(2019). Remaking, Reweaving and Indigenizing Curriculum: Lessons from an American Samoa Head Start Program. Journal of Pedagogy, v10 n1 p33-55 Jun. In this paper, we focus on how indigenous Head Start teachers in American Samoa, an unincorporated territory of the US located in the South Pacific negotiated imported policy and curricular models that were not always congruent with local, indigenous approaches to educating young children. Here we place our focus on the negotiation of curriculum within these spaces and in doing so, show that through the reweaving of curriculum, western discourses and influences from the US were altered. We conclude with implications for US territories and other contested spaces across the globe…. [Direct]
(2019). Social Construction of Student Behavior through Character Education Based on Local Wisdom. Journal of Social Studies Education Research, v10 n3 p276-291. This article discusses the social construction of student behavior based on local wisdom, which aims to describe the social construction of student behavior by utilizing local wisdom through character education. The study was conducted using a case study method with a qualitative approach. The technique of collecting data uses observation, interviews and document studies. The results of this study indicate that the social construction of student behavior are carried out through a simultaneous dialectical process in externalization, objectivation and internalization. To apply local wisdom to character education requires the willingness of regional leaders to be implemented by their regional apparatus, schools, families and communities so that manifest students who have character. Values of "7 Poe Atikan Istimewa" (special educated seven day values" represent local wisdom that are applicable for student. Essentially, the seven days education of values are divided into:… [PDF]
(2019). Why We Need to Talk about Lifelong Learning and Intercultural Universities. London Review of Education, v17 n3 p347-361. This article explores whether and how contemporary discourses in lifelong learning (LLL) can support intercultural universities in Latin America. Since the late twentieth century, LLL has primarily been seen through a Eurocentric lens, with a strong focus on the development of skills for knowledge-based economies and societies. As this discourse has been promoted and adopted by so-called developing countries, the focus has shifted from an identified need for continuous learning in a global society to mainly targeting the promotion of basic education, as is evidenced by the United Nations Sustainable Development Goals. In this context, we have identified a need for further discussion and research on intercultural universities, many of which are becoming increasingly vulnerable in current neoliberal times. This article looks at two intercultural universities in Mexico and Ecuador and suggests that a more indigenized approach to LLL could provide a stronger sense of ownership and… [PDF]
(2019). Solutions to Indigenous Personal Barriers from the Author's Perspective. BU Journal of Graduate Studies in Education, v11 n1 p42-46. Providing pathways to Indigenous student success in Canada has proven difficult for educators over the past decade. Many Indigenous voices have been heard since the Truth and Reconciliation has become headline news, but most Western educators do not yet have the knowledge and understanding to properly teach culturally accurate and appropriate lessons, including the current and historical implications of residential schools. On a daily basis, Indigenous students face barriers such as mental illness, disengagement from the educational system, and a loss of culture. As such, providing school staff with cultural sensitivity training, focusing on the strengths of our Indigenous students with compassion and love, and inviting Elders and Indigenous resource workers to collaborate in lesson planning are all viable solutions to increase the success of our Indigenous students…. [PDF]
(2019). "Yuta Gonydjuy": The 'New Wax' Warramiri Yol?u Parable as Transculturation Literature and "Lonydju'yirr" Literacy at "G√§wa". English in Australia, v54 n1 p30-42. "Yuta Gonydjuy" ("The New Wax") is a children's story written by Kathy Guthadjaka, an Indigenous Elder from G√§wa, Elcho Island, northeast Arnhem Land in the Northern Territory. Yuta Gonydjuy has been illustrated and published in both Warramiri and English via the bilingual Literature Production Centre at Galiwin'ku, in 1998. There is also a digital, interactive version of the story, and it is available online (as alphabetic text only) as part of the 'Living Archive of Aboriginal Languages' (2015). "Yuta Gonydjuy" is an allegorical parable with both traditional Yol?u and Christian themes, and considering the "transculturation" history and ontological priorities of the Warramiri Yoltu, "Yuta Gonydjuy" is a most appropriate text. Furthermore, the potential for "Yu?a Gonydjuy" to be utilised within a "Lonydju'yirr" (aligning side-by-side) multiliteracy approach at G√§wa is compelling and offers fresh insight into a… [Direct]
(2021). An "Among"-Based Mentoring Model for Vocational Schools in Yogyakarta and Its Social Impact. Journal of Social Studies Education Research, v12 n3 p248-269. This study aims to investigate how the use of an "among"-based mentoring model can improve competencies in vocational education at an agricultural vocational school in Yogyakarta and the social impact that this has. Qualitative research methods were applied in this study, with data being collected through questionnaires, field observations, and a literature study. The results indicate that using an among-based mentoring model for agricultural education at the Yogyakarta Agricultural Vocational School falls into the "good" or "acceptable" category. The social impact of the extension helped improve the intimate relationships between students and the instructor. Students gained the ability and courage to convey various topics, and open communication encouraged stronger social behavior. When stronger social relationships are built, the extension workers could identify the expectations of farmers and provide education about developing rice seeds and improving… [PDF]
(2021). Supporting First Nations and M√©tis Post-Secondary Students' Academic Persistence: Insights from a Canadian First Nations-Affiliated Institution. Canadian Journal of Higher Education, v51 n2 p46-60. Post-secondary institutions have a critical role to play in addressing the Truth and Reconciliation Commission (TRC) Calls to Action through indigenization strategies (TRC, 2015) but, to date, it has proven challenging. In this study, the research lens was expanded to focus on First Nations-affiliated post-secondary institutions, since these come closest to providing authentic approaches to indigenization. The purpose of this qualitative case study was to explore how social support affects the academic persistence of First Nations and M√©tis students at a First Nations-affiliated post-secondary institution. The findings revealed that administrative and pedagogical practices, consistent with Indigenous ontologies, enabled students to respond to challenges stemming from the generational effects of colonization, and promoted individual and familial advancement, cultural growth and identity formation, community development, and Indigenous sovereignty. It is concluded that mainstream… [PDF]
(2021). Identity, Industry and Citizenship: Students' Perspectives on Basic Education Reform in the Caribbean Community. Educational Planning, v28 n4 p43-61. The postcolonial states of the English-speaking Caribbean inherited unequal political, social, and economic institutions from British rule. Although the region's forefathers made decided strides towards rebuilding new nations, independence and equality still elude modern Caribbean societies. The systemic challenges that the region faces, situated within the threats and opportunities of globalization, have implications for education and other social services. This paper explores the challenge of education reform by asking the question: What do students' perspectives contribute to the agenda-setting of basic education in the Caribbean Community? Using a grounded theory lens to analyse the site of Kingston, Jamaica, through focus groups and thematic analysis, the paper investigates students' perspectives on basic education reform. The research finds that students view identity, industry, and citizenship as fundamental aims of Caribbean education, but consider standardized testing as an… [PDF]
(2021). In-Service Mathematics Teachers' Knowledge and Awareness of Ethnomathematics Approaches. International Journal of Mathematical Education in Science and Technology, v52 n7 p1063-1078. This convergent mixed method study aimed at gaining insight into teachers' awareness of ethnomathematics approaches and the ethnomathematical practices that could be used in the teaching and learning of geometry. The data were gathered through questionnaires and focus group discussions. The findings showed that the in-service teachers had varying definitions of ethnomathematics approaches and they were aware of the ethnogeometrical practices found in their cultural practices and experiences that could be integrated into the teaching and learning of geometry…. [Direct]
(2021). Using Peer Review to Develop Professional Competencies: An Ubuntu Perspective. Accounting Education, v30 n6 p551-577. There is a paucity of literature investigating peer review as an aspect of accounting and auditing education. This study investigates students' perceptions of peer review as a method to develop professional competencies. It reports on a peer review intervention, the so-called TUTBuddy, introduced in an undergraduate auditing course. A mixed method approach was followed that showed that students perceived the intervention as having positively influenced the development of their competence in nine areas. A positive relationship was found between the students' perceived development of these competencies and their own academic performance. The study also draws attention to students' interpersonal perspectives, and suggests Ubuntu dimensions that can be emphasised to promote interconnectedness between an individual student and their peers. The study contributes to the peer review literature by showing its application in the auditing discipline, and by suggesting that an interpersonal… [Direct]
(2021). A Multilateral Model for Decolonising African Educational Leadership: Addressing Conceptual Problems and Integrating the Past-Present Continuum across the Local-Global Axis. Research in Educational Administration & Leadership, v6 n3 p625-660 Sept. In studies on educational leadership across African countries, researchers are using different concepts that do not have the same meanings or similar histories, including variations in involvement by local, national, and international leaders. In the first part of this article, we problematize conceptualizing globally minded school leadership in Africa and attempt to understand the way local and global actors apply these concepts to and from within African contexts. In the second part, we present research working at the intersection of the NGO-Postcolonial border working with educational leaders in Madagascar. The findings show that early childhood education makes a difference on school readiness and that quality matters. In the third part, we propose a multilateral model for decolonising educational leadership in Africa by working on the past-present continuum and holding the tension between "border-specific" and "cross-border" perspectives…. [PDF]
(2021). Exploring the Effects of a Home-Based Literacy Intervention on the Family Literacy Practices of Maori Preschool Children. Australian Journal of Language and Literacy, v44 n3 p48-59. This paper reports on findings from a study that explored the efficacy of a home-based literacy intervention in advancing preschool children's foundational literacy skills. A secondary line of enquiry in the study sought to determine the effects of the intervention on the family literacy practices, in particular, the way in which families engaged with their children in shared book-reading, and the variety of literacy activities that occurred in homes. The intervention, adapted from Tender Shoots, consisted of two main areas of focus — one, named Rich Reading and Reminiscing (RRR), concentrated on stimulating children's oral language skills, and the other, called Strengthening Sound Sensitivity (SSS), aimed to generate shifts in children's phonological awareness abilities. Data sets were gathered with eight Maori preschool children and their families over a twelve-week period, which corresponded with the duration of the intervention. The study employed a crossover design, where four… [Direct]
(2007). Beyond Myopic Visions of Education: Revisiting Movement Literacy. Physical Education and Sport Pedagogy, v12 n2 p145-162 Jun. Background: In the industrialized world opportunities for children to explore movement in active, imaginative ways during free play periods are increasingly threatened for a range of reasons, stemming from caregiver concern for children's safety to the abundance of game technologies that capture the attention of youth. In contrast, Kenya, East Africa, provides indigenous settings wherein children use their unstructured time, in and out of school, to explore and play in active ways. In comparing the two settings, we observe that one problem in the changing childhood environments of the industrialized world is that the value of movement continues to be largely overlooked. Purpose: The purpose of this paper is to revisit discourses that promote mind-body connection, such as physical literacy, or, as we phrase it, movement literacy. We hope to engage educators in conversations respecting how we might practically and theoretically dissolve the boundaries between body and mind with a view… [Direct]
(2018). Democratic Communities of Inquiry: Creating Opportunities to Develop Citizenship. Educational Philosophy and Theory, v50 n4 p359-368. One of the most significant obstacles to inquiry and deliberation is citizenship education. There are few mechanisms for the development of citizens' democratic character within most societies, and greater opportunities need to be made to ensure our democracies are epistemically justifiable. The character and quality of citizens' interactions are a crucial aspect for any democracy; their engagement (or lack thereof) make a significant difference between a deliberative society and an electoral oligarchy. I contend that through demarchic procedures, citizens are subject to collective learning process in virtue of being part of communal decision-making and in so doing can develop their capacities for deliberation with practice over time. Demarchic bodies (functionally decentralised authorities that have members chosen by random selection) can be utilised as communities of inquiry (learning processes where participants collectively construct a problem). By viewing democracy as both a… [Direct]
(2018). Montessori Education in the Ngaanyatjarra Lands. Journal of Montessori Research, v4 n2 p33-60 Fall. This article explores the ways Ngaanyatjarra students in Australia respond to Montessori pedagogy in a remote Aboriginal early childhood context. The article initially presents key literature pertaining to early childhood education, Aboriginal education, and Montessori education in Australia. The qualitative methodology underpinning the research is subsequently outlined. The approach emphasized in this research is that of interpretivism. The data analysis process highlighted three headings: concentration and engagement, student autonomy, and student independence. The findings of this research indicate the potential for Montessori pedagogy as a viable alternative practice of education for remote Aboriginal early childhood contexts, as Montessori pedagogy may align more harmoniously with the cultural dispositions of Ngaanyatjarra students. Finally, recommendations are presented in light of the research…. [PDF]