(2020). Value-Creating Perspectives and an Intercultural Approach to Curriculum for Global Citizenship. Journal of Interdisciplinary Studies in Education, v9 n1 p26-40. Several recent scholarly works have challenged the Western dominated paradigm underlying the UNESCO-led agenda of global citizenship education. This includes the heavy influence of Enlightenment liberalism. Further discussions must also be centered on integrating non-Western perspectives so that the practice of global citizenship has a more critical and intercultural focus. This paper offers suggestions to develop curriculum for global citizenship based on a study of leaders and their movements, including Wangari Maathai and Daisaku Ikeda who have inspired people to act within their local communities based on their personal values that are rooted in their experiences with being engaged in both Western and non-Western modes of thinking…. [PDF]
(2020). A Review of Photovoice Applications in Environment, Sustainability, and Conservation Contexts: Is the Method Maintaining Its Emancipatory Intents?. Environmental Education Research, v26 n3 p359-380. Photovoice, a Participatory Action Research method developed by Wang and Burris, has gained popularity as a pedagogical tool to engage youth with environmental, sustainability, and conservation issues. Influenced by Paulo Freire's critical pedagogy, feminist theory, and documentary photography, photovoice supports reflection about place, critical dialogue about community issues, and social change by reaching policymakers. Some scholars have modified the method and applied varying frameworks to increase relevance for diverse participants. However, adaptation also may lose the original tenets. Through a scoping review, this study examined methodological applications to science, conservation, and sustainability education and whether emerging approaches align with Wang and Burris' original goals. The scoping review identified and analyzed four applications of photovoice: i) place as pedagogy, ii) conservation and sustainability, iii) STEM teaching; and iv) decolonizing education. Current… [Direct]
(2022). Curriculum Hybridization and Cultural Glocalization: A Scoping Review of International Research on Early Childhood Curriculum in China and Singapore. ECNU Review of Education, v5 n2 p299-327 Jun. Purpose: This article presents a scoping review of the internationally published research on the early childhood curriculum (ECC) reforms, policies, measures, and effectiveness in China and Singapore, to explore the joint and interactive effects of globalization and localization in ECC in two different contexts. Design/Approach/Methods: We reviewed and analyzed the chosen studies with a multilevel curriculum framework–formal curriculum, perceived curriculum, operational curriculum, and curriculum ideology. Findings: The synthesis of evidence indicated that in both China and Singapore (1) a constructivist orientation is relied upon to construct the formal curricula; (2) the perceived curricula have been heavily influenced by the indigenous values and contextual realities; and (3) the Western ideology embedded in the formal curricula has not been realized, as reflected in the operational curricula. Originality/Value: The phenomenon of curriculum hybridization has been scrutinized to… [PDF] [Direct]
(2022). Internationalization of a Course in Human Development. International Research and Review, v11 n2 p85-101 Spr-Sum. The author, a psychology instructor at an American university, describes the internationalization of his course in Human Growth and Development. The author argues that human development cannot be easily summarized by nature (i.e., biological and evolutionary predisposition) or nurture (i.e., learning through environment and experience). Development must be seen as a combination of both, and this makes the internationalization of courses in human development necessary. The internationalization of the course in question is set up with respect to cultural differences in individualism and collectivism. In each internationalization activity, students are asked to compare and contrast mainstream scientific rituals and practices in development, which is consonant with traditional human development textbooks, with indigenous rituals and practices, which are often left out of textbooks. The author provides detailed examples of how this process was carried out, what the objectives were and how… [PDF]
(2022). Education for Reconciliation? Understanding and Acknowledging the History of Teaching First Nations Content in Victoria, Australia. History of Education, v51 n1 p135-155. Contemporary Australian curricula require teachers to promote reconciliation through the teaching of Aboriginal and Torres Strait Islander histories, cultures and languages. Engaging with First Nations knowledges and histories in education comes with a very complex and historically layered legacy. This paper examines the role of education in the ongoing process of colonisation by critically analysing historical and contemporary documents prescribing what Victorian students should learn about First Nations peoples, histories and cultures. These documents are discussed in the context of relevant events and policies, from the Terra Nullius ideologies that dominated curricula until the 1960s, through the growing agenda of self-determination in the 1970-1980s, and into the current swinging pendulum of political agendas. It is argued that contemporary curricula and policies promote reconciliation without embracing the necessary social justice and decolonising ideologies…. [Direct]
(2022). Motivational Factors Influencing Learners' Academic Success in an Australian Enabling Education Setting. Journal of Social Studies Education Research, v13 n4 p97-119. The main objective of this study is to identify and discuss the motivational factors that significantly influence learners' academic success in an Australian enabling education setting. The logistic regression technique has been employed to identify the motivational factors using data collected through online surveys with 331 learners enrolled in Foundation Studies and Diploma programs at a South Australian university. Empirical results showed that there are some dominant motivational factors that can be used to predict how and why they are important in influencing learners' academic success in these programs. The motivational factors that were found to significantly influence learners' academic success include the time available to study, work status, living with a disability, and childcare arrangements. Individual study habits and interest in the materials were also found to be significant. Additionally, several other motivational factors were found to not significantly influence… [PDF]
(2022). Oral Tradition Literature, Social Justice and Inclusive Education. Journal of Language and Linguistic Studies, v18 n3 p447-457. A systematic review was carried out on the production and publication of research papers related to the study of the variable Literature of Oral Tradition, Social Justice and Inclusive Education under the PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) approach. The purpose of the analysis proposed in this document was to know the main characteristics of the publications registered in the Scopus and WoS databases during the year and their scope in the study of the proposed variables, achieving the identification of 106 publications. Thanks to this first identification, it was possible to refine the results through the keywords entered in the search button of both platforms, which were "social justice" and "inclusive education," reaching a total of 18 documents, excluding duplicates and those that did not meet the analysis criteria. These were analyzed to find out the relationship between the variables and how the Americas have advanced… [PDF]
(2022). Preparing Students for Complex Humanitarian Contexts. Journal of Social Work Education, v58 n3 p521-536. The future is unfolding now, framed by unprecedented trends of complex humanitarian contexts. To prepare for this as a profession, social work education faculties need to respond to the current call for the scaling up of well-prepared social work practitioners. The Preparation for Complex Humanitarian Contexts for Pre-Service Social Work Students education framework offers a hybrid experience for social work students and includes an internationalized curriculum, practical hands-on experience through field education, and a meaningful field education Preparation Program. Successful implementation of the Preparation Program provides unparalleled opportunities to engage with students to become social workers for the future who will be well suited to work in complex humanitarian contexts and to be the mainstays of an uber workforce. Autoethnography is used in this article as a qualitative research method. Autoethnographical narratives are used to interpret the author's experiences as a… [Direct]
(2020). Social Agency and Ecoliteracy: Seeds of Change for Teacher Education in Uncertain Climate Futures. set: Research Information for Teachers, n3 p54-60. In this article, we discuss the importance of developing the skills of ecological citizenship for teachers and students. In particular we consider how we can support teaching practice to develop the skills of social agency and ecoliteracy. We argue that these skills are essential for building teacher and student capabilities to co-create regenerative futures on a warming planet. In this discussion we reflect on our experiences as educators and researchers invested in place-based education, sustainability, climate justice research, democracy, and citizenship education. We highlight some of the tools and approaches that we have used in supporting both preservice teachers, and children, to learn these skills of ecological citizenship…. [Direct]
(2007). Influences Preceding "Nunatsiavut" Self-Determination: Historical, Political and Educational Influences on the People of Northern Labrador (Canada). Australian Journal of Indigenous Education, v36 p101-110. What were the influences on the Inuit of Northern Labrador preceding the creation of the self-governing territory of Nunatsiavut? What are the preterritorial influences of the Inuit on the territory's five schools? To answer these questions and to share the success of one Indigenous people, the Nunatsiavut Inuit (the Inuit of Northern Labrador, Canada), this paper traces their survival, recovery, and development as they reclaim their right to self-determination (Smith, 1999). As part of this process, the paper reports such influences as: the bicultural and assimilationist forces (Moravian missionaries and the governments of Newfoundland), the rise and successful influence of the Labrador Inuit Association as a precursor to the Nunatsiavut Assembly, and the Inuit influence on schools in the region. This paper concludes with a discussion of the nature of northern isolation as a source of economic and cultural strength, which may have enabled the Nunatsiavut Inuit to resist complete… [Direct]
(2007). Utilising the Concept of Pathway as a Framework for Indigenous Research. Australian Journal of Indigenous Education, v36 suppl p15-22. Drawing on Gregory Cajete's (1994, p. 55) explanation of \Pathway\ (Path denoting structure, Way implying a process), a research framework was developed exploring Aboriginal women's perceptions and experiences of health and health services. Developing the research methodology was like laying out the Path, as a well thought out structure or the plan for the research. It relates as an external landscape, not just in terms of the Path itself, but also the research process within the landscape of the site of the research. The Way, being the process, involved enabling a clear, thought out process for me to follow and additionally one for me within my Self. The research was informed and guided by Aboriginal women. I also travelled an internal landscape in the journey of the Self, within my own learning and coming to terms with myself as an Indigenous researcher within the Pathway…. [Direct]
(2007). Indigenous Autoethnography: Formulating Our Knowledge, Our Way. Australian Journal of Indigenous Education, v36 suppl p45-50. This paper seeks to engage the cultural interface where Indigenous knowledge meets Western academia, by questioning the validity of traditional research methods. Firstly, it is a response to the challenges facing Indigenous people confronted with the ethical and methodological issues arising from academic research. Secondly, it is a journey \into\ academia, where the researcher is all too often forced to remove the \self\ from the \subject\; a difficult task for an Aboriginal person involved in research concerning Aboriginal people. Distancing oneself from research is even more difficult if the research is based closer to home, in one's own community. Therefore, a significant need exists for Indigenous people to conduct and present research in a manner respectful of Indigenous ways of understanding and reflective of the ways in which Indigenous peoples wish to be framed and understood. This need has fuelled the search for Indigenous methodologies, which challenge the imperial basis… [Direct]
(2007). Indigenising the Curriculum or Negotiating the Tensions at the Cultural Interface? Embedding Indigenous Perspectives and Pedagogies in a University Curriculum. Australian Journal of Indigenous Education, v36 suppl p51-58. Attempts to Indigenise the curriculum run the risk of implying the application of an "impoverished" version of "Aboriginal pedagogy" and the promotion of corrupted understandings of Indigenous knowledge (Nakata, 2004, p. 11). What is required, Nakata (2004, p. 14) argues, is a recognition of the complexities and tensions at cross-cultural interfaces and the need for negotiation between "Indigenous knowledge, standpoints or perspectives" and Western disciplinary knowledge systems such that meanings are reframed or reinterpreted. Attending to these cross-cultural negotiations and the pedagogical practices they imply are profoundly challenging for both Indigenous and non-Indigenous educators. This paper focuses on a project at Queensland University of Technology (QUT) which seeks to embed Indigenous perspectives in Humanities and Human Services curricula. It outlines the curriculum framework which was developed to guide the curriculum redesign in its… [Direct]
(2007). Maybe We Can Find Some Common Ground: Indigenous Perspectives, a Music Teacher's Story. Australian Journal of Indigenous Education, v36 suppl p59-65. This paper examines the idea of embedding Indigenous perspectives drawing upon a metaphor for designing an environment that nurtures Indigenous cultural identity and relationships. This paper constitutes a teacher's personal story of emerging understandings of Indigenous Standpoint Theory and pedagogy, which began with embedding Indigenous perspectives within a tertiary music and sound curriculum. These understandings were developed into \rules of thumb\ that have had transferable implications for research that examines community music-making projects in urban Indigenous and cross-cultural communities. These ideas are explored through case studies that examine them in context. Furthermore, the idea of embedding Indigenous perspectives in my own value systems is explored and a growing awareness of the embodied understanding that stems from an open, continuous and critical discourse with Indigenous people. This reveals a relationship of belonging and welcoming interfaced with… [Direct]
(2007). Sensibility: A New Focus in Sami Health Care Education. Australian Journal of Indigenous Education, v36 suppl p66-73. Colonialism has had significant bodily impacts on Indigenous peoples through medicine. Excluded from the German race, Sami have been burdened by mainstream prejudices which perpetuate myths about Sami having poor genetic material and, as a consequence, having an inferior culture and language. This offensive burden and subsequent humiliation has particular implications for the Sami who come into contact with the health system as patients. Ethnic identity is connected with taboos, not only for patients, but also for Sami and non-Sami treaters. According to common knowledge Saminess should not be a theme. In spite of intense assimilation, many Sami understand illness as something caused of powers in nature or influenced by other people. The result can be a feeling of bodily chaos. Not understanding the meanings of the signs shown by the patients may bring health workers to interpret expressions of culture as signs of disease. Sami patients can be diagnosed as suffering from delusions…. [Direct]