(2016). Ethnomathematics in Arfak (West Papua-Indonesia): Hidden Mathematics on Knot of Rumah Kaki Seribu. Educational Research and Reviews, v11 n7 p420-425 Apr. This ethnomathematics article focused on the models of knot which is used in the frame of "Rumah Kaki Seribu." The knot model itself was studied mathematically. The results of this study revealed the way Arfak tribal communities think mathematically. This article uses exploration, documentation, interview, experiments and literature studies method. The result showed that Arfak tribal communities used the characteristics of a triangle. It can be proofed by looking at their consideration of the strengths, endurance, and the stability of their Rumah Kaki Seribu…. [PDF]
(2016). Revising Amartya Sen's Capability Approach to Education for Ethical Development. Asia Pacific Education Review, v17 n3 p501-510 Sep. The purpose of this paper is to examine whether Amartya Sen's capability approach can suggest an appropriate theory of education for ethical development. Many advocates of Sen's capability approach insist that his approach is superior to rival theories of education, including the human capital theory. This is because Sen emphasizes the purpose and various roles of education for achieving substantial freedom while rival theories focus on the instrumental aspects of education. A focus on rival educational theories often results in the negative effects seen occurring in colonial education. In principle, we agree with the advocates of Sen's capability approach. However, we doubt that Sen's emphasis is sufficient for guaranteeing that his capability approach is the appropriate theory of education for application in the context of ethical development. It does not have theoretical completion, and it gives no guidance as to conflict resolution concerning the roles, or value, of education…. [Direct]
(2018). The HeART of Listening. Metropolitan Universities, v29 n2 p19-32 May. Dr. Eric DeMeulenaere is Associate Professor of Education at Clark University in Worcester, MA. When he received the Ernest A. Lynton Award for the Scholarship of Engagement in 2015, he was an Assistant Professor coming up for promotion and tenure. He received the Lynton award because his scholarly work exemplifies deep collaboration with community partners across the faculty roles of teaching, research, and service. That reciprocity and valuing of the knowledge assets in the community comes across strongly in this essay. His essay is fundamentally about engagement that disrupts the dominant epistemology of the academy, which narrowly constrains ways of knowing and passes for legitimate knowledge. Much of this essay reflects the keynote address that Eric gave at the Lynton Colloquium at the University of Massachusetts, Boston in September of 2015. He received the Lynton Award at the annual meeting of the Coalition of Urban and Metropolitan Universities in Omaha, Nebraska the… [PDF]
(2018). Local Insights from the Vietnamese Education System: The Impacts of Imperialism, Colonialism, and Neo-Liberalism of Globalization. International Education Journal: Comparative Perspectives, v17 n3 p67-79. The paper fills a gap in the literature by examining how local dimensions have been demonstrated and fostered in the Vietnamese education system under the different impacts of imperialism, colonialism, and the neo-liberalism of globalization before and after 1986. Thematic analysis of relevant literature and policies reveals that the Local dimensions were characterized by local people's responses, such as adaptation, appropriation, creativity, nationalism, and patriotism, in the imperial and colonial times. Under the impetus of the neo-liberalism influences of globalization in the post-colonial period, the Local dimensions have been featured by higher education reforms and internationalization policies. Cheng's multiple theories of fostering local knowledge in globalized education were employed to discuss such Local dimensions and associated challenges…. [PDF]
(2014). Indigenous Representation and Alternative Schooling: Prioritising an Epistemology of Relationality. International Journal of Inclusive Education, v18 n1 p55-71. This paper draws on a case study of a small alternative Indigenous school in Queensland, Australia. From the perspective of several of the school's Indigenous Elders, the paper foregrounds the significance of group differentiation at the school on the basis of Indigenous representation. However, it also considers how such differentiation/representation can be problematic in perpetuating cultural reductionism. Beyond such reductionism, the paper examines the possibilities of the Indigenous epistemology of relationality. The school's vision and governance around this epistemology–where community, kinship and family networks are at the centre of all relations–enabled both the articulation of a stable identity but also recognition of the complexity and diversity of Indigenous disadvantage. This paper argues that a prioritising of relationality within alternative Indigenous-led schooling contexts offers significant potential for addressing the complex educational needs of Indigenous… [Direct]
(2019). Situating Learning in the Context of Sustainability: Indigenous Learning, Formal Schooling and Beyond. Studies in the Education of Adults, v51 n2 p161-179. This paper focuses on learning by a group of Bedouin women in a community in eastern Egypt. It discusses the dynamic nature of indigenous learning, and the adaptability of its patterns and content. It describes how its patterns may yield to modern learning systems, and how traditional knowledge and livelihoods may be lost in the process. It gleans ideas on how traditional and formal learning can meet, situating learning in the larger context of sustainability…. [Direct]
(2019). African Higher Education and the Bologna Process. European Journal of Higher Education, v9 n1 p118-132. Since recently, the Bologna Process has been extending into Africa through the European 'external dimension' and the African lure as a model of higher education reform. The Bologna Process tools and methods are travelling beyond Europe in the form of an '√ -la carte' or as a wholesale model or both. Two contradicting views are in motion about the arrival of the Bologna Process in Africa: as a significant reform model opportunity and as a return to colonialism. However, due to internal and external factors, the extension and impact of the Bologna Process in African higher education is limited. The aim of this article is thus to analyze how the Bologna Process infiltrated and its level of impact on the African higher education reforms. The paper is developed through a qualitative analysis of primary and secondary sources…. [Direct]
(2019). A Yol?u 'Bothways' Approach to English and Warramiri Literacy at G√§wa. Australian Review of Applied Linguistics, v41 n3 p252-279 Dec 2018. In the famous Djuranydjura story from North-East Arnhem Land, when the visiting 'Macassan' offers the Yol?u ancestral dog rice, shoes and blankets, he rejects them all, in favour of his own land and resources. At G√§wa homeland on Elcho Island, this powerful story is reinterpreted to include the arrival of balanda (white) teachers, and their focus on English literacy. However, it is not that English literacy is devalued, but that it must maintain its proper place; negotiated to sit alongside the foundational literacy of the land, and Warramiri language itself. An approach of applying such a 'Bothways' pedagogy through utilising the 'Accelerated Literacy' methodology for both languages and cultures is outlined to demonstrate that strengthened identity is attainable when the community moves together…. [Direct]
(2014). A Critique of the Role of Culture in Maori Education. British Journal of Sociology of Education, v35 n1 p19-36. Educational under-achievement by a section of the Maori population is a persistent problem for New Zealand. This article is a theoretical examination of the practice and consequences of a culture-based curriculum that is promoted as the solution. We develop the argument that not only is the "cultural solution" at odds with the complex social reality in New Zealand, but it is itself a contributor to educational under-achievement…. [Direct]
(2017). Rural Education Practice and Policy in Marginalised Communities: Teaching and Learning on the Edge. Australian and International Journal of Rural Education, v27 n1 p88-103. In this paper I focus on the problems that face (teacher) education policy and practice in meeting the challenge of 'persistent and entrenched locational disadvantage' in marginal communities. In "Dropping off the Edge 2015," Tony Vinson and colleagues (2015) clearly demonstrate that complex and entrenched disadvantage has continued to characterise a number of Australian communities, with few signs of improvement in the past 15 years. A very high proportion of these disadvantaged localities are in rural areas, and they pose an enormous challenge to policy makers and service providers, as well as to the people who live in the communities themselves. In such contexts, education is both crucially important and inexorably difficult. Agreeing with Vinson, Rawshtorne, Beavis and Ericson, that we need to understand locational disadvantage as a "wicked problem" for a social equity agenda (2015), I argue that the concept of Rural Social Space (Reid et al., 2010) provides a… [Direct]
(2017). Cognitive Development through Schooling and Everyday Life: A Natural Experiment among Kharwar Children in India. International Journal of Behavioral Development, v41 n3 p309-319 May. The influences of schooling and everyday experiences on cognitive development are typically confounded. In the present study, we unraveled the influence of chronological age and years of schooling on the development of general cognitive competency in a two-wave longitudinal design with a three-year interval among 181 Kharwar children in India, aged 6 to 12 years. Effects of chronological age and years of schooling on cognitive development could be estimated independently because of their weak correlation among the Kharwar and because of the many shared background characteristics of school drop-outs, children without schooling, and children with schooling. The same five cognitive measures, each with parallel school and everyday testing modes, were administered to all children on both occasions. The internal structures of both the school and the everyday tests were equivalent across time and to each other. In line with our expectations, analyses of the net development per year revealed… [Direct]
(2017). Thoughts on Designing Research to Be Pono. Educational Perspectives, v49 n1 p57-60. As a Native Hawaiian steadfast in her efforts to revitalize the Hawaiian language and culture, the author designed this study to critically explore issues and challenges, document and analyze distinctive practices, and affirm achievements within the context of preparing Hawaiian language medium-immersion teachers. The study was designed as a values-driven and culturally appropriate framework with Hawaiian concepts, protocols, tools, and behaviors intentionally incorporated and adhered to throughout the study. For example, the use of traditional Hawaiian metaphors and similes evoked imagery framing the study and making essential connections among the various research phases. The use of metaphorical language is considered to be an authentic and desirable way of conveying understandings and expressions in Hawaiian that go beyond conventional conversation. A prominent feature of this study was the predominant use of the Hawaiian language throughout all research activities, including… [PDF]
(2017). Local Wisdom-Based Science Learning Model through Reconstruction of Indigenous Science to Improve Student's Conservationist Character. Journal of Turkish Science Education, v14 n3 p16-23 Sep. The implementation of local wisdom-based science learning model through reconstruction of indigenous science is hoped to improve student's conservationist character. Through this model, student will be familiarized with science and local wisdom to improve their existing conservationist characters. Characters measured in this study were religiousness, tolerance, politeness, responsibility, and patriotism. Purpose of this study was to know the result of indigenous science reconstruction through implementation of local wisdom-based science learning model, and the effect on student's conservationist character. This is a descriptive research. Result of the study is reconstructed indigenous science of Samin tribe who has high respect toward conservation value, especially land conservation. The use of local wisdom-based science learning model through reconstruction of indigenous science is proved to improve student's conservationist character from low to good visibility…. [PDF]
(2006). Indigenous Participation in Information Technology Project: Achievements and Challenges of the First Three Years. Australian Journal of Indigenous Education, v35 p11-20. In 2002 the Faculty of Information Technology at the University of Technology Sydney began a major initiative to improve the participation of Indigenous Australians in the Information Technology (IT) sector. This followed an initial study which showed that very few Indigenous students undertook studies in IT at university and therefore few found employment as IT professionals. As a result of the new programme, the Faculty's first Indigenous staff were hired, an Indigenous resource centre was established and the first postgraduate students recruited. In addition, an IT tertiary preparation short course, the Indigenous Pre-IT Program, was launched successfully, the Faculty's first Indigenous-specific course. With the project, Indigenous student enrolments have increased, mainly as part of the Pre-IT Program and as a result of recruitment of undergraduates from amongst successful Pre-IT Program students. However, retention of undergraduates recruited via special admission provisions has… [Direct]
(2006). Re-Reading Representations of Indigenality in Australian Children's Literature: A History. Australian Journal of Indigenous Education, v35 p61-67. Australian children's literature has a history of excluding Indigenous child readers and positioning non-Indigenous readers as the subject. Rather than portray such literature, particularly before the 1950s, as simply racist or stereotypical, I argue that it is important for teachers, of all students, to help readers understand how nationalist or white Australian myths were constructed on Indigenous land and knowledges…. [Direct]