(2021). 'Decolonising the Medical Curriculum': Humanising Medicine through Epistemic Pluralism, Cultural Safety and Critical Consciousness. London Review of Education, v19 n1. The Decolonising the Curriculum movement in higher education has been steadily gaining momentum, accelerated by recent global events calling for an appraisal of the intersecting barriers of discrimination that ethnic minorities can encounter. While the arts and humanities have been at the forefront of these efforts, medical education has been a 'late starter' to the initiative. In this article, we describe the pioneering efforts to decolonise the undergraduate medical curriculum at UCL Medical School (UCLMS), London, by a group of clinician educators and students, with the aim of training emerging doctors to treat diverse patient populations equitably and effectively. Throughout this process, students, faculty and members of the public acted as collaborative 'agents of change' in co-producing curricula, prompting the implementation of several changes in the UCLMS curriculum and rubric. Reflecting a shift from a diversity-oriented to a decolonial framework, we outline three… [PDF]
(2016). The Oceanic Researcher and the Search for a Space in Comparative and International Education. International Education Journal: Comparative Perspectives, v15 n3 p30-41. This paper argues that, despite the increasingly espoused centrality of culture and context to the field of comparative and international education, the voices from within the context remain silent and absent from the literature on comparative and international education. This paper explores the various spaces in which an Oceanic researcher may operate. It draws on Epeli Hau'ofa's Oceanic philosophy and Homi Bhabha's theory of hybridity to begin shaping possible actionable and ethical spaces for Oceanic researchers to explore the future of comparative and international education research for the Pacific…. [PDF] [Direct]
(2020). S√°mi: The S√°mi Language in Education in Sweden, 2nd Edition. Regional Dossiers Series. Mercator European Research Centre on Multilingualism and Language Learning This regional dossier aims to provide a concise description of the European minority language, S√°mi in Sweden, in education. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements and support structures, as well as quantitative aspects such as the number of schools, teachers, pupils, and financial investments. Because of this fixed structure the dossiers in the series are easy to compare. This information serves several purposes and are relevant for policymakers, researchers, teachers, students and journalists who wish to explore developments in minority language schooling in Europe. They can also serve as a first orientation towards further research, or function as a source of ideas for improving educational provisions in their own region. Every Regional dossier begins with an introduction about the region concerned, followed by six sections that each deals with a specific level of the education system (e.g…. [PDF]
(2017). Tua-Kana/Te-Ina Agency In Early Childhood Education. Early Childhood Folio, v21 n1 p27-32. Tuakana/teina is an important feature of a traditional Polynesian kinship model. Historically it referred to a pairing of older and younger male siblings and cousins, and older and younger female siblings and cousins. In contemporary early childhood education (ECE) contexts, tuakana/teina describes the practice of older, more expert children caring, teaching and taking responsibility for those younger or less expert. This article explores the tuakana/teina understanding and practices that were evident in a recent Teaching and Learning Research Initiative (TLRI)-funded research project, Te Whatu Kete Matauranga: Weaving Maori and Pasifika Infant and Toddler Theory and Practice in Early Childhood Education (2015-16), and highlights the importance of children learning tuakana/teina roles and responsibilities in ECE contexts. We argue that tuakana/teina is not just a culturally responsive pedagogical approach: it also supports children's agency and learning by empowering them to take… [Direct]
(2020). The Modern Era of Indigenous College Student Support in Primarily White Institutions. Journal of Student Affairs Research and Practice, v57 n1 p15-27. Some institutions have incorporated Indigenous Student Affairs (ISA) programs as an approach to retaining Indigenous college students–but how well do we understand and support ISA work? We interviewed six ISA directors at PWIs across the United States about their roles and experiences on campus and focus on a theme of how the directors' work is understood and supported within the institutional context of their campuses. We found that while ISA supports increased Indigenous student retention, PWIs still create institutional barriers for both ISA directors and their work. Implications show many potential methods of improvement…. [Direct]
(2020). Can It Be Done? An Evaluation of Staff Perceptions and Affordability of a School-Based Multi-Component Integrated Intervention for Improving the Resilience of Aboriginal and Torres Strait Islander Boarding Students. Australian and International Journal of Rural Education, v30 n1 p33-50. Internationally, schools have recognised the need for supporting and improving the resilience of students, particularly those facing a multiplicity of challenges. However, social and emotional learning programmes, including those aimed at enhancing resilience, are often not evaluated thoroughly nor detail process and economic evaluations. This paper evaluates a multi-component integrated intervention designed to strengthen the resilience of remote-living Aboriginal and Torres Strait Islander students attending boarding schools. This evaluation is largely process-based, focussing on the acceptability, feasibility, preliminary outcomes and affordability of implementation of the intervention. Fourteen boarding or teaching staff members, eight female and six who identified as Aboriginal, were interviewed. The interviews were conducted with staff members at eight Queensland boarding sites where the intervention was delivered. Qualitative inductive thematic analysis was used to evaluate… [Direct]
(2020). British Columbia Early Learning Framework: A Guide for Families. British Columbia Ministry of Education The Early Learning Framework is a document written primarily for educators and others involved in and supporting early learning, with a focus on children from birth to age eight (approximately grade 3). The Framework recognizes that families have the most important role in the development of their children's well-being and learning. Nurturing a sense of well-being and belonging is based on children's relationship with their families, communities, and their cultures, environments and the world. Families are the first teachers of their children. Through families, children may hear stories, poems, rhythms, chants, and songs that connect to their cultures and traditions. Throughout the Early Learning Framework, educators are encouraged to collaborate, communicate and wonder about children's learning with families. Families may choose to begin a dialogue with their child's educator to learn more about the Early Learning Framework, and how it supports their child's early learning. This… [PDF]
(2018). Decolonisation of the Curriculum: A Case Study of the Durban University of Technology in South Africa. South African Journal of Education, v38 n4 Article 1635 Nov. The call for the decolonisation of universities and curricula in South Africa was at the centre of the 2015 Fallist protests. The protests, which left a trail of destruction and many universities closed for periods of time, had as one of their positive outcomes the precipitation of a renewed interest in the decolonisation of university education debate. The debate on decolonisation at the Durban University of Technology (DUT) in South Africa is long overdue, given that the Western model of academic organisation on which it, like most South African universities, is based, remains largely Eurocentric. This paper adds to the debate by discussing what decolonisation might mean to the DUT's students, staff and the greater community. It explores the importance of decolonisation and how this process can be taken forward at DUT. The purpose is not to prescribe how decolonisation is to be done but to open up ways of (re)thinking university curricula and opportunities for further discussion… [PDF]
(2018). Prevention of Dental Caries in Indigenous Children from World Health Organization-Listed High-Income Countries: A Systematic Review. Health Education Journal, v77 n3 p332-348 Apr. Objective: To systematically review evidence for interventions to prevent early childhood caries (ECC) in Indigenous children in high-income countries. Search strategy: In November 2016, we searched Medline (from 1946), Embase (from 1980), the Cochrane Central Register of Controlled Trials (CENTRAL), PubMed (from 1996) and the Cumulative Index to Nursing and Allied Health Literature (CINAHL) (from 1982) for randomised and quasi-randomised controlled trials including children aged 0-5 years. Outcomes included the decayed, missing and filled teeth (dmft) index or similar index; the number of children with reported pain or emergency dental visits because of pain; the number of children referred for dental care; plaque scores; the amount of oral debris present; change in parent/carer attitude or knowledge towards baby teeth; reported regular dental visits and adverse outcomes. Two authors independently screened for inclusion and assessed the risk of bias. Main results: Four trials… [Direct]
(2018). Culturally Responsive School Leadership. Race and Education. Harvard Education Press "Culturally Responsive School Leadership" focuses on how school leaders can effectively serve minoritized students–those who have been historically marginalized in school and society. The book demonstrates how leaders can engage students, parents, teachers, and communities in ways that positively impact learning by honoring indigenous heritages and local cultural practices. Muhammad Khalifa explores three basic premises. First, that a full-fledged and nuanced understanding of "cultural responsiveness" is essential to successful school leadership. Second, that cultural responsiveness will not flourish and succeed in schools without sustained efforts by school leaders to define and promote it. Finally, that culturally responsive school leadership comprises a number of crucial leadership behaviors, which include critical self-reflection; the development of culturally responsive teachers; the promotion of inclusive, anti-oppressive school environments; and engagement… [Direct]
(2020). Recontextualising Race, Politics and Inequality in Transnational Knowledge Circulation: Biographical Resignifications. Research in Comparative and International Education, v15 n3 p291-304 Sep. This article examines shifts in the meaning and relevance of institutionalised knowledge about social inequalities as it circulates globally. In so doing, it contributes to research critiquing an unequal geopolitics of knowledge that grants greatest authority to theories produced in the global north (Connell, 2007; Mignolo, 2003). I discuss the resignification of globally circulating texts in terms of their entextualisation and reflect on my own role in this process through an auto-ethnographic narrative. I focus on two widely circulating texts that explicitly deal with questions of social power and globalisation: 'On the cunning of imperialist reason' (Bourdieu and Wacquant, 1999) and 'A pedagogy of multiliteracies' (The New London Group, 1996). Examination of their re-entextualisation in Brazil points to the need to bring to bear additional epistemological resources attuned to social and political struggles in order to address the racial inequalities that have come to be at the… [Direct]
(2020). The Community of Inquiry Framework: Future Practical Directions – Shared Metacognition. International Journal of E-Learning & Distance Education, v35 n1. Metacognition is a required cognitive ability to achieve deep and meaningful learning that should be viewed from both an individual and social perspective. Recently, the transition from the earliest individualistic models to an acknowledgement of metacognition as socially situated and socially constructed has precipitated the study of metacognition in collaborative learning environments. This metacognitive construct was developed using the Community of Inquiry framework as a theoretical guide and tested applying qualitative research techniques by way of developing a metacognition questionnaire. The results indicate that in order to better understand the structure and dynamics of metacognition in teacher education programs; we must go beyond individual approaches to learning and consider metacognition in terms of complementary self- and co-regulation that integrates individual and shared regulation. This research study examines this shared metacognition framework and the use of… [PDF]
(2020). Embodying Haumea: Wahine Scholars Cultivating Kanaka Independence/ts in the Academy. International Journal of Qualitative Studies in Education (QSE), v33 n2 p240-249. In this paper, we, a collective of wahine 'Oiwi (Native Hawaiian women), reflect on how we may ho'oko (fulfill) our kuleana lahui (nation-building responsibilities) through our positions in the academy. While doing this work has always already been tenuous given the occupied state of ka Lahui Hawai'i (the Hawaiian nation), this tenuousness and the stakes of this work are perhaps even higher within the current political climate of the United States. Through dialogue, we consider the ways that we have striven to ku'e (resist, stand up) through our research, teaching, and service and express our hopes for the students and broader community we hope to serve…. [Direct]
(2019). College Motivation and Preparation of Culturally Engaged Native American Youth. ProQuest LLC, Ed.D. Dissertation, University of California, San Diego. Access to higher education can help tribal communities maintain political sovereignty, protect traditional knowledge and languages, and help close economic and social gaps (Adelman, et al., 2013, Brayboy, et al., 2012). Statistics indicate that too few Native Americans participate in post-secondary institutions and considerable research has gone into exploring this challenge (Barnhardt, 1994, Bosse, et al., 2011, Guillory, et al., 2008, Lee, et al., 2010, Pavel, 1999). Native American communities have implemented strategies to support their students; including academic support, traditional teachings and providing safe spaces with positive role models during non-school hours. Although programs vary in primary purpose for working with youth, they are commonly grounded in a cultural enrichment approach that honors Native American knowledge, tradition, history, and pedagogy. Using a combination of Brayboy's (2006) Tribal Critical Race Theory and Huffman's (2001) Transculturation Theory,… [Direct]
(2019). Adult Learning for Nutrition Security: Challenging Dominant Values through Participatory Action Research in Eastern India. Studies in the Education of Adults, v51 n2 p213-231. National statistics point to the severe problem of hunger and undernutrition within indigenous communities in India. Several state interventions exist, in terms of both supplementary feeding and nutritional literacy, yet not much progress is visible. This paper explores the experiences of a participatory, educational, action research programme on nutrition for indigenous women and men in Eastern India. Spanning a period of three years, it examines the adult learning approaches involved in the process and their implications for gender relations as well as improved nutritional outcomes. It became clear, that to bring change, the facilitators needed to listen to women's voices and question their own assumptions about ethnicity/caste, class and gender, as well as nutrition. Based mainly on their field reports, this paper seeks to highlight the emergent insights in terms of indigenous women's priorities, their focus on the 'collective', and emphasis on recognition and reciprocity,… [Direct]