(2021). Sharing Indigenous Knowledge through Intergenerational Digital Storytelling: Design of a Workshop Engaging Elders and Youth. Educational Gerontology, v47 n7 p285-296. Within many First Nations communities, storytelling, led by Elders recognized as knowledge holders, is a deeply valued aspect of teaching and learning history, language, place, culture, and Indigenous Knowledge. The purpose of this study was to design and evaluate the first iteration of an intergenerational digital storytelling workshop that brought Elders and school children from a First Nations community in Canada together to co-create digital stories and share local Indigenous Knowledge. Using a community-based participatory research approach, the research team, school, and community members designed and implemented a ten-session program held during a six-week period. Thirty-one grade six and seven students were paired with thirteen Elders. Elders told a range of stories including personal experiences, legends, and local knowledge of hunting and medicine. Students created a digital version of the stories, adding images, sound, and music. Students learned about local knowledge,… [Direct]
(2021). 'The Children Show Unmistakable Signs of Indian Blood': Indigenous Children Attending Public Schools in British Columbia, 1872-1925. History of Education, v50 n3 p313-337. This article reveals that, contrary to common knowledge, schooling for Indigenous and non-Indigenous children in British Columbia — Canada's westernmost province — was not strictly segregated in the late nineteenth and early twentieth centuries. Officially, government policy stipulated that Indigenous children should attend separate day and residential schools funded by the federal government and run by Christian missionaries. In practice, however, many Indigenous children attended public schools well into the twentieth century. To document Indigenous children attending public schools between 1872 and 1925, a range of archival sources are used, including public school records and correspondence, Department of Indian Affairs records and school photographs. In demonstrating that Indigenous children attended public schools in British Columbia, and in greater numbers than has previously been understood, the article also shows how government policy concerning schooling was negotiated,… [Direct]
(2021). Navigating Student Resistance towards Decolonizing Curriculum and Pedagogy (DCP): A Temporal Proposal. Teaching in Higher Education, v26 n7-8 p1122-1129. A concerted attempt to offer a temporal lens (the way we make sense of and relate to time changes) underlying decolonizing pedagogy and curriculum (DCP) remains absent. Drawing on student resistance as an entry point, we offer a temporal account of DCP by unearthing the entanglements between past, present, and future underlying DCP enactments. We explore timescapes shaping DCP from three specific temporal perspectives on student resistance: a) student orientations to the past, b) student perspectives on present allocations of time and c) student orientations to the future. We argue that to deliver DCP effectively, educators need to engage the temporal aspects of DCP, particularly students' temporal assemblages receiving and engaging with DCP. We suggest that future DCP research and enactments require probing the entangled timescapes underlying HE institutions, disciplines, classrooms, students' lives, and past/future aspirations…. [Direct]
(2021). Educational Neoliberalism and the Annexation of Literacy: A Cautionary Tale in the Asia-Pacific Context. Education in the Asia-Pacific Region: Issues, Concerns and Prospects One of the key facets of educational globalisation has been the increasing diffusion of learning programmes based on 'Western' principles, whether this is in the context of school curriculum frameworks, educational policy, or standalone 'international education programmes' (Casinader, Culture, transnational education and thinking: Case studies in global schooling, 2014). This has included the adoption of Euro-American concepts of literacy, ostensibly preparing people to participate in and receive the benefits of the globalised economy. Within this transition, the regard for existing local systems of education has been limited; principles of 'Western' education have been promoted as inevitably intellectually superior and dominant. Whilst the promotion of global literacy through organisations such as the United Nations recognises the multiplicities of literacy (Parr and Campbell, International Review of Education, 58(4), 557-574, 2012) that exist, this process has also seen the… [Direct]
(2019). Indigenous STEM Success Stories as Disquieting Decolonization: Thoughts on New Times and, Old Thoughts about Place-ness. Cultural Studies of Science Education, v14 n1 p199-204 Mar. While some Indigenous individuals have achieved "success" in STEM careers, persistent questions from many Indigenous scholars and communities about epistemic dominance at universities remain. Going beyond student achievement, this essay regards the centering of local Indigenous place based knowledge as a paradigm shifting move for universities. "Thinking into places" is more than an equity move to include Indigenous minds in university spaces, it is an undertaking to actually advance and transform STEM fields and all university disciplines. [This essay addresses issues raised in Janet Page-Reeve et al.'s paper entitled: "Wayfinding as a concept for understanding success among Native Americans in STEM: 'learning how to map through life'" (EJ1208482).]… [Direct]
(2024). A Longitudinal Analysis of Racialized and Gendered Community College Access: The Role of Institutional Contexts and Labor Market Conditions in Shaping First-Time Enrollment. ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin – Madison. This study investigates the associations between institutional and labor market contexts and first-time community college enrollment patterns across racial and gender lines from 2017 to 2021. The findings demonstrate that the COVID-19 pandemic exacerbated existing racial and gendered disparities in community college access, particularly affecting students of color and intensifying challenges faced by minority-serving community colleges. Guided by the principles of the Quantitative Critical Race Methodology, the discussion of the findings contextualizes access to community colleges within various institutional settings and labor market conditions, exploring themes such as marginalization, affordability, and economic susceptibility among students of color. The findings highlight the resilience and strategic importance of Asian American Native American Pacific Islander Serving, Predominantly Black, and Hispanic Serving community colleges. Finally, the study reveals policy considerations… [Direct]
(2022). Advancing Integrated and Inclusive Programs for Preschool-Aged Children. Washington State Department of Children, Youth, and Families This is a technical report of agency actions and legislative recommendations for programs regulated by the state or government-to-government responsibilities that must be met for children aged 3-5. As changes in PreK services affect enrollment in birth-3 and school-age care, impacts on these other programs are vital to alignment work. Partnering with tribal nations and Washington State Department of Children, Youth, and Families (DCYF) and the Office of Superintendent of Public Instruction (OSPI) advisory groups to implement the Centennial Accord is essential to this work. The state honors tribal sovereignty and sustains government-to-government partnerships with tribes. Input from native families and tribal representatives are embedded in this report…. [PDF]
(2016). Indigenous Women Charting Local and Global Pathways Forward. English Journal, v106 n1 p45-50. Understanding North American colonial history is vital for all Canadian students so they can gain insight into the Indigenous experience and learn how to be allies in the important work of decolonization. This article will explain historical and contemporary forces that have shaped the lives of Indigenous girls and women in the hope of inspiring ideas that can help in the development of youth leadership. This article will also describe some methodologies that the author and their colleagues used with students as part of their university experience. These methodologies can be adapted for high school students and used for training young leaders and building broader alliances…. [Direct]
(2020). "Teaching Culture through Culture": A Case Study of Culturally Responsive Pedagogies in an Australian Early Childhood/Primary Context. Journal of Research in Childhood Education, v34 n1 p108-126. This article presents the findings from a case study focused on understanding how cultural models of education are brought together in dialogue to re-imagine education. The use of cultural models theory provided a useful framework for exploring how teachers, leaders, children, and families at Westside Primary School orchestrated multiple perspectives to re-imagine their figured world as culturally responsive. Findings suggest the principles from two cultural models of education — Reggio Emilia and a pedagogical framework called the Nunga Way, informed by local Australian Aboriginal First Nations peoples — were significant for local culturally responsive pedagogy…. [Direct]
(2020). Beads and Beadwork as Cultural Artifacts Used in Mediating Learners' Agentic Constructs in Science Classrooms: A Case for Place-Based Learning. Cultural Studies of Science Education, v15 n1 p193-210 Mar. This paper explores the ways learners respond to and express themselves while interacting with cultural artifacts or cultural realia, "beads and beadwork," used to mediate the teaching and learning of life science concepts in a science classroom. South African policies, enacted in the National Curriculum Statement (NCS) and the Curriculum and Assessment Policy Statement (CAPS), mandate that a culturally responsive pedagogy be used to teach indigenous learners in order to assist them in learning science concepts. Hence, the choice of beads and beadwork, which are cultural artifacts found in learners lived world as realia, creating an enabling context accessible to teachers and learners. This study was conducted in periurban Black township schools near a metropolitan city in South Africa. In order to achieve a thick description (Geertz in The interpretation of cultures, Basic Books Publishers, New York, 1973) of class interactions between the teacher and her learners in using… [Direct]
(2020). Learning Not to Be Poor: The Impossible Position of Teachers in Aotearoa New Zealand Education Policy Discourse. Asia-Pacific Journal of Teacher Education, v48 n1 p30-44. The relationship between poverty and education is a longstanding issue for education policy, research, and practice. Through a policy as discourse approach, this article focuses on the work policy does to define education as a solution to poverty. Recent policy discourses in Aotearoa have positioned the teacher as the most important factor in raising student achievement irrespective of socio-economic factors like poverty. However, by linking student achievement to economic success, those policy discourses also position teachers as a remedy to poverty. This article considers the ways two Aotearoa education policies, Ka Hikitia and Investing in Educational Success, impossibly position teachers between needing to ignore and remedy poverty. The analyses show how both policies impossibly position teachers by reducing education to learning and students and teachers to learners. By positioning teachers as responsible for learning, policies are able to displace structural and historical… [Direct]
(2021). The Implementation of Balinese Folflore-Based Civic Education for Strengthening Character Education. Cypriot Journal of Educational Sciences, v16 n1 p303-316. The objective of this study is to analyse the affectivity of satua (Balinese folklore)-based character education in the instructions of civic education in primary schools in Buleleng Regency, Bali. This study used the experimental design in testing the affectivity of folklore-based instructions in the competency and character of primary school students. The instruments used to collect data in this study were questionnaires, test of learning outcomes, score inventory and self-evaluation. The questionnaire was designed to find out the feasibility of folklore-based instructions. The test on learning outcomes was used to find out their scores. The data analysis used the multivariate analysis of variance. The results of the study indicated that a) learning using Balinese folklore is better than conventional learning in students' civic knowledge, b) learning using Balinese folklore is better than conventional learning in students' attitude and c) learning using Balinese folklore is better… [PDF]
(2017). Putting Oneself in the Shoes of Another: Issues of Empathy and Intercultural Understanding in the Australian Geography Curriculum. International Research in Geographical and Environmental Education, v26 n4 p269-280. Geography is about the places that make up the world. A key focus of the new geography curriculum in Australia is on different ways of finding knowledge about those places. Yet there is limited demonstration in the curriculum and its elaborations of just how students might understand those places outside the realm of their own experience. In presenting geography education as a study "about" places, students (and teachers) are positioned as those who manage the order and balance of a human-centred world. Places are made to appear "useful" and profitable, always the object of study. I suggest that the onto-epistemic assumptions built into the Australian geography curriculum make it difficult for students and teachers to understand Aboriginal and Torres Strait Islander concepts of place outside their own experiences. Invoking notions of empathy throughout the curriculum as a means for working across differences is fraught by our limited ability to observe and listen… [Direct]
(2021). The "Mahaboworn" Model of Social Studies Learning Network Innovation to Develop of Indigenous History Learning Resources in Northern Thailand. Journal of Education and Learning, v10 n5 p177-186. The objective of this research is to: (1) explore historical background through a participatory workshop on the legend of Phra Nang Malika of Wiang Malika in Lanna; and (2) create indigenous history learning resources through mural painting and picture book, the legend of Phra Nang Malika, in Mae Ai Luang Temple Chiang Mai Province. The samples included the following: (1) 22 community leaders, monks, school administrators, teachers, village philosophers, and youth representatives; (2) 8 indigenous technologists; and (3) 5 learning management specialists. Purposive sampling was used to choose a total of 35 individuals. The instruments used in the research were an unstructured interview, a knowledge synthesis form to create murals, and a validity assessment form; and (4) a performance evaluation form for a picture book regarding indigenous history. Quantitative data were examined using statistical software to determine the mean and standard deviation. Qualitative data were analyzed… [PDF]
(2020). COVID-19 and Indigenous Resilience. Higher Education Research and Development, v39 n7 p1377-1383. As a collective, we reflect on how COVID-19 has impacted Indigenous students at a personal, institutional and national level in Aotearoa/New Zealand, Australia and the Pacific…. [Direct]