(2017). Travels in Extreme Social Mobility: How First-in-Family Students Find Their Way into and through Medical Education. Critical Studies in Education, v58 n2 p242-260. Higher education is understood as essential to enabling social mobility. Research and policy have centred on access to university, but recently attention has turned to the journey of social mobility itself–and its costs. Long-distance or "extreme" social mobility journeys particularly require analysis. This paper examines journeys of first-in-family university students in the especially high-status degree of medicine, through interviews with 21 students at an Australian medical school. Three themes are discussed: (1) the roots of participants' social mobility journeys; (2) how sociocultural difference is experienced and negotiated within medical school; and (3) how participants think about their professional identities and futures. Students described getting to medical school "the hard way", and emphasised the different backgrounds and attitudes of themselves and their wealthier peers. Many felt like "imposters", using self-deprecating language to… [Direct]
(2017). Latino Youth's Out-of-School Math and Science Experiences: Impact on Teacher Candidates. International Journal of Research in Education and Science, v3 n2 p624-635 Sum. This qualitative study examines the learning and interaction processes between Latino/a teacher candidates (TCs) and youth during a community service-learning program involving science and math. Knowing and affirming nondominant youth's strengths are essential from funds of knowledge and Third Space perspectives. Participants were 11 TCs and their tutees, 30 youth in first through tenth grades. The study took place in a Texas border colonia, or unincorporated settlement lacking basic services. Data sources were participant observations, youth's interviews and TCs' pre- and final reflections, rapport-building analyses, a focus group, and lesson plans. We found TCs incorporated the youth's funds to develop and implement authentic math and science lessons with them. Implications relate to how community service-learning projects can help TCs' future math and science teaching and can create a Third Space to explore math and science in culturally-relevant ways…. [PDF]
(2013). Training Australian General Practitioners in Rural Public Health: Impact, Desirability and Adaptability of Hybrid Problem-Based Learning. Health Education Journal, v72 n5 p522-529 Sep. Context and Objective: Australian rural general practitioners (GPs) require public health knowledge. This study explored the suitability of teaching complex public health issues related to Aboriginal health by way of a hybrid problem-based learning (PBL) model within an intensive training retreat for GP registrars, when numerous trainees have no PBL experience. Methods: A mixed method evaluation. Pre-training surveys on PBL experience and post-training semi-structured telephone interviews exploring the impact of the model and its desirability. Thematic and discourse analysis of interview statements, coded independently by two researchers. Results: Seventeen GP trainees and four tutors participated. Six main themes emerged: experience; PBL impact; learning modalities; educational needs; educational expectations; and educational planning. Discussion: No discernible differences were identified between Australian and international graduates, the knowledge impact of the hybrid model or… [Direct]
(2015). Decolonial Pedagogies Walking and Asking. Notes to Paulo Freire from Abyayala. International Journal of Lifelong Education, v34 n1 p9-21. Catherine Walsh is senior professor and director of the doctoral programme in Latin American Cultural Studies at the Universidad Andina Simon Bolivar in Ecuador. Her present work is focused on the political, epistemic and ethical project of critical interculturality, and on concerns of decoloniality, taking as key the themes of knowledge, ancestrality, race and gender, education, law, state re-founding, and decolonial thought and pedagogy. For Walsh, Paulo Freire is a grandfather and ancestor of sorts; she writes here that she yearns now to once more dialogue with him. She says that she longs to tell him of her own shifts, movements, unlearnings and relearnings, since they last met. Above all, she desires to share with him her praxical thoughts on the what, why, and how of decolonial pedagogies walking and asking. It is in this context and that she writes the following notes to Paulo and to others who wish to read them…. [Direct]
(2015). Re-Conceptualising Sustainable Widening Participation: Evaluation, Collaboration and Evolution. Higher Education Research and Development, v34 n2 p383-396. This article discusses the future of university-based programmes aimed at enabling the access and successful participation of students from traditionally under-represented backgrounds in higher education. It builds a case for adopting three strategies in ensuring the sustainability of widening access and participation work: (1) embedding broad-ranging and reflexive evaluation practices; (2) developing partnerships with industry partners; and (3) evolving the conceptual and strategic framework of widening participation. The article's reflections are contextualised within the framework of current higher education policy and practice in Australia, and its arguments are advanced from a close reflection on a mentorship programme aimed at media students from Aboriginal and Torres Strait Islander and culturally and linguistically diverse backgrounds at Macquarie University…. [Direct]
(2015). Te Kotahitanga: The Effective Teaching Profile and Its Impact on Maori Student Achievement. Kairaranga, v16 n1 p52-57. Te Kotahitanga is a Kaupapa Maori research and development programme that aims at improving Maori student achievement. Through interviews with students, teachers and whanau, the characteristics of teachers who made a difference were identified. These characteristics were drawn together to form the Effective Teaching Profile (ETP). This literature review provides a brief background on the Te Kotahitanga programme with an emphasis on the ETP, and it impact on Maori students' achievement in secondary schools. The educational disparities that exist and perpetuate for indigenous (Maori) learners in Aotearoa/New Zealand are discussed as a rationale for implementing Te Kotahitanga in schools. This literature review explores the principles of the ETP and how these impact on Maori achievement. The ETP is also considered from a Resource Teacher: Learning and Behaviour (RTLB) viewpoint…. [PDF]
(2016). Ethnochemistry and Ethnomedicine of Ancient Papua New Guineans and Their Use in Motivating Students in Secondary Schools and Universities in PNG. Universal Journal of Educational Research, v4 n7 p1724-1726. For more than 50,000 years of Papua New Guinea's human history, Papua New Guineans have been making significant contributions to Science, particularly in the fields of Chemistry and Medicine. However, because of the absence of any written language for over 800 dialects, the information has not been recorded and the contributions of ancient Papua New Guineans have largely gone unnoticed and unrecognized. However, during the past 40 years, some researchers, Holdsworth[1], Woodley [2], Timi[3], Dindi [4], Rai[5] have conducted scientific studies on medicinal plants in PNG which probably would have been used by ancient Papua New Guineans to treat deceases. Identification of the plants were carried out with the help of villagers initially and then with botanists and chemists Papua New Guinea. Chemical characterization was carried out by chemists in Papua New Guinea. Nine years ago, the author was able to introduce a Unit in the Grade 11 and 12 Chemistry Syllabus under the title… [PDF]
(2015). "New Education" for the Congo? The Indigenist Approach, New Education and Prescriptive Pedagogy. Prospects: Quarterly Review of Comparative Education, v45 n1 p95-111 Mar. This article responds to a question put forward approximately a decade ago by the history of education research group at the Katholieke Universiteit Leuven: Did the child-centred ideas of New Education, as promoted by Ovide Decroly, influence the education policy in the former Belgian colony of Congo? Naturally, ideas were circulating that could have been linked with indigenism, taking into account African traditions and local oral traditions. Some hold that in everyday educational practice, as much in Belgium as in the Belgian Congo, the paternalistic perspective remained uninterrupted. Offering a more nuanced picture, this article is based on the biography of Gustaaf Hulstaert, a noted missionary educator, and also analyzes his textbooks and manuals…. [Direct]
(2018). Admissions of High School Non-Graduates to Post-Secondary Institutions in BC. British Columbia Council on Admissions and Transfer The project presented in this report examined how the public post-secondary education system in British Columbia (BC) uses various means to admit applicants who have not achieved high school graduation — the normal criterion for admission — to universities, colleges and institutes in the province. The criteria by which post-secondary institutions admit non-graduates — and every public post-secondary in the province does enrol such students — reflect not only the institution's mission and educational philosophy, but also the philosophies held about non-graduates. While some philosophies take into account the life situations of non-graduates (such as chronic illness during the teenage years or chaotic family situations) and developmental considerations (such as the readiness of youngsters in remote settlements to relocate to continue their education), others may apply when non-graduation is viewed as resulting primarily from a lack of academic ability or motivation. In a similar… [PDF]
(2022). Education and New Developments 2022 — Volume 1. Online Submission This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2022), organized by the World Institute for Advanced Research and Science (WIARS). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and… [PDF]
(2013). New Directions in Intercultural Early Education in Australia. International Journal of Early Childhood, v45 n2 p251-266 Aug. Early education in Australia encompasses both early education and care (ECEC) and the early years of school. Educational approaches to cultural and linguistic diversity have varied not only by sector but also by jurisdiction based on distinct curriculum frameworks and policies. In Australian early education, provision for cultural and linguistic diversity has been framed largely by multicultural discourse, as defined by a complex history of progressive, yet often superficial reforms. Current initiatives serve to change this trajectory and the positioning of stakeholders. The incorporation of intercultural rather than multicultural approaches offers new possibilities for early education and directs attention to real challenges for ECEC. They re-position Aboriginal and Torres Strait Islanders as the First Australians, and direct attention to both Australia's social, cultural and linguistic diversity and to the role of early childhood educators in enacting more inclusive pedagogies…. [Direct]
(2020). Erasure and Resilience: The Experiences of LGBTQ Students of Color. Native and Indigenous LGBTQ Youth in U.S. Schools. Gay, Lesbian and Straight Education Network (GLSEN) Existing research has illustrated that Native American, American Indian, and Alaska Native youth (referred to, henceforth, as Native and Indigenous youth in this report) as well as lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth often face unique challenges at school related to their marginalized identities. A long history of violence and cultural erasure targeting indigenous communities has contributed to Native and Indigenous youths' experiences of discrimination and harassment at school from both peers and school personnel. These experiences may contribute to disparities in high school completion as well as troubling rates of substance use and suicide among Native and Indigenous youth. Similarly, LGBTQ youth often face unique challenges related to their sexual orientation, gender identity, and gender expression. LGBTQ youth often report experiencing victimization and discrimination, and have limited access to inschool resources that may improve school climate…. [PDF]
(2013). "Yo Soy Ind√≠gena": Identifying and Using Traditional Ecological Knowledge (TEK) to Make the Teaching of Science Culturally Responsive for Maya Girls. Cultural Studies of Science Education, v8 n4 p759-776 Dec. This study examines how traditional ecological knowledge–TEK–can be identified and utilized to create culturally responsive science learning opportunities for Maya girls from a community in the Guatemalan highlands. Maya girls are situated in a complex socio-historical and political context rooted in racism and sexism. This study contextualizes the current situation of Maya women and girls in Guatemala and emphasizes the important need for educators to create science-learning opportunities that are culturally congruent. The author posits that when considering how to make the teaching and learning of science culturally responsive for Maya girls, educators must begin with the scientific knowledge inherent within Maya communities. Indigenous communities have a wealth of TEK that can be used to contextualize science curricula that can be purposely designed to meet the nuanced cultural needs of traditional Maya girls within and outside Guatemala…. [Direct]
(2016). Minority Language Issues in Chinese Higher Education: Policy Reforms and Practice among the Korean and Mongol Ethnic Groups. Frontiers of Education in China, v11 n4 p455-482. The purpose of this study is to compare Korean and Mongol minorities in the People's Republic of China in terms of their native language preservation and educational experiences at the higher education level, and to investigate differences and similarities between Korean and Mongol minorities' language issues. Content area experts on Chinese minority education from China, South Korea, and the United States were interviewed for this study. Findings include suggestions for helping to formulate government educational policies regarding issues related to language in Chinese minority education at the higher education level. This information is helpful to better understand and educate others in school and home settings where Chinese ethnic minority students reside. The advancement of Chinese minority education knowledge related to higher education will significantly strengthen and empower individuals, families, and communities throughout the People's Republic of China…. [Direct]
(2017). Towards a Postcolonial and Decolonising Educational Administration History. Journal of Educational Administration and History, v49 n4 p264-282. This article examines the increasing postcolonial and decolonising literature as it relates to non-Western countries and the history of their educational systems undergoing internationalisation and globalisation. The first section reviews a number of historiographical developments in the twentieth century that laid a foundation for a more cultural and global view and to include marginalised populations. The second section examines the critiques of educational history from postcolonial and decolonising perspectives, and the colonisation of mind critiques, including the recent indigenous research methodology movement. The third section explores two main challenges for the field of educational administration history are discussed: developing ways of understanding countries that operate under very different paradigms than Western states, and which are undergoing societal changes and stresses that Western states are not experiencing; and a revised research and methodology that captures… [Direct]