(2022). Insurgent Social Studies: Scholar-Educators Disrupting Erasure and Marginality. Myers Education Press Social studies education over its hundred-year history has often focused on predominantly white and male narratives. This has not only been detrimental to the increasingly diverse population of the U.S., but it has also meant that social studies as a field of scholarship has systematically excluded and marginalized the voices, teaching, and research of women, scholars of color, queer scholars, and scholars whose politics challenge the dominant traditions of history, geography, economics, and civics education. "Insurgent Social Studies" intervenes in the field of social studies education by highlighting those whose work has often been deemed "too radical." "Insurgent Social Studies" is essential reading to all researchers and practitioners in social studies, and is perfect as an adopted text in the social studies curriculum at Colleges of Education…. [Direct]
(2022). Shifting Dominant Narratives of Teacher Development: New Directions for Expanding Access to the Educator Workforce through Grow Your Own Programs. Educational Researcher, v51 n1 p51-57 Jan-Feb. Grow Your Own (GYO) programs are designed to recruit high school students, paraeducators, community organizers and parents, and/or career changers from the local community to join the educator workforce. When considering the nontraditional teacher pools that may enter the profession through GYO programs, commonly held assumptions about who teachers are, how they are developed, and what is most important for supporting their growth are challenged. This article reframes conventional narratives in teacher education by exploring the ways in which GYO programs offer counternarratives that reimagine teacher development by valuing (a) intersectional views of ethnoracial diversity, (b) resilience as an important teacher characteristic, (c) multiple modes of assessment as evidence of teacher learning, (d) ethnoracially diverse and community-based teacher educators, (e) culturally responsive pedagogy and place-based learning, and (f) local community school commitment…. [Direct]
(2017). Teaching Literacy in a Time of Environmental Crisis. set: Research Information for Teachers, n3 p26-31. In Aotearoa New Zealand we need an informed educational response to the environmental crisis within and across all learning areas in the curriculum. One way of organising that response is through the concept of eco-literacy. This article explains the concept of eco-literacy developed within the TLRI project Tuhia ki Te Ao–Write to the Natural World, and introduces the collection of four articles from the project published in this issue of "set." This introductory article outlines how the model of eco-literacy has been enacted within the learning areas of English, the Arts, and Social Sciences, and indicates how eco-literacy is connected to Maori and Pasifika cultural perspectives within the full articles. [This article was written with John Morgan, Molly Mullen, Rawiri Hindle, and Michelle Johansson.]… [Direct]
(2024). Remote School Retention in Australia: Why Do First Nations Students Disengage and Drop Out?. Australian and International Journal of Rural Education, v34 n3 p73-91. The Australian education system works well for most students. However, equitable access to secondary education is problematic for First Nations people living in remote communities. There is a strong emphasis on Year 12 completion as an indicator of successful engagement in remote First Nations education. This has been partly driven by Australian Government 'Closing the Gap' targets. Yet for remote students Year 12 Certificate attainment is trending down, from 113 in 2013 down to 82 in 2022. Nationally, the target to achieve 96% Year 12 or equivalent is not on track for achievement. This article explores what students, school staff and community members say leads to disengagement and dropout. It is based on research conducted in Western Australia and the Northern Territory during 2023 by a team of researchers from Batchelor Institute, Curtin University and University of Notre Dame. The research focused on remote and very remote Independent and Catholic schools. It engaged 229 in… [Direct]
(2018). Public Policy and Indigenous Language Rights: Aotearoa New Zealand's Maori Language Act 2016. Current Issues in Language Planning, v19 n3 p316-329. This paper concerns itself with how policy is made in democratic nations in order to secure equal language rights. The case study assessed is Aotearoa New Zealand's 2016 Maori Language Act and the process by which it passed into legislation. The paper draws on theories of public policy change, specifically the evidence-based policy approach, and examines the role of the language expert in light of Roger Pielke's [(2007). "The honest broker: Making sense of science in policy and politics." Cambridge: Cambridge University Press. doi:10.1017/CBO9780511818110] archetypes, in particular, the issue advocate and the honest broker. Two independent review groups' reports are analysed to understand whether their recommendations were acted upon. The analysis finds that there were similarities and differences in Te Paepae Motuhake and the Waitangi Tribunal's recommendations, in particular. whether language planning should be top-down or bottom-up. The paper concludes that the different… [Direct]
(2021). Teaching Creative (Literary) Writing: Indigenous Psychological Perspective. Cypriot Journal of Educational Sciences, v16 n4 p1422-1433. This study aims to explore the teaching of creative writing through an indigenous perspective. This study used qualitative methods based on narrative interpretation and exposure. The respondents of this study were 40 students. Data collection techniques were conducted using creative writing, picking, and interviews. The data analysis technique consisted of three stages, namely pre-writing, writing process, and post-writing. The results showed that 77.5% of students answered very well, 17.5% answered well, 32% answered mediocre about the learning process of creative writing uses the perspective of indigenous psychology. Students' responses related to the perspective of indigenous psychology that it makes someone easier to write: 32% of students answered yes, 0% answered no, and 68% answered mediocre. Students' responses regarding the perspective of indigenous psychology that it provides benefits to the learning of creative writing: 90% of students answered yes and 10% answered no…. [PDF]
(2016). Spotlight on Undergraduate Scholarship: Healing Relations Through the Land. BU Journal of Graduate Studies in Education, v8 n1 p52-55. This article ponders the task of bridging the rift of understanding between Indigenous and non-Indigenous people in Canada. The media is rife with many negative stereotypes of Indigenous people that seem not only to permeate Canadian culture but also to seep into the conscious and unconscious minds of young people. The authors strives to find a means by which to close the national, and personal, relationship divide and considers that a factor of commonality could be found in the natural world…. [PDF]
(1998). Literacy on the Line. Australian Council for Adult Literacy Conference Proceedings (21st, Adelaide, Australia, September 24-26, 1998). This conference proceedings of the Australian Council for Adult Literacy contains the following papers: "'But I'm Not a Therapist'–The Challenge of Creating Effective Literacy Learning for Survivors of Trauma" (Horsman); "Future Studies, Postmodernism, and Adult Literacy" (Cross); "Collaboration and Compliance in the Workplace" (Scheeres, Solomon); "What's Whiteness Got to Do with It? Exploring Assumptions about Cultural Difference and Everyday Literacy Practices" (Shore); "Interactive Learning–Enterprise Based Training into the New Millennium" (Babalis); "Digging Deeper: A Strategy for Text Analysis with Indigenous Students" (Beattie); "Second Language Learners Operate on the Incomplete and Inaccurate Knowledge of the Target Language" (Bhela); "Throw Them a Line: Tips for Assisting Students to Survive Their First Semester at University" (Bickmore-Brand); "Computer Use in Adult Literacy in South… [PDF]
(2023). Achievement as White Settler Property: How the Discourse of Achievement Gaps Reproduces Settler Colonial Constructions of Race. Education Policy Analysis Archives, v31 n13 Feb. Racialized narratives of academic ability, perpetuated by ahistorical interpretations of student performance data, have led to educational policies focusing on short-term solutions, instead of the ongoing legacies of racism and settler colonialism. The aim of this paper is to show how the racially defined achievement gap operates within the structure of settler colonialism. Informed by theories of settler colonialism (Tuck & Yang, 2012, Veracini, 2010) and critical race theory (Harris, 1993; Ladson-Billings & Tate, 1995), I closely examine some Toronto District School Board documents that address the so-called achievement and opportunity gaps. Using critical discourse analysis, this paper shows how the notion of achievement is racialized to protect white settler property rights, and how the discourse of achievement gaps functions as a settler technology to concurrently include and exclude individuals from the settler project. Understanding the settler colonial constructions… [PDF]
(2023). Innovation in Health Programming: College Students Benefit from an Array of Complementary Approaches to Health Improvement Framed by the Biopsychosocial-Spiritual Model. American Journal of Health Education, v54 n2 p135-154. Background: The American Psychological Association reports that Generation Z are suffering mentally and physically more than any other group. Purpose: Measure the effects of a 16-week, online college-level "Complementary Therapies in Health Course" through the lens of the biopsychosocial-spiritual model on measures of health and aspects of well-being in college students. Methods: A mixed method, controlled, repeated measures study delivered in an online synchronous college-level health course. The course curriculum included the science and practice of compassion, happiness, mindfulness, meditation, yoga, service, gratitude, longevity, movement, and more. Results: 42 students 18-23 participated. A significant between subjects cross-over effect demonstrating improvements in the intervention group and deterioration in the control group was found using the Self Compassion Scale (p < 0.005), Self-Compassion subscale of Judgment (p < 0.001), Spiritual Well-being Scale (p… [Direct]
(2023). Learnings From/About Diversity in Space and Time: Discursive Constructions in the Semiotic Landscape of a Teacher Education Building in Norway. International Journal of Multilingualism, v20 n4 p1336-1352. This article critically examines the discourses concerning historical and transnational linguistic and cultural diversity in the semiotic landscape of a new teacher education building in Norway. In 2020, this building, housing the Department of Education, opened at UiT The Arctic University of Norway, in the city of Troms√∏. Designing, constructing, and decorating a new building for a national teacher education was taken as an opportunity to reflect on and negotiate the institution's role in relevant contemporary, as well as historical, educational discourses and to mark a current standpoint. Taking a nexus analytical approach, we analyse how linguistic and cultural diversity are represented in the department's public space and how this is interwoven with the construction of the institution's position in a multilingual and multicultural environment. Our analysis shows that this diversity is constructed through various contrasts. S√°mi identities and regional roots of knowledge are… [Direct]
(2020). Context Matters–Adaptation Guidance for Developing a Local Curriculum from an International Curriculum Framework. Research Matters, n30 p12-18 Aut. The Learning Passport (LP) is a collaborative project between the University of Cambridge, UNICEF and Microsoft, which aims to support the UNICEF goal of providing quality education provision for children and youth whose education has been disrupted by crisis or disaster. A core component of this project is a curriculum framework for Mathematics, Science and Literacy which supports educators working in emergency contexts. This framework provides a broad outline of the essential content progressions that should be incorporated into a curriculum to support quality learning in each subject area, and is intended to act as a blueprint for localised curriculum development across a variety of contexts. To support educators in the development of this localised curriculum an LP Adaptation Guidance document was also created. This document provides guidance on several factors that local curriculum developers should consider before using the LP Curriculum Framework for their own curriculum… [PDF]
(2019). Epistemic (In)Justice in African Universities: A Perspective of the Politics of Knowledge. Educational Review, v71 n5 p581-594. From a theoretical standpoint, the paper challenges the existing unfair representation of knowledge systems in the African university. We argue that the continued domination of Eurocentric epistemology in African universities at the expense of African indigenous knowledge systems is unjust. We provide evidence of existing models of knowledge across disciplines with the African universities and show that these models range from exclusively Western knowledge to a weak inclusion of African knowledge systems. We critically examine the educational implications of epistemic injustice to the African university and to African development. In the light of that background, we propose de-colonial thinking as a way of re-centring the African knowledge systems for the purpose of relevance and authenticity within the African university…. [Direct]
(2019). Using Information Retrieval Activities to Foster Analytical Thinking Skills in Higher Education in Thailand: A Case Study of Local Wisdom Education. Asian Journal of Education and Training, v5 n1 p80-85. Three information retrieving lessons were designed to foster analytical thinking in freshmen with minimal prior active learning experience. Thailand Local Wisdom contents were used as an online information platform due to the scarcity in well-established credible information sources. The lessons were collaborative learning both within own group and between groups. The information retrieving, credibility sorting, classroom sharing, analytical thinking assessments, and self-evaluating activities were conducted in sequential steps and repeated in three trials. A reflective pause was introduced between trials. The self-evaluating pause procedure using teacher's feedback was possibly a major reason for gains, from 65.0% to 82.5% and to 92.5%, in the number of students exhibiting analytical thinking evidence. A free-response survey after the learning experience showed that the students express high appreciation for the active learning activities as fun and analytical-thinking-promoting… [PDF]
(2022). Resistance Capital: Cultural Activism as a Gateway to College Persistence for Minority and First-Generation Students. Journal of Adolescent Research, v37 n4 p501-540 Jul. This study provides a novel contribution by connecting two sets of literature, school engagement and multicultural university centers, in relation to late adolescent development. The aims of this mixed-method study were to: (a) quantitatively explore the relationship between student perceived cultural leadership experience and support within a multicultural center in relation to school engagement and (b) qualitatively address additional facilitators and barriers. Participants consisted of 134 college students, predominantly identifying as Latino/Hispanic (35.1%), Black/African American (34.3%), or Asian-Pacific Islander (23.9%), and first-generation (60.4%). Qualitative focus groups and a photovoice project engaged a subset of participants (n = 57, n = 7, respectively). Regression analysis indicated youth voice, supportive staff relationships, and peer support were significant positive predictors of students' perceived engagement within the multicultural center, however, some but not… [Direct]