(1999). Concept, Challenge, Conundrum: From Library Skills to Information Literacy. Proceedings of the National Information Literacy Conference Conducted by the University of South Australia Library and the Australian Library and Information Association Information Literacy Special Interest Group (4th, Adelaide, Australia, December 3-5, 1999). These proceedings from the fourth National Information Literacy Conference (Decemeber 1999) include the keynote addresses and the papers presented in workshop sessions throughout the conference. Acknowledgements by Irene Doskatsch, conference convener, that precedes the introductory piece by Alan Bundy, "Journey Without End…" is followed by these papers: "Information Literacy and the Foundations for Lifelong Learning" (Denis Ralph); Keynote Address: "What All Librarians Can Learn from Teacher Librarians: Information Literacy a Key Connector for Libraries" (Ken Haycock); Keynote Address: Information Literacy: Concept, Conundrum, and Challenge (Ross Todd); "Teaching Information Literacy Skills to Indigenous Adults" (Joanne Anderson); "The Role of the Library in an Integrated Computer and Information Literacy Program at Swinburne University of Technology" (Julie Badger); "Why Won't They Use Our Library? Implications of a Pilot… [PDF]
(1998). Proceedings of the International Best of Both Worlds Conference (Pretoria, South Africa, March 1998). This document contains the proceedings of the International Best of Both Worlds Conference presented by the University of South Africa, Vista University, and the South African College of Education. Papers include: (1) "A Strategy for the Implementation of Environmental Education in the Intermediate and Secondary School Phases in South Africa" (Bornman, G.M.); (2) "Environmental Education and Education for Survival" (Carlson, Ulaf; Mkandla, Strike); (3) "Major Constraints in the Development of an Instrument To Assess the Three Levels of Environmental Literacy of Teachers" (Chacko, C.C.); (4) "Exploring Common Grounds for Environmental Education in the U.S. and Pakistan To Make Recommendations for Negotiating Barriers in Pakistan: A Comparative Study" (Daudi, Sabiha S.); (5)"E.A.S.Y. Programme (Environmental Award System for Youth)" (De Bruin, Dee; Barnes, Barry; Barrowman, Cherie; Gajathar, Radika); (6) "University Environmental… [PDF]
(2020). South Kalimantan Local Wisdom-Based Biology Learning Model. European Journal of Educational Research, v9 n2 p639-653. The objectives of this study were to analyze the validity, practicality, and effectiveness of South Kalimantan local wisdombased biology learning and its effect on student learning outcomes. The research method used is research and development. This research was in a Develop stage of Thiagarajan's Model. This development has produced learning models (lesson plans, student's worksheet, learning achievement test questions, teacher activity sheets, student activity sheets, and student response sheets). The local wisdom-based learning model were designed with seven stages using Banjar language (regional language of South Kalimantan). Model that have been developed were tested for the level of validity, practicality, effectiveness, and its effect in learning. The level of validity is determined based on the assessment and review of the four validators. To find out the effectiveness and the effect of the learning model, quasi-experimental design was applied by involving two classes at SMAN… [PDF]
(2021). Understanding the Afro-Ecuadorian Educational Experience: Anti-Blackness, Schooling, and the Nation. Peabody Journal of Education, v96 n2 p135-149. The present moment represents a high point in the efforts of Afro-Ecuadorians to challenge their systematic exclusion from mainstream institutions and resources. This article examines anti-blackness in and outside of schooling in Ecuador. In the first section, I show that anti-blackness is a fact in Ecuador. Since the colonial era, Black people in the region known today as Ecuador have been located at the bottom of the social hierarchy, although recently there has been formal recognition of their humanity and citizenship within the nation. In the second section, I demonstrate that schooling attempts to compel students to deny their blackness as a requirement of becoming a member of the nation. Additionally, I show that pedagogical practices limit students' opportunities to develop the skills they need to challenge and/or transform the racial hierarchy shaping their lives. In the third section, I examine how teachers make sense of racial inequality and discrimination and show that… [Direct]
(2023). Commercialisation in Australian Public Education and Its Implications for the Delivery of English as an Additional Language/Dialect: An EAL/D Teacher Perspective. TESOL in Context, v32 n1 p131-159. Privatisation and commercialisation in education encompass a range of interrelated practices, including the outsourcing of educational services as well as increased reliance on commercially produced resources for the delivery of learning and assessment. An increase in these practices has accompanied the shift from centralised systemic management of schools and specific programs like English as an Additional Language/ Dialect (EAL/D), to school autonomy whereby principals control budget expenditure decisions, ostensibly in response to the needs of their school population. The intersection between school autonomy, commercialisation and delivery of the specialised service of EAL/D is the focus of this paper. This paper presents the findings of a survey with EAL/D teachers in Australia, in relation to the extent to which they are experiencing commercialisation and the impact this is having on the delivery of a longstanding service designed to ensure equity of outcomes for English… [PDF]
(2021). Kit "Energy, Environment and Sustainability": An Educational Strategy for a Sustainable Future. A Case Study for Guinea-Bissau. Education Sciences, v11 Article 787. Increasing the scientific knowledge of the population through education is a development strategy towards a sustainable future. However, there is no equity in the access to science education and scientific knowledge. The aim of this paper is to present and analyse a science kit named "Energy, Environment and Sustainability" (KEAS). Based on research conducted in Guinea-Bissau, it explores strategies to promote science education for a sustainable future. The strengths and limitations of the KEAS were studied using different data collection methods, including interviews, observation, survey, focus groups and document analysis. The participants were teacher trainers from the Guinea-Bissau School of Education. It is concluded that the KEAS is a feasible and suitable teaching strategy appropriate to the context, having the potential to contribute to learning about the environment and sustainability. Further, it addresses real problems for which students should acquire knowledge… [PDF]
(2022). Reshaping Vocational Education and Training in Aotearoa New Zealand. Professional and Practice-Based Learning. Volume 34. Professional and Practice-based Learning This book contributes extensively to a better understanding of how vocational education and training (VET) and practice-based learning and teaching is developed and designed. It presents examples of vocational education as an ongoing dialogue, continually refreshed through engagement between educators and learners, Maori, employers, industry, and others. It demonstrates how the needs of learners can be met through relevant models of delivery, and how organisations and individuals work towards equity of access and parity of outcomes for all. It details the origins, purposes and evolution of vocational organisations, initiatives supporting Maori and Pasifika success and women in traditionally male-dominated occupations, the roles, provisioning and impact of foundation VET across different contexts, innovations through Certificate, Diploma and Degree programmes of learning, the contribution of new technologies to learning approaches, and the efficacy of education and professional… [Direct]
(2022). Regional Conservatoriums Responding to Socio-Educational Disadvantage in Regional, Rural and Remote Schools. Australian Journal of Music Education, v54 n2 p15-28. This paper outlines the socio-educational contexts within which NSW regional conservatoriums operate, thereby demonstrating the breadth of their operations, as well as their existing relationships with, and activity in, rural, regional and remote (RRR) schools. The paper elucidates the socio-educational disadvantage of the schools within which conservatoriums work through an analysis of the Index of Community Social and Educational Advantage (ICSEA) of these schools. Further, the expanse of the areas of the state receiving regional conservatorium programs is highlighted, and the cost of delivering to these distances is noted. The paper aligns regional conservatorium programs and activities with the focus areas and recommendations of three recent state and national government reports/strategies around RRR Education. In so doing, the capacity and potential of regional conservatoriums to contribute to the recommendations contained within these documents is demonstrated. The paper… [PDF]
(2010). "I Have F-rien-d Now": How Play Helped Two Minority Children Transition into an English Nursery School. Diaspora, Indigenous, and Minority Education, v4 n2 p118-130. Nursery schools in the United Kingdom have increasingly diverse populations, in part, because of newly arrived migrants from within and outside of the European Union. This article aims to explore the role of play in helping newly arrived children with minority ethic backgrounds to gain positive learning experiences in a nursery school setting in England. Observations of 2 children with Asian ethnicity were made over a period of 9 months; in addition, conversations took place with the children's parents. In the nursery school setting, play provided the children with a way for them to fit in and find personal space, make friends, and maintain friendships. The children increased their confidence in speaking English and improved their communication skills while they engaged in play. In addition, activities with playful elements helped the participants and their peers learn more about diverse cultures. The findings further confirm the value of play for young children generally held by… [Direct]
(2010). Belonging, Being, and Becoming: Challenges for Children in Transition. Diaspora, Indigenous, and Minority Education, v4 n2 p103-117. This article presents some findings of a small-scale research study carried out in 1 kindergarten in Hong Kong. The study looked at the problems associated with the transition of families from one culture (mainland China) to a new culture (Hong Kong), concentrating on the children's development of a sense of belonging in Hong Kong. Specific issues that children may face were identified. The study also suggests some strategies for early childhood teachers to use when implementing a play-based curriculum that gives immigrant children opportunities to express their emotions through play. The study found that a sense of belonging can be enhanced if teachers understand the difficulties inherent in cultural transition and respond accordingly. (Contains 2 tables.)… [Direct]
(2010). Can Classroom Play Ease the Transition to a New Culture? Applying Research on Young Children from Puerto Rico. Diaspora, Indigenous, and Minority Education, v4 n2 p92-102. It is generally accepted in the fields of both education and psychology that play can help young children cope with troubling circumstances in their lives. It would be logical to assume that play activities may be ideal for assisting children whose families have immigrated to the United States in adjusting to the puzzling, and even frightening, experiences of a new classroom within an unfamiliar culture. However, the types of play encouraged in U.S. classrooms may not always match the needs of children from other cultures. This article proposes a way of observing and assessing children's play that can guide teachers in providing activities that have cultural meaning for all students. The results of a study conducted in Puerto Rico are used to illustrate the importance of adopting a more inclusive view of play in the classroom. (Contains 1 table.)… [Direct]
(2010). Children's Representations of Cultural Scripts in Play: Facilitating Transition from Home to Preschool in an Intercultural Early Learning Program for Refugee Children. Diaspora, Indigenous, and Minority Education, v4 n2 p74-91. This article focuses on the role of play as a cultural activity in refugee children's transition from home to preschool. The \culture-free\ view of play as a means for development of a \universal\ child was challenged and an alternative view presented of play as a culturally leading activity in the development of a culturally situated child based on the work of Vygotsky and Leont'ev. That view framed a community-initiated project that aimed at providing learning opportunities in both children's home languages (first language [L1]) and English (second language), so a smooth transition from home to school cultures is provided for the children. The program was unique in that 4 languages were spoken in the classroom (i.e., Kurdish, Somali, Sudanese Arabic, and English) by both the children and the L1 facilitators chosen by their respective ethnocultural communities. The pilot study that used the Participatory Action and Learning methodology demonstrated that the intercultural approach to… [Direct]
(2010). The Power of Play and Language on Early Childhood Racial Identity in Three U.S. Schools. Diaspora, Indigenous, and Minority Education, v4 n2 p131-145. This article includes 3 transformative action research case studies conducted in 3 geographically diverse locations–the Northeast, Southwest, and Southeast United States–with children between the ages of 4 and 7. The case studies that are the focus of this article were selected from studies collected between 1997 and 2007. The outcomes of each clearly identify issues signifying a relation among race, play, and language in both student-to-student and teacher-to-student discourse. Discussion includes how critical incident logs and language events transform White teacher identities and support self-reflection. The relations that exist among theory, practice, and academic achievement in the field of racial identity development are discussed, as is the role that play-based curriculum models can have on identity consistency in early childhood classrooms. (Contains 3 tables, 1 figure, and 2 footnotes.)… [Direct]
(2010). Supporting Muslim Students in Secular Public Schools. Diaspora, Indigenous, and Minority Education, v4 n4 p253-267. This article discusses the findings of a study examining the challenges and opportunities of supporting Muslim students in secular public schools. Education is explored as a multifaceted interplay between home and family life, community resources, school programs and policies, and classroom lessons to investigate the curricular experiences of Muslim students in North America. In particular, this study focuses on data gathered through interviews, informal conversations, and participant observations to draw a narrative case study of a female, Bangladeshi, Muslim student attending a comprehensive elementary and middle school. The study explores tensions and growth among this Muslim student, her parent, and members of her school community as she balances affiliation to family beliefs and practices, her ethnic community, her Muslim community within the diaspora, and her school community. (Contains 2 footnotes.)… [Direct]
(2010). Systemic Discrimination as a Barrier for Immigrant Teachers. Diaspora, Indigenous, and Minority Education, v4 n4 p235-252. Using a theoretical framework provided by critical educational and postcolonial scholars, this article presents critical ethnographic research documenting the perspectives of various stakeholders involved in the process of immigrant teacher integration in the province of Manitoba. The author problematizes the assumption that successful integration is solely the responsibility of individual immigrants, and highlights the systemic discrimination that presents a major obstacle to immigrant teachers' inclusion in kindergarten through Grade-12 education systems. Findings suggest the need for systemic advocacy to challenge the myriad ways in which immigrant teachers' differences are constructed as deficiencies in schools and faculties of education. (Contains 2 tables and 3 footnotes.)… [Direct]