(2020). Developing an Instrument for Assessing the Physics Cognitive Learning Achievement of High School Students through Local Wisdom-Based Fieldwork. Online Submission, Jurnal Ilmiah Peuradeun v8 n2 p299-312 May. This study aims to reveal (1) the construct and (2) the characteristics of the developed instrument for assessing Physics cognitive learning achievement of high school students in outdoor learning models through local wisdom-based fieldwork. This research was a research and development using the approach developed by Mardapi (2012: 110). The steps taken included (1) preparing instrument specifications, (2) writing the instrument, (3) reviewing the instrument, (4) doing instrument trial, (5) analyzing the instrument, (6) improving the instrument, assemble the test (8) implementing the test, and (9) interpreting measurement result. The results of the study showed that the Instrument of cognitive skills consisted of 50 items with two-tier multiple choices focused on indicators of cognitive skills. The instrument was categorized fit the PCM 1PL and the difficulty level of the items ranges from -1,00 to 1,22 which means the items were in a good category. The reliability of the items was… [PDF]
(2018). Pedagogy of Permaculture and Food Justice. Educational Foundations, v31 n1-2 p57-85 Spr-Sum. We contend that the pedagogy of permaculture offers radical possibilities. In this article, we share our philosophical underpinnings of the pedagogy of permaculture using a case study of an international service learning project. We offer (1) a literature review creating a case for the use of permaculture with definitions for the ethics and principles, (2) we go deeper into permaculture versus conventional design and pedagogy leading into a (3) case study of a permaculture project: the rationale, design, and implementation of community surveys and a school-based aquaponics unit, then we analyze (4) the possibilities of the "Pedagogy of Permaculture," utilizing permaculture principles to help us think of our practice as critical STEM educators and finally, (5) we focus on the ways permaculture supported our work throughout the experience highlighted in this article. We make a call to you, the reader, to join our movement and apply the Pedagogy of Permaculture to your… [PDF]
(2018). Culturally Inclusive Global Citizenship Education: Metaphysical and Non-Western Approaches. Multicultural Education Review, v10 n2 p75-93. Global citizenship education (GCE) is supposed to be culturally inclusive in its literal sense. In this metaphysical study, I argue that GCE is grounded in epistemology-driven knowledge systems that may facilitate a particular mode of being (e.g. abstract or liberal individualism) and an epistemic system (e.g. instrumentalism), and its insufficient ontological and axiological discourses may result in cultural exclusivity. By applying the three dimensions of metaphysics, namely ontology, epistemology and axiology as a methodological approach to cultural diversity, I critically review GCE literature and its pedagogical values through lenses of non-Western values embedded in Aboriginality, Buddhism, Confucianism, Hinduism, Islam and Taoism. In the conclusion, I argue that culturally inclusive GCE needs to be reconceived in a way to promote authentic intercultural interaction, and to do so, non-Western cultures/religions need to be repositioned as equal participants in culturally… [Direct]
(2018). Ensuring Indigenous Cultural Respect in Australian Undergraduate Nursing Students. Higher Education Research and Development, v37 n4 p837-851. Like other Westernised countries, Australia's history of colonisation, racism and oppression has impacted upon Indigenous Peoples' health and well-being. It is also evident that institutional racism and ongoing colonisation are present in the Australian health system. Better preparation of health professionals to work in a culturally respectful way can contribute to addressing health disparities and prejudices. One approach to enabling the development of cultural respect is through embedding an Indigenous graduate attribute (IGA) across curricula and ensuring the process is thoughtfully developed and assessed. This paper describes and discusses the process of developing an assessment criteria template (ACT) to assess Indigenous cultural respect in an undergraduate nursing degree programme. Critical to the project was meaningful engagement with Indigenous stakeholders and Indigenous leadership to inform the development and implementation process. Although the context will vary… [Direct]
(2020). Contextualising Science and Mathematics Teacher Professional Development in Rural Areas. Perspectives in Education, v38 n2 p213-226. Science and mathematics teacher professional development in South Africa does not adequately address teachers' pedagogical content knowledge or ability to integrate indigenous knowledge into the curriculum. This situation is partly due to traditional teacher professional development programmes that utilise top-down and expert-driven approaches without consulting teachers. This "one- size-fits-all" model is rarely relevant to teachers' classroom realities, especially in rural areas. The research question that guided this research was: How could the professional development intervention be contextualised to better meet the educational needs of a rural environment? In this paper, we explore the design principles for teacher professional development interventions that could addressthe needs of teachers and the context, acknowledging that teachers in rural areas face different challenges compared to teachers in urban areas. We use the Hantam region of the Northern Cape Province… [Direct]
(2021). "We Believe in Collective Magic": Honoring the Past to Reclaim the Future(s) of Literacy Research. Literacy Research: Theory, Method, and Practice, v70 n1 p428-447 Nov. This article explores the concept of literacy futurisms as guided by the 2019-2021 Scholars of Color Transitioning into Academic Research Institutions cohort, who conceptualize themselves as part of an emergent literacy research collective. Drawing on the knowledges of our ancestors and children, we offer dimensions of a framework-in-the-making (grounded on intersectionality, translanguaging, decoloniality, ancestral, play, and collectivity) for reenvisioning and reclaiming the future(s) of literacy research. We invite readers to engage in multimodal play as co-conspirators in reclaiming literacy research. [This article was authored by The Literacy Futurisms Collective-in-the-Making.]… [Direct]
(2021). Student and Graduate Profiles. 2021 Environmental Scan. Colleges Ontario This report shares data relating to Ontario student and graduate profiles in the following areas: (1) College activity; (2) Numbers of Ontario college applicants, students and graduates; (3) Domestic learner demographics and characteristics; (4) Apprentices; (5) Continuing education students; (6) Graduates; (7) Perceptions; and (8) Key performance indicators. Notes on data sources are included. Among the highlighted findings are: (1) Each year, more than 500,000 students and clients are served by Ontario's public colleges. Of this group, more than 260,000 are full-time post-secondary students; (2) There were 193,823 distinct applicants for the 2019-20 academic year; (3) Fifty-five per cent of new fall 2020 entrants to Ontario post-secondary institutions enrolled in a college; (4) In 2019-20, total funded, full-time equivalent (FTE) post-secondary enrolment in the colleges was 211,441 (including funded full-time, part-time and tuition-short programs); (5) More than 95,000… [PDF]
(2022). Philosophy of Education in a New Key: Publicness, Social Justice, and Education; A South-North Conversation. Educational Philosophy and Theory, v54 n8 p1216-1233. Public education is not just a way to organise and fund education. It is also the expression of a particular ideal about education and of a particular way to conceive of the relationship between education and society. The ideal of public education sees education as an important dimension of the common good and as an important institution in securing the common good. The common good is never what individuals or particular groups want or desire, but always reaches beyond such particular desires towards that which societies as a whole should consider as desirable. This does, of course, put the common good in tension with the desires of individuals and groups. Neo-liberal modes of governance have, over the past decades, put this particular educational set up under pressure and have, according to some, eroded the very idea of the common good. This set of contributions reflects on this state of affairs, partly through an exploration of the idea of publicness itself — how it can be… [Direct]
(2015). Aboriginal Perspectives and/in Mathematics: A Case Study of Three Grade 6 Teachers. in education, v21 n1 p12-22 Spr. The marriage of Aboriginal perspectives and mathematics is complex and comes with multiple interpretations. Through the research presented in this paper, we propose that one possibility for a lasting relationship between Aboriginal perspectives and mathematics lies in understanding more about teachers' experiences and stories from their own mathematics classrooms, with their own students. The purpose of this paper, and of the research project informing this paper, is to understand how Grade 6 teachers in one particular Canadian province (Saskatchewan) are addressing Aboriginal-focused curriculum goals/outcomes and to listen to teachers' perspectives on teaching mathematics with a distinctly Aboriginal focus. Data collection consisted of focus group discussions, individual interviews, and classroom observations with three case study teachers (Chris, Joe, and Lindsay). In this paper, we present three brief vignettes constructed out of the data, which provide a glimpse into the… [PDF]
(2021). New Possibilities for Culturally Responsive Experiential Education in Teacher Education. Journal of Experiential Education, v44 n1 p31-49 Mar. Background: Understanding how students conceptualize culturally responsive service learning (CRSL) before and after an experiential education (EE) program has the potential to inform the instructional and theoretical designs and long-term possibilities of EE programs in teacher education. Purpose: To (a) explore students' early-trip conceptions of CRSL in comparison with their end of trip conceptions while on a month-long EE program in rural Fiji and (b) examine which self-reported experiences facilitated the transformation of participant understandings of CRSL. Methodology/Approach: This study was situated in EE theory and critical pedagogy and utilized a narrative inquiry methodology. Findings/Conclusions: Students held traditional notions of service in their early-trip definitions. In their end of trip definitions, the participants' definitions transformed to include new understandings. Implications: CRSL is a complex concept that requires cyclical reflexivity and… [Direct]
(2021). Integration of Character Education Based on Local Culture through Online Learning in Madras Ahaliyah. Cypriot Journal of Educational Sciences, v16 n6 p3293-3304. The focus of this article's discussion is related to the integration of character education based on local culture at "Madrasah Aliyah" (Senior High School) in Aceh. The participants were determined purposively, and they were six "Madrasah" principals, and 50 teachers served at "Madrasah Aliyah" (Islamic secondary school ) throughout Aceh. The data were analyzed following the procedures of qualitative research. The results of the study suggest that the integration of character education based on local Acehnese culture was carried out through integration in learning, the preparation of a Characteristic Learning Implementation Plan (RPP) module, the role of the teacher as a role model, and the development of pesantren (boarding school) culture. The integration of character education based on local wisdom at "Madrasah Aliyah" in Aceh has implications for student character development, such as religion, integrity, critical thinking, independence,… [PDF]
(2021). Race, Power, and Place: Lakota Lessons from Pine Ridge Reservation. Michigan Journal of Community Service Learning, v27 n1 p129-153 Win. Drawing on three years of partnership with residents of the Pine Ridge Reservation in South Dakota, I discuss some of the insights and challenges of working toward a critical community engagement that is antiracist, anti-colonial, and "place-engaged" (Siemers et al., 2015). I specifically reflect on how the bridging of academic practice with Indigenous models of teaching and learning can offer a powerful way to center social justice in community engagement work. I model this approach by discussing academic concepts and pedagogies used in the classroom alongside Lakota concepts and stories shared during our engagement. I then include the voices of students as they critically reflect on lessons of racial privilege, Indigenous survivance, and reciprocity/allyship. Lastly, this article is my own attempt at some form of reciprocation, as a way to respond to the common expectation that many Lakota elders/teachers expressed during our time with them–that we share these lessons… [PDF]
(2019). Reclaiming Your Time: Tools from Culturally Responsive Pedagogy (CRP) for Making General Interventions Local. Educational Forum, v83 n3 p266-277. In the last 20 years, teachers have been placed in an impossible bind: we know that classrooms are situated in geographic and sociohistorical contexts, but we are required to implement one-size-fits-all interventions. In this article, three classroom teachers turned teacher educators share ideas for how to use culturally responsive pedagogy to align mandated interventions to the needs of students. We share our own stories as examples of how these principles look in practice in classroom communities…. [Direct]
(2018). The Best Kind of Wisdom: Elders as Instructors and Models for the Next Generation. Tribal College Journal of American Indian Higher Education, v29 n4 Sum. When Vernon Lambert and Lorraine Greybear graduated from the Fort Totten, North Dakota, Bureau of Indian Affairs (BIA) community school in 1957 and 1959, respectively, Dakota language and culture were not even taught. Lambert's mother had stopped speaking Dakota to him at home so he wouldn't have to learn English the hard way at school as she had. Like many of his generation, he grew up understanding but not speaking the language. Dakota language and culture were just beginning to be taught in tribal schools by the time his own children started going, but there was a dearth of teachers Lambert's age to teach these subjects, so Lambert's mother began a 25-year career teaching the language to her grandchildren and subsequent generations. Eventually Lorraine Greybear would succeed her as the principal Dakota language instructor on the Spirit Lake reservation. In 2016 Lambert and Greybear became the first elders the Spirit Lake tribal council certified to be master's and Ph.D.-level… [Direct]
(2018). What Is the Purpose of Ethnobiology in Biology Teacher Training?. Science Education International, v29 n2 p96-102 Jun. This article aims to discuss the purpose of ethnobiology in biology teachers' training based on conceptions of biology teachers before and after their participation in a training course for science teachers that involved ethnobiology. The research was developed in 2009 and involved semi-structured interviews with nine biology teachers of public schools in the state of Bahia (Northeastern Brazil). Analyses were conducted inductively, using categories based on the teachers' answers and carefully studying literature on science teaching. Results indicate that teachers expanded their conceptions about ethnobiology after their participation in the training course. They perceived this science as the study of complex relationships between human beings and other living beings. They also perceived the importance of exploring their students' cultural knowledge to the intercultural dialog and having ethnobiology as a tool in this process. It is concluded that ethnobiology contributes to the… [PDF]