(2021). Examining Construct Validity of the Scale of Native Americans Giving Back. Journal of Diversity in Higher Education, v14 n4 p519-529 Dec. The purpose of this study is to use Indigenous data collection to present construct validity of an instrument designed to test the American Indian/Alaska Native Millennium Falcon Postsecondary Persistence Model (Lopez, 2018). In the following, I describe an alternative sampling technique based on an Indigenous quantitative methodology to examine how to operationalize the AI/AN Millennium Falcon Persistence Model (AMFPM) in social scientific studies. I used an exploratory factor analysis (EFA) on 117 participants from the Quechan and Cocopah Nations who responded to 30 items. The EFA was set to extract 4 hypothesized factors. The interpretation of rotated scales was with variables loadings greater than 0.30 and loading on a single factor retained. The 4-factor solution accounted for 43% of the total variance in the items. All 4 of the scales had acceptable levels of internal reliability for empirical research (i.e., Cronbach's alpha > 0.7). The exploratory factor analysis confirmed… [Direct]
(2021). Kaiako and Stakeholders' Perceptions about Maori Partial-Immersion Environments' Contribution to Maori-Medium Education. set: Research Information for Teachers, n1 p3-11. The contributions partial-immersion Maori programmes offer to the wider educational landscape of Aotearoa is essential to Maori achieving as Maori. In this article, partial-immersion settings are defined as Level 2 immersion (51%– 80% te reo Maori instruction) and Level 3 immersion (31%–50% te reo Maori instruction). While lower levels of immersion can be less effective for language acquisition than full-immersion Maori environments (May et al., 2004), this study finds that partial-immersion programmes are perceived to produce beneficial outcomes in terms of ahurea tuakiri and culturally empowering practice…. [Direct]
(2021). Developing Sundanese Local Culture Literacy in Elementary School: Cross-Curricular Learning Together with Indoor and Outdoor Environment Integration. Interchange: A Quarterly Review of Education, v52 n3 p319-336 Sep. This article presents the result of the study on the development strategy of local culture literacy (angklung) through cross-curricular learning by integrating indoor and outdoor environment. Designed through a case study as a qualitative study, this study involves 1 teacher and 24 4th grade students at Sekolah Dasar Laboratorium Universitas Pendidikan Indonesia. Data obtained from observations, field notes, interview, and document study were analyzed and interpreted in a continuous fashion to elicit conclusions. The result indicates that angklung local culture can be learned through mathematics, science, Indonesian, art, and social science subjects. In addition to classroom setting, Saung Angklung Ujo is also a great place to enrich angklung experience. The conclusion is that cross-curricular learning by integrating indoor and outdoor environment is a feasible learning strategy that has the potential to develop local culture literacy (angklung) in elementary school students. The… [Direct]
(2021). The Effect of Folktale-Based Comics on Traditional Ecological Knowledge Literacy about Non-Rice Food Security. International Journal of Instruction, v14 n3 p981-998 Jul. Traditional ecological knowledge (TEK) is knowledge of indigenous people's best practices in contact with nature gained through centuries of experience. One way to transmit the experiences is folktales about corn and vegetable planting in Tawangmangu Sub-district, Central Java, Indonesia. Today, young generations do not recognize the folktales and thus do not understand the important values implied in the stories about non-rice food security. This condition triggers the importance of literacy of folktales among local students. This study aims at investigating the effects of folktale-based comics on the level of students' mastery of TEK through quasi-experimental research. The population in this study includes fifth-grade elementary students in Tawangmangu. The experimental group was given treatment with folktale-based comics, while the control group received treatment with texts. The instrument used to measure the students' literacy level of TEK was a multiple-choice test with 38… [PDF]
(2021). Student Equity in VET: Participation, Achievement and Outcomes. National Centre for Vocational Education Research (NCVER) This publication presents information on how different equity groups fare in their VET journey. The featured equity groups have historically been disadvantaged in accessing and benefitting from education in Australia. The focus is on their participation, achievement in and outcomes from VET. Data on the following equity groups are presented: (1) People with disability; (2) Aboriginal and Torres Strait Islander; (3) Non-English speaking background; (4) Low socioeconomic status; (5) Remote; and (6) Not employed…. [PDF]
(2022). "It's Not Just Any Teaching Program": The New Professionalism, Educational Inequity, and Ako Matatupu: Teach First New Zealand. Education Policy Analysis Archives, v30 n99 spec iss Jul. In an effort to understand the impact of the international education network, Teach for All, this paper focuses on one Teach For All affiliate program, Ako Matatupu/TFNZ (AM/TFNZ), to consider how Teach For All and its affiliates are reshaping notions of teacher expertise and professionalism as it defines itself in contrast to university-based teacher education. In an effort to understand the impact of the international education network, Teach for All, this paper focuses on one Teach For All affiliate program, Ako Matatupu/TFNZ (AM/TFNZ), to consider how Teach For All and its affiliates are reshaping notions of teacher expertise and professionalism as it defines itself in contrast to university-based teacher education…. [PDF]
(2016). Oral Narratives: Reconceptualising the Turbulence between Indigenous Perspectives and Eurocentric Scientific Views. Cultural Studies of Science Education, v11 n2 p447-469 Jun. Mitigating the borders that exist between scientific cultures can be a difficult task. The purpose of this paper is to look at the differences and similarities that occur in language use when two scientific cultures communicate in the same forum on a topic of mutual concern. The results provide an opportunity to share knowledge of an Indigenous culture that relies on barren ground caribou ("Rangifer tarandus") as a way of life in Northern Canada. Analysis of language use led to the identification of framework categories that can be used to increase awareness in different perspectives of science knowledge. Reconceptualization of the narratives presented can be used to calm the turbulence that exists between Indigenous People and other cultures and provides an opportunity for science educators to incorporate Indigenous ways of knowing into the classroom. It was found that autobiographical approaches in particular could provide an opening for cultural borders to be lessened…. [Direct]
(2016). Sustainable Living on the Tiwi Islands. Teaching Science, v62 n2 p29-30 Jun. This article reports on how the people of the Tiwi Islands (which lie in the Arafura Sea located off the coast of Darwin in Australia's Northern Territory) have carefully observed the rhythms and patterns of their country, developing a complex and precise way of living sustainably in their island environment. In 2015, the Tiwi people shared their knowledge with the release of two Tiwi calendars. "Tiwi Seasons" shows the islands' three major and 13 minor overlapping seasons, and "Tiwi Plants and Animals" shows plants and animals that are important to the Tiwi people, and when they might be collected. These calendars will help conserve and protect Tiwi knowledge. They will help the children to learn about their culture and to become strong Tiwi people. The calendars will be used across the Tiwi Islands to help pass on traditional ecological knowledge. (The calendars are available at:… [Direct]
(2017). Indigenous Social Justice Pedagogy: Teaching into the Risks and Cultivating the Heart. Critical Questions in Education, v8 n2 spec iss p163-177 Spr. As Indigenous communities envision their future, it is without question that the Indigenous youth play a significant role in sustaining their Indigenous lifeways and communities. They will no doubt be faced with the responsibility to navigate socio-cultural, environmental, political and economic issues while simultaneously preserving their Indigenous knowledge systems. Educators have the capacity to prepare youth for the responsibility of understanding colonialism and to begin the process of helping youth understand such tactics to protect Indigenous land, people, languages, and culture. When Indigenous youth are provided with the necessary knowledge, skills and analytical tools to navigate this future undertaking, they will be prepared to be protectors and change agents for their Indigenous communities; which, in turn, reflects nation-building. In this article, I will provide an overview of Indigenous social justice pedagogy and explain its role in Indigenous nation-building… [PDF]
(2020). Activating Teacher Candidates in Community-Wide Environmental Education: The Pathway to Stewardship and Kinship Project. Canadian Journal of Environmental Education, v23 n1 p85-101. To create a truly regenerative future, simply reforming teacher education to prioritize Environmental and Sustainability Education (ESE) will not create the wide-ranging changes in the education system needed to meet the environmental challenges facing humanity. A holistic strategy involving community collaboration with teacher education stands a better chance of achieving this. This article provides an overview of a community-wide project to foster environmental stewardship in children from birth to Grade 12. This collective impact model approach will create a climate that supports teacher candidates in their efforts to improve their practice in ESE. We argue that teacher candidates who learn to collaborate with their community as a source of expertise and encouragement are more likely to create positive and lasting change in ESE…. [PDF]
(2020). Culturally Responsive Pedagogy for Sustainable Quality Education in the Cook Islands Setting. Waikato Journal of Education, v25 n1 p31-41. The provision of a culturally responsive pedagogy is considered to be an important part of delivering a quality education that is ongoing and able to be sustained over time in Pacific developing nations. A quality sustainable education is considered to encourage cultural inclusivity, policy and curriculum practices in schools. By ensuring an inclusive and quality education, education can serve as a powerful vehicle for wider sustainable economic development in the Pacific region. To meet this end, United Nations Pacific signatories pledged support for the educational goal, endorsing an inclusive and equitable quality education for all that promotes relevant learning. The implementation of culturally relevant teaching and learning environments have long remained a challenge for Pacific nations. In order to realise a sustainable quality education, the question that needs to be asked is: what does sustainable education look like in Pacific regions? This paper explores how the tivaevae… [PDF]
(2021). He Whanau Manaaki Kindergartens, Aotearoa New Zealand: A Pandemic Outreach in New Political Times. European Early Childhood Education Research Journal, v29 n1 p96-108. This article is an early commentary on a kindergarten story from Aotearoa — New Zealand during the COVID-19 nationwide lockdown in 2020; detailing community outreach and new ways of providing a kindergarten experience for children at home. A backdrop to this commentary is the political context of a popular Labour-led government managing a pandemic with the intent to eliminate the virus, which few other countries considered possible. The onset of the pandemic coincided with a reinvigorated early childhood policy environment with the release in December 2019 of a ten-year action plan for the sector. Its future is unfolding in uncertain times…. [Direct]
(2021). Towards Vocational Training of the South African Dancer: Anxiety or Agency?. Africa Education Review, v18 n1-2 p69-86. The dance world is dominated by instilling technique and discipline in the dance training. Technique and discipline have been inculcated through training regimes that are dogmatically transferred through the generations — from teacher to dancer –and who in turn perpetuate technique and discipline in their teaching. Within a multicultural setting, dancers are required to start afresh and to subscribe to a standardisation that is often unattainable due to gender, physique, and bias. The standardisation reinforces a coloniality of power. This article examines this phenomenon and serves to promote inclusive strategies towards training vocational dance. Theories of learning are explored that advocate towards a long-term transformation strategy that takes the notions of deficit dancers and the coloniality of power within the dance education system into account. Consideration is also afforded to Nakata's (1998) cultural interface theories, which incorporate these aspects with a strategy… [Direct]
(2018). A Fantastical Journey: Reimagining Te Whariki. Early Childhood Folio, v22 n1 p9-14. This article considers the potential of the recently "refreshed" Aotearoa New Zealand early childhood curriculum "Te Whariki," focusing on how the document responds to three serious concerns: the ongoing challenges of honouring the commitments to Maori made in Te Tiriti o Waitangi; the more recent issue of superdiversity; and the climate-change crisis and the associated need for education to address ways of living sustainably on a finite planet. This discussion is bookended by a reflection on the original "Te Whariki" document, and with a brief acknowledgement of the Education Council's new "Code of Professional Responsibility and Standards for the Teaching Profession."… [Direct]
(2020). Listening with seqacib: Writing Support and Community Listening. Community Literacy Journal, v14 n2 Article 6 p93-109 Spr. This essay examines writing partnerships in 2016 and 2017 that invited community nonprofit volunteers and employees into seqacib, which is a Seattle youth (middle school and high school) Native cultural literacy classroom community. As a white settler employed by the nonprofit during the events described, I emphasize the wisdom of seqacib students who reflect on the collaboration. Drawing on Rachel Jackson's work on community listening, I find that seqacib students demonstrate the importance of cultivating listening practices when community literacy practitioners enter identity-safe scholarly communities such as seqacib. I urge academic and literacy supporters in similar contexts to center Native and Native youth voices in their own terms…. [Direct]