(2016). The Morning after Canada's Truth and Reconciliation Commission Report: Decolonisation through Hybridity, Ambivalence and Alliance. Intercultural Education, v27 n5 p399-408. In Canada, 2015 will be remembered for the publication of the "Truth and Reconciliation Commission Report" which related to all Canadians the impacts of the Indian residential school system. The Commission invokes the United Nations Declaration on the Rights of Indigenous Peoples and uses the term reconciliation as a national strategy for moving forward. This paper employs an autoethnographic methodology and proposes that reconciliation might benefit by finding ways of confronting the Other within; I describe my reflections on a trip to the 2015 conference "Learning at Intercultural Intersections" at Thompson Rivers University. My social and cultural experiences as a Korean Canadian academic and administrator are challenged in order to consciously shift my own colonising mindset. Reconciliation in Canada will require significant personal, professional, institutional and sociocultural inquiry. What does it mean to discover the Other within? How do we walk with… [Direct]
(2016). Critical "Kapwa": Possibilities of Collective Healing from Colonial Trauma. Educational Perspectives, v48 n1-2 p34-40. This paper is based on the experiences of the author as a student, educator, and Filipina/o. The author explores the multiple traumas in the community that he grew up in that impacted his experiences as well as those of his family and the connection of those traumas to colonialism. The author also examines the possibilities for healing from those traumas through "kapwa"–the core value of Filipina/o indigenous psychology that emphasizes interrelatedness with one another. Additionally, the author will illustrate how Filipina/o educators can and should foster spaces where Filipina/o students can collectively heal through Critical Kapwa pedagogy–an open pedagogical philosophy that came from his experiences working with Filipina/o youth in San Francisco…. [PDF]
(2017). The Basis for Integrating Local Knowledge into the School Curriculum for Tibetans in Southern Gansu. Chinese Education & Society, v50 n1 p12-17. The school curriculum in Gannan Tibetan Autonomous Prefecture (Gannan) does not adequately consider the interests and needs of Tibetan students or the life options of those who fail to be chosen for a path to "legitimization." Such a curriculum is not only incompatible with what should be the objectives and requirements for transmitting ethnic heritage through school education in minority areas, but is also a primary reason for the lack of motivation and learning difficulties among Tibetan students in Gannan. Tibetan local knowledge in Gannan originates in the natural, cultural, social, and environmental awareness and understanding of the Gannan Tibetans themselves. It effectively resolves the problems faced by Gannan Tibetans in terms of the natural and human environment, and has irreplaceable value and significance to the survival and development of the Tibetan people in Gannan. Integrating local knowledge, in an appropriate format, into the school curriculum is key to… [Direct]
(2020). Identity, Translanguaging, Linguicism and Racism: The Experience of Australian Aboriginal People Living in a Remote Community. International Journal of Bilingual Education and Bilingualism, v23 n7 p819-832. Eight adult Aboriginal people residing in a remote community in the north-west of Australia participated in this research. The data were collected from an 'inside' perspective and, as culturally appropriate, through informal interviews (yarning) and ongoing conversations. These data were recorded as field notes and audio files which were transcribed and used to formulate case studies. Because the authors are not Aboriginal people, the voices of the participants were used to tell their personal stories and experiences. The findings indicate that each identified as Aboriginal and according to their language group. They recognized their wide-ranging linguistic repertoire which included Aboriginal English (AE), Kriol and, to various degrees, traditional languages. They believed they were more connected to their culture because of their Aboriginal dialects and languages. Their language use was fluid and they engaged in translanguaging. Not all claimed to be proficient in Standard… [Direct]
(2020). Cultivating Perspective: A Qualitative Inquiry Examining School History Textbooks for Microaggressions against Native Americans. Journal of Educational and Psychological Consultation, v30 n3 p255-284. Native American youth face a number of challenges that affect their academic success and wellbeing. In schools, Native American youth are presented with textbooks that include stereotyped and distorted information about their peoples' history. However, there is a gap in the literature showing whether these textbooks contain microaggressive statements. The current study is a qualitative inquiry into five Montana history that explores the following questions: The first, are there microaggressions in history textbooks used across Montana, and the second — if there are microaggressions, what are those themes? Results of this study indicate that these books included 96 microinvalidations, 54 microinsults, and 11 microassaults. The themes of these microaggressive statements expanded beyond Sanchez's (2007) original themes. In turn, this study discusses the results from a perspective of White privilege, and how educational consultants can help combat this prejudice engrained in curriculum…. [Direct]
(2017). Self-Esteem and Cultural Identity in Aboriginal Language Immersion Kindergarteners. Journal of Language, Identity, and Education, v16 n6 p365-380. In gauging the success of Aboriginal language immersion education, the focus is often placed on measuring language acquisition and academic achievement. Although useful, these metrics only tell part of the story; to achieve real school success, it is also vital to develop high personal self-esteem that results in a positive concept of oneself as a learner, and high collective self-esteem, or attitude toward one's heritage, family, community, and school. This article describes the impact of Anishinaabemowin (Ojibwe) immersion education on the personal and collective self-esteem of kindergarteners, and discusses their concept of ethno-cultural identity, as compared to previously studied cohorts of Inuit learners in immersion and mainstream language schools. The results give important insights into not only the self-esteem of children in this immersion school as part of a measure of its overall success, but also the school experiences of Aboriginal children in different cultural,… [Direct]
(2015). Utilizing Situational Analysis to Demonstrate That American Missionaries Developed an Education System in Hawaii during the Nineteenth Century That Served Western Interest. American Educational History Journal, v42 n2 p237-256. The purpose of this article is to present an example of using research tools, involving multiple perspectives and situational analysis. Investigating the role of American missionaries in the spread of hegemony and colonization in the Kingdom of Hawaii between 1820 (the year the American missionaries arrived) and 1893 (the year Hawaiians lost their sovereignty) serves as the example for this study…. [Direct]
(2021). Technical and Vocational Education and Training for Disadvantaged Youth. UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training Due to its close links to the labour market, technical and vocational education and training (TVET) can play an important role to improve job opportunities and livelihoods for young people, and in particular for disadvantaged youth. However, this potential is not always fully realized, and relatively little research and evidence has been collected about the barriers disadvantaged youth face when accessing to and progressing through TVET. This paper maps some of the main barriers disadvantaged youth face in TVET and examines available evidence on strategies and approaches that are being used or can be used to meet the needs of disadvantaged youth. The paper discusses these barriers using a framework that looks at '4As': availability, accessibility, acceptability, and adaptability. The report is the outcome of a study conducted in collaboration with the University of Nottingham and other members of the UNEVOC Network…. [PDF]
(2016). Framing and Assessing Classroom Opportunity to Learn: The Case of Mexico. Assessment in Education: Principles, Policy & Practice, v23 n1 p149-172. Educational policy in Mexico and throughout Latin America is shifting focus from school access to school quality. Improving "quality" is often interpreted as enhancing student learning opportunities, but three issues remain unresolved: (a) what constitutes opportunity to learn (OTL) in classrooms; (b) how to assess classroom OTL (COTL); and (c) how to address cultural and contextual differences. We synthesise international research to propose a framework of COTL, with implications for assessment and improvement. We discuss the case of Mexico, and identify three COTL elements: instructional time, generic quality and local quality. Instructional time addresses "how much" opportunity children are provided to participate in classroom activities. Generic quality addresses "how well" learning opportunities are delivered. And local quality–especially critical for rural and indigenous Mexican children–considers "how meaningfully" opportunities are… [Direct]
(2018). Short-Term Study Abroad: The Storied Experiences of Teacher Candidates from Japan. LEARNing Landscapes, v11 n2 p127-140 Spr. The story extracts presented here reflect the experiences of five teacher candidates from Japan on a shortterm study abroad program focusing on developing English-language skills while exploring Canadian culture and English-language teaching methods. Narrative inquiry techniques were employed to gather data related to the participants' program experiences. These data were crafted into stories with participant input and review. The story extracts relate to intercultural interactions, First Nations culture, teaching methods, meals, and extracurricular activities. On reflection, the narrative inquiry process employed in this study worked as both a research and pedagogical tool to uncover meaningful program experiences…. [PDF]
(2020). Responding to Policies That Involve Aboriginal and Torres Strait Islander Students and Content: An International Pre-Service Teacher's Experience. Australian Journal of Teacher Education, v45 n10 Article 1 p1-17 Oct. Using auto-ethnography, I write my story as Mexican international student in the role of pre-service teacher in Australia. I focus on exploring my socio-political status and its relationship to assuming a position to respond to education policies about working with students from Aboriginal and Torres Strait Islander backgrounds, and teaching Aboriginal and Torres Strait Islander content. I argue that assuming a position to respond to these policies as international pre-service teacher is overlapped with a multi-layered process in which epistemological deliberation occur as a consequence of being in a state of constant position shifting. Anzald√∫a's Coyolxauqui imperative and Martin's Relatedness theory are used to analyse the structural conditions that framed the epistemological challenges that I encountered. I suggest a process to support international pre-service teachers who are ethnic minorities to assume a position in relation to these policies. Recommendations for potential… [PDF]
(2020). Integrated Approaches to STEM Education: An International Perspective. Advances in STEM Education. Advances in STEM Education This book provides a platform for international scholars to share evidence for effective practices in integrated STEM education and contributes to the theoretical and practical knowledge gained from the diversity of approaches. Many publications on STEM education focus on one or two of the separate STEM disciplines without considering the potential for delivering STEM curriculum as an integrated approach. This publication analyzes the efficacy of an integrated STEM curriculum and instruction, providing evidence to examine and support various integrations. The volume focuses on the problems seen by academics working in the fields of science, technology, engineering and mathematics (STEM) and provides valuable, high quality research outcomes and a set of valued practices which have demonstrated their use and viability to improve the quality of integrated STEM education…. [Direct]
(2017). Effects of Ethnoscience Instruction, School Location, and Parental Educational Status on Learners' Attitude towards Science. International Journal of Science Education, v39 n5 p548-564. This study investigated the effect of Ethnoscience instruction and moderating effects of school location and parental educational status on students' attitude to science. It employed pretest-posttest, non-equivalent control group quasiexperimental design. Participants were 352 Junior Secondary School 1 (aged 9-12 years) students from two schools, each in urban and rural areas of √åb√ d√ n, southwestern Nigeria. Instruments used are: Teachers Instructional Guide on Ethnoscience instruction, Teachers Instructional Guide on Modified Lecture Method and Attitude Toward Science Scale (r = 0.86). Three null hypotheses were tested at 0.05 level of significance. Data were analyzed using Analysis of Covariance. Significant main effect of treatment on attitude to science (F(1, 347) = 296, p < 0.05) was recorded, with Ethnoscience instruction group performing better than the Modified Lecture Method group. Effect size of treatment was strong (?[superscript 2] [subscript p] = 0.46). Also recorded… [Direct]
(2017). Community-Based Collaboration for Early Childhood Teacher Education: Partner Experiences and Perspectives as Co-Teacher Educators. Journal of Early Childhood Teacher Education, v38 n1 p52-78. The relevance and effectiveness of traditional, course- and clinical-experience-based models of teacher preparation have been called into question, and institutions of teacher education must respond to the changing landscape of educational policy, which increasingly emphasizes that candidates must be prepared for challenges faced in complex, increasingly diverse classroom and community contexts through extended field experiences (Rust, 2010). In this article, we present a case for the development of mutually beneficial community partnerships as the foundation of all early childhood teacher education. First, key policies and research findings are presented that point to partnership as a key theme that must be addressed by preparation programs; next, a framework for the development of mutually beneficial partnerships between preparation programs and schools/community agencies is introduced; interview and focus group data are presented from the development and implementation of a… [Direct]
(2018). Pedagogical Strategies That Support Young Children's Civic Action: An Example from Aotearoa. Early Childhood Folio, v22 n2 p8-13. The United Nations Convention on the Rights of the Child (UNICEF Office of Research-Innocenti, 2001) highlights our role as educators in the "preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples" (Article 29(1)(d)). "Te Whariki" (Ministry of Education, 2017) requires kaiako to view young children as both local kaitiaki and as global citizens. In a recent study we sought to understand how young children might enact such citizenship rights through the demonstration of civic action; that is, actions in support of those in the community of their early childhood care and education setting. Key findings were the wide range of such actions performed spontaneously by young children, and the significant role of the teachers in proactively modelling and fostering foundational dispositions of empathy, kindness, caring, and co-operation through adopting a team… [Direct]