-423. In recent years, the number of International Schools around the world has increased rapidly largely as a result of growth of new forms of International Schools, which differ markedly from the traditional forms. These new forms: are often operated on a for-profit commercial basis; are usually for children from the local (indigenous), wealthy population; and have been defined as International Schools because they are located in a non-English speaking country and English is the school's medium of communication. The growth of International Schools of the non-traditional type raises issues about the legitimacy of such schools. These new forms of International School face particular challenges in establishing themselves legitimately as "international". In this article, we develop a framework which is grounded in institutional theory to analyse the institutionalisation of and the consequent legitimacy of International Schools. We use the three pillars of institutionalisation… [Direct]
(2020). Incorporating Culture and Mother Tongue in Mathematics Learning: Counting Operation in Traditional Houses "Using Banyuwangi". Malikussaleh Journal of Mathematics Learning, v3 n2 p62-69 Oct. House of Using "Banyuwangi" is one of the cultural components of the Using tribe in "Banyuwangi"-Indonesia which contains a lot of mathematical concepts. The existence of mathematical concepts in culture, commonly known as ethnomathematics, can be the basis for the development of mathematics teaching materials for elementary school. In addition to the application of cultural components in the form of Using traditional houses, the use of Using language as a language of learning can also be a bridge for students to be able to more easily understand mathematical concepts that are still abstract…. [PDF]
(2020). Recycling as Seduction: Critiquing the Practice of Climate-Change Education from a Primary Classroom. set: Research Information for Teachers, n3 p12-17. Recycling is often included in lists of things that can be done to mitigate climate change. Recycling is not a "bad" thing, but recycling alone is an insufficient response to the complex problems posed by climate change. This article takes the reader through the journey of an experienced teacher who began with a hopeful vision to include climate change in her school's programme, meandered through a myriad distracting recycling schemes, until she reached a deeper understanding of the barriers to climate change education and the role of emotions in these programmes. The article concludes with her three key lessons for future climate change curriculum projects…. [Direct]
(2020). Posthumanist and Postcolonial Possibilities for Outdoor Experiential Education. Journal of Experiential Education, v43 n1 p88-101 Mar. Background: Teaching and learning in outdoor experiential education is often conducted on lands with troubled histories of settler colonialism. This calls for new and creative forms of socioecological responsibility to attend to human supremacism and exceptionalism that marginalizes, exploits, dominates, and objectifies Other(s) in these "Anthropocene times." Purpose: Through posthumanist philosophy (re)conceptualizing Western binary logics, this article explores possibilities for postcolonial land ethics in outdoor experiential education to address past, present, and future socioecological injustices and threats. Methodology/Approach: Adopting new materialist methodologies, this article examines "affective materiality" emerging from a series of multisensory researcher/teacher enactments, as set within pedagogies attuning-with land with a Grade 4/5 class in Canada. Findings/Conclusions: The affective materiality of sense-making in the researcher/teacher enactments… [Direct]
(2021). Living, Breathing Settler-Colonialism: The Reification of Settler Norms in a Common University Space. Higher Education Research and Development, v40 n1 p132-145. Common university spaces are often lauded as inclusive spaces where everyone is welcomed, but is that really the case? Universities in Aotearoa New Zealand receive social, material, and financial benefits from positioning themselves as ethnically and culturally diverse, yet these institutions were established through acts of colonial invasion that severed Indigenous communities from land, language, and culture. The silencing of violent colonial histories is typical of settler societies and in institutions like universities in order to progress the idea of harmonious settler-Indigenous relations. Historical amnesia caters to settler sensibilities and the need to feel a sense of belonging to migrated territories, yet colonial violence continues to negatively impact Indigenous peoples' lives. In this article, we consider how the logics of settler-colonialism underpin the workings of a large communal university space at one Aotearoa New Zealand university, to explore how the ideals of… [Direct]
(2021). How the Neoliberal Ultraconservative Alliance in Brazil Threatens Women's Lives: Challenges for Critical Environmental Education. AERA Online Paper Repository, Paper prepared for the Annual Meeting of the American Educational Research Association (Online, Apr 8-12, 2021). The research analyzed women's mobilizations in 2019 — the first year of the current ultraconservative government in Brazil — focusing on the peasant women and indigenous women's demonstrations. The text points that the further liberalization and deregulation of environmental protection coupled with anti-indigenous and anti-environmentalist rhetoric leads to the intensification of extractivism (agribusiness, mining, among others), which advances on communities' lands, water, soil and forests. Because they are directly impacted by the social and environmental damages, women became the main social force fighting against the commercialization of nature and also supporting the subsistence-oriented agriculture. Considering the current environmental collapse, it's argued that those struggles are urgent for the defense of life and, therefore, should be supported by critical environmental educators…. [Direct]
(2022). Climate Change in Public Health and Medical Curricula in Australia and New Zealand: A Mixed Methods Study of Educator Perceptions of Barriers and Areas for Further Action. Environmental Education Research, v28 n7 p1070-1087. The importance of a safe climate for human health is recognised by healthcare professionals, who need to be equipped to deliver environmentally sustainable healthcare and promote the health of natural systems on which we depend. The inclusion of climate-health in Australian and New Zealand accredited master-level public health training and medical programs is unclear. Educators identified by their coordination, convenorship, or delivery into programs of public health and medicine at universities in Australia and New Zealand were invited to participate in a cross-sectional, exploratory mixed methods study to examine the design and delivery of climate change content in the curricula, and the barriers and opportunities for better integration. Quantitative surveys were analysed using descriptive statistics and qualitative interview content was analysed via a modified grounded theory approach. The quantitative survey had 43.7% (21/48) response rate, with 10 survey respondents completing… [Direct]
(2022). Children and Trauma: Critical Perspectives for Meeting the Needs of Diverse Educational Communities. Educational Psychology: Meaning Making for Teachers and Learners. Myers Education Press According to the American Psychological Association (APA, 2015), trauma is an emotional response to a terrible event, which can lead to difficulties with emotional regulation, social relationships, and the development of physical symptoms. Traumatic experiences may include physical or sexual abuse, neglect, experiencing or witnessing violence, war, suicides, and disasters. Because of the prevalence of students with traumatic experiences in K-12 schools, development and use of trauma-informed practices (TIP) is currently increasing in educational spaces across the United States as educators and others who work with children become more aware of how socio-emotional development and exposure to trauma places children on a pathway through adulthood. Because of growth in these areas, it is important for educators and others who work with children to have a resource to consult. "Children and Trauma: Critical Perspectives for Meeting the Needs of Diverse Educational Communities"… [Direct]
(2016). Working Together: Strategies That Support Cross-Cultural Engagement of Indigenous Teacher Assistants Working in Indigenous Contexts. Asia-Pacific Journal of Teacher Education, v44 n5 p421-435. Indigenous teacher assistants (ITAs) are often employed in schools to assist in addressing educational issues relating to Indigenous students. While, this practice has occurred for over 40 years in most Australian states, little has been written about their contribution in assisting Indigenous students to learn. This paper explores the influence of a large longitudinal research project (Representations Oral Language and Engagement in Mathematics) with respect to the role of ITAs in supporting Indigenous students' to learn mathematics. Data are collected from the perspectives of ITAs, teachers and school principals. In particular, the research proposes that including ITAs in high stakes professional learning, not only changes their confidence and contribution in the classrooms but also allows them and their students to begin to "walk" between the two knowledge worlds, Indigenous knowledge and Western knowledge…. [Direct]
(2019). Rethinking Learner-Centred Education: Bridging Knowledge Cultures. Africa Education Review, v16 n6 p229-245. This article argues that learner-centred education needs to shift from a discussion only on pedagogical activities such as group-work and other cooperative learning strategies. It suggests that the focus of learner-centred education should be on the cultural world of the African child and how this influences the way in which he/she learns Western science. The African child often experiences cognitive dissonance/perturbation when learning Western science. The article draws on insights from the theory of collateral learning which was originally developed by Jegede. It argues that unless policymakers and teachers take into consideration the cultural frameworks of learners, there will not be a sound basis for improving school science and school mathematics in South Africa. Spending more on resources and increasingly testing learners, as is currently done in South Africa, will not improve school science in South Africa. Improving school science in part depends on rethinking leaner-centred… [Direct]