(2017). Indigenous Knowledge in Canadian Science Curricula: Cases from Western Canada. Cultural Studies of Science Education, v12 n3 p605-613 Sep. To enhance Aboriginal students' educational opportunities in sciences, culturally relevant science curriculum has been examined and practiced in Western Canadian science classrooms. This article shares some examples of inclusion of indigenous knowledge in science curricula and discusses the improvement and challenges of culturally relevant science curricula in Canadian contexts…. [Direct]
(2021). How Do You (Demonstrate) Care in an Institution That Does Not Define 'Care'?. Pastoral Care in Education, v39 n3 p250-268. Against a global pandemic, student care is in sharp focus for higher education institutions (HEIs) as students and institutions learn to navigate this context. Despite this, tensions exist between approaches to care and its value in HEIs. The neoliberalism underpinning HEIs results in the practice of care often being minimised. This is problematic as care is significant for its impact on student experiences. To demonstrate care, beyond simply service delivery, it is critical to develop a relational approach, especially for students who are already part of equity groups. The care demonstrated for these students has become more critical during the COVID-19 pandemic, and this paper focuses on Pacific and International students. We discuss the challenges negotiating how to demonstrate care when care is undefined and undervalued. Adding to the complexity, gaps continue in practice despite broad statements made by HEIs regarding cultural inclusivity. We describe our experiences as care… [Direct]
(2021). Public Enquiry: Adult Literacy and Its Importance. Australian Council for Educational Research The Australian Council for Educational Research's submission to the Australian Government Standing Committee on Employment, Education and Training's Public Enquiry into Adult literacy and its importance highlights the importance of these skills to Australia's well-being and economy, and calls on the government to continue participation in an international assessment to monitor outcomes and improve adult education…. [Direct]
(2019). 'Kasi Curriculum': What Young Men Learn and Teach about Sex in a South African Township. Sex Education: Sexuality, Society and Learning, v19 n4 p436-454. Sex education within the formal bounds of school curricula or clinic consultation is traditionally conceived as age-appropriate and accurate information, delivered by a sanctioned adult such as a nurse or teacher. This article explores another kind of curriculum — taught and learned among young men themselves in the "kasi" (township) in which they live. Findings are based on primary data gathered during interviews and research workshops with boys and young men (aged 14-22), including focus group discussions and participatory research exercises. In exploring young men's sexual ideas, practices, hopes and fears, it focuses on three themes: (i) consent and coercion; (ii) pleasure and risk; and (iii) advice and authority. We examine diverse perspectives on these themes, and trace the tensions and ambiguities that surface within young men's accounts. We focus in particular on contradictions between what is learned about sex through formal curricula, and what is learned through… [Direct]
(2018). Governing Indigenous Recreation at a Distance: A Critical Analysis of an After School Active Health Intervention. Sport, Education and Society, v23 n2 p135-148. Within the Canadian context, the physical activity levels of children and youth in the after school time period has become a source of public health concern. We argue that this concern is informed by broader public health crises, in particular the "global obesity epidemic" and the closely related "global pandemic of physical inactivity," and that these so-called "crises" operate as part of a discursive regime that serves to justify after school interventions aimed at increasing the physical activity practices of children and youth. Although the objectives of such interventions are seemingly well intentioned, we suggest that such interventions nonetheless harbor difficult to discern, but potentially pernicious consequences, for the communities in which they are implemented. We focus our attention on the place-specific effects of one Public Health Agency of Canada-funded after school physical activity intervention–After the School Bell Rings (ASBR)–that… [Direct]
(2023). Faith-Driven Gentrification and Displacement in Education in Israeli Urban Neighborhoods. Education and Urban Society, v55 n3 p314-341 Mar. Community-based, Judaism-intensive action groups (Hebrew: Gar'inim Toraniim–GTs) are religiously motivated to settle in Israeli development towns, seeking to narrow social gaps through education. However, their influence has never been fully clarified. This study is grounded in the theory of educational gentrification and introduces the concept of Faith-Driven Gentrification. Until now research has lacked voice from local people forced to face the intervention of settlers driven by religion and their influence on urban school systems. The findings, based on institutional data and in-depth interviews, show that GTs alter the structure of educational systems and the dominant educational ethos. They drive achievement and strict religiosity; nevertheless, their actions impair disadvantaged groups and opponents of their religious lifestyle, intensifying segregation. By giving voice to these communities, this study claims that despite gentrifiers' commitment to social justice in urban… [Direct]
(2023). Beyond a Pedagogy of Reason: Exploring a Pedagogical Approach for a Non-Western Context. International Journal of Development Education and Global Learning, v15 n1 p4-13. Global education is a broad field associated with educational traditions rooted in the objective of preparing learners to engage with a complex and interdependent world, and to respond to the needs of the planet. This article explores existing pedagogical approaches to argue for the need, in non-Western contexts, to make greater connections with existing religio-cultural orientations — specifically, to move beyond pedagogies of reason, that is, rational, linear, logical approaches that undervalue a range of human experiences and are independently insufficient in developing feelings of connection and commitment to issues of social justice in non-Western contexts. Examining an alternative pedagogical model, this article suggests that a framework for global education guided by the Islamic values of "rahma" (compassion and mercy) and "adl" (justice) in contexts such as that of Pakistan can prove valuable in developing commitment and encouraging action for social… [PDF]
(2023). Whakaritea te parekereke: Teacher Preparedness to Teach te reo Maori Speaking Children in Mainstream Education Settings. New Zealand Journal of Teachers' Work, v20 n1 p19-36. It is essential that teachers are prepared to teach te reo Maori speaking children so that Maori tamariki enjoy equal and equitable opportunities to succeed as Maori (Education & Training Act, 2020). This article draws on research undertaken for my master's degree which investigated teacher preparedness to teach te reo Maori speaking children in mainstream primary schools. Key findings included an awareness of how language and culture impact on identity and educational outcomes. Although participants acknowledged the absolute necessity that te reo Maori and tikanga Maori are included in all aspects of the education setting, they also reported that tikanga Maori is a more comfortable space to be in than te reo Maori as there were clear connections to their own values. Four key themes emerged from the findings which I promote in this paper as key factors for teacher readiness to teach reo Maori speaking children. These are: Kia rite (be prepared), Kia hono (be connected); Kia… [PDF]
(2023). A Critical Approach of the Nigerian Higher Education Institution Curriculum and the Notion of Black Consciousness. International Journal of Curriculum and Instruction, v15 n1 p37-50. This study sets out to explore the current Nigerian Higher Education Institution (HEI) curriculum and its relation to the notion of black consciousness. This study argues that for the curriculum of HEIs in Africa to be relevant to the notion of black consciousness, it should mirror the philosophies of Africa as a continent. The curriculum should mirror the lives of students of Africa and their learning needs at a particular place at a given time, not catering for the lives of students and the learning needs of students of other locations. To achieve this, a deliberate effort should be made to repudiate foreign philosophies and external behavioral patterns as they relate to curriculum development and the endorsement of traditionally accepted ways of thinking and acting in the process and execution of curriculum development activities. Nigeria HEI curriculum seems to mirror so much of the foreign philosophies rather than Nigerian native philosophies. However, the true relevance of this… [PDF]
(2022). Ko nga kete o te wananga: A Beginner's Guide to Understanding matauranga Maori. set: Research Information for Teachers, n1 p2-11. The Ministry of Education's recent changes to NCEA to incorporate mana orite mo te matauranga Maori has become the source of consternation for many kaiako in secondary schools in Aotearoa New Zealand. Kaiako are struggling to understand what integrating mana orite and matauranga Maori into their programmes looks like. This article is intended as a lay person's guide to understanding two things. First, what the terms "mana orite" and "matauranga Maori" are, and secondly, what mana orite mo te matauranga Maori may look like in their programmes of study…. [Direct]
(2022). The Beauty of Universal Design for Learning (UDL) and Why Everyone in Early Childhood Education and Intervention Should Be Using It. Kairaranga, v23 n1 p66-73. This article seeks to highlight the importance of consciously implementing universal design for learning principles in practice in early childhood intervention. Universal design for learning (UDL) is based on three principles: (1) providing multiple means of engagement; (2) providing multiple means of representation; and (3) providing multiple means of action and expression. The term UDL is being championed in New Zealand schools but there are few examples of how early childhood settings and early childhood kaiako can utilise it. Highlighting the three UDL principles and how they link with "Te Whariki," the early childhood curriculum, is important when supporting kaiako and early interventionists to reflect on their practice through the UDL lens. When kaiako and early interventionists focus on providing multiple ways of engaging children, multiple ways of representing information, and multiple ways of enabling action and expression, then the early childhood environments… [PDF]
(2022). Situating Disciplinary Identity and Motivation Negotiation in Undergraduate Students' Race and Gender Experiences: The Destabilizing Impacts of Academic Probation during a Pandemic. ProQuest LLC, Ph.D. Dissertation, Purdue University. Situated Expectancy-Value Theory (SEVT) calls for motivation researchers to treat learning and motivation as inseparable from context. Previous research has examined students' expectancies and values in specific disciplines, showing dynamic changes over time. Limited research has examined students' processes of change, considered the influence of students' disciplinary identities, or solicited characteristics of the disciplinary environment that influence change. Additionally, current frontiers of the field aim to race-reimage motivational constructs. By situating motivation research in the race and gender experiences of historically marginalized students (i.e., Black, Latinx, Hispanic, Indigenous, women), the field can expand motivation theories to support a diversifying population, instead of relying on theories primarily based on the experiences of White individuals. Accordingly, the purpose of this study was to examine the processes of motivational and identity change and situate… [Direct]
(2022). Critical and Culturally Sustaining Music Pedagogy. Visions of Research in Music Education, v40 Article 11 p95-105. Whether by mandate or by personal aspiration, teachers across the United States are compelled to teach in a manner that is culturally relevant to their students. Culturally relevant pedagogy, and its recent iteration, culturally sustaining pedagogy, call for high levels of student achievement, the development of multiple cultural competencies, and the raising of sociopolitical consciousness. Culturally sustaining pedagogy and critical pedagogy share a focus on connecting to students' lived experience, empowering students in the classroom and in the world, and developing students' critical consciousness. As asset-based pedagogies, both approaches focus on what students know first. This essay defines culturally sustaining pedagogy and presents a comprehensive example of the pedagogy in action. Then, through narrative exploration, the author reflects on his own journey from teaching as monologue, to teaching as dialogue, and finally, to teaching as cultural sustainment…. [Direct]
(2021). Slavery in Secondary History Textbooks from the United States and Brazil. Peabody Journal of Education, v96 n2 p150-165. The United States and Brazil were the two largest slave societies in the history of New World slavery, and the legacies of that history remain salient in both nations. Slavery and the slave trade are important topics to be taught in history courses, and future generations need to be given accurate information about the history and legacies of slavery to be well-informed citizens. A content analysis of textbooks used in the two countries compared how slavery was presented to students and assessed the degree to which the complexities and legacies of slavery were addressed. All of the textbooks (a) incorporated the history of slavery within national narratives of progress; (b) gave minimum attention to the unique experiences of women and indigenous people; and (c) presented a decontextualized view of slavery…. [Direct]
(2021). What Happens to P? Lessons from Network Action Learning Research. Action Learning: Research and Practice, v18 n2 p91-101. This article explores how P (programmed learning) in Revans' formula L=P + Q accumulates from one action learning research initiative to another. Drawing on three inter-organizational action learning research initiatives, it shows how the L (learning) from conducting action learning in an initiative in one network built new P on network action learning research which was applied in two subsequent initiatives. The article contributes an understanding of how P accumulates from learning initiative to learning initiative and how its application contributes to the L of actionable knowledge…. [Direct]