(2010). With or without a Script? Comparing Two Styles of Participatory Video on Enhancing Local Seed Innovation System in Bangladesh. Journal of Agricultural Education and Extension, v16 n4 p355-371. Recent experiences in participatory video-making raise the question of how best to use this medium for enhancing local seed innovation systems. Embedded in a mini-process of participatory action research, two styles of participatory video–scripted and scriptless–were tested and assessed together with farmers and facilitators in Bogra District, Bangladesh. Data, collected through participant observation, informal interviews, group discussions and workshops, were analysed using a combination of Analytic Hierarchy Process (AHP) and Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis. Scripted video can be used as a capacity-building tool and for disseminating sustainable technologies or local knowledge across geographical scales. But there is a risk of goal orientation to produce quality films, which may undermine the spirit of participation and ownership of the process. In the scriptless style, the process seems to be more inclusive but random, and hence, less… [Direct]
(2011). Hawaiian Culture-Based Education and the Montessori Approach: Overlapping Teaching Practices, Values, and Worldview. Journal of American Indian Education, v50 n3 p5-25. The purpose of this qualitative case study was to investigate why the Montessori approach has been viewed as a culturally congruent educational model by some Hawaiian language immersion and culture-based (HLIC) educators and how aspects of it have been used in HLIC classrooms. Data collection included semi-structured interviews and focus group discussions with 40 Hawaiian educators, document analysis, and visits to 12 school sites. Using grounded theory methodology, similarities in core teaching strategies based on shared values and worldview emerged. Challenges and nuanced distinctions were also revealed, along with an emerging and uniquely Hawaiian pedagogy. Findings indicate that educators and researchers should take worldview and beliefs into account when designing programs and creating both preservice and inservice training opportunities…. [Direct]
(2011). Reparative Curriculum. Curriculum Inquiry, v41 n3 p350-372 Jun. Supporting learners' public engagement with traumatic histories of mass human violence can develop and sustain reparative relations across and between strained social collectives. In this article I theorize the intrapersonal and inter-political dynamics of psychical and social reparation through a classroom case of reparative learning. I analyze the emotional responses of beginning teachers engaging with traumatic Aboriginal history as depicted in Robert Arthur Alexie's novel "Porcupines and China Dolls". My analysis of students' trouble with the novel offers insight into the psychical production of reparative curriculum as it is raggedly pieced together in the learner's capacity to feel for the unimaginable lives and worlds of others. (Contains 4 notes.)… [Direct]
(2008). Indigenous Knowledge in the Science Curriculum: Avoiding Neo-Colonialism. Cultural Studies of Science Education, v3 n3 p663-702 Sep. Science education in Papua New Guinea has been influenced by neo-colonial practices that have significantly contributed to the silencing of the Papua New Guinea voice. This silencing has led to the production of science curriculum documents that are irrelevant to the students for whom they are written. To avoid being caught up in neo-colonial practices, Western science educators ought to consider the notion of cultural mediators. This position, I argue, infers an obligation to take responsibility for their actions and to consider postcolonial discourses as a way of understanding the relationships and dialogue between different ways of knowing…. [Direct]
(2009). Making Room for Place-Based Knowledge in Rural Classrooms. Rural Educator, v30 n2 p1-4 Win. For many rural schools the view outside the classroom window is one of scenic fields, pasture lands, or forests nestled at the base of mountains. Despite the proximity of rural schools to both agricultural land and the natural world, what little connection to place that may have existed in rural schools' curricula has been disappearing as schools shift their focus toward basic academic skills (e.g., reading, math, and writing). The authors argue that ultimately the trend in reduction of school programs and the practice of undervaluing place-based-knowledge, especially place-based knowledge gained outside the classroom through interactions within place, diminishes the ability of schools to be the primary location for collective socialization and the transmission of local community values to youth. They assert as well that consequences for both the quality of education and opportunities offered for youth and the overall community well-being ensue…. [PDF]
(2010). "Closing the Gap" at the Peril of Widening the Void: Implications of the Ontario Ministry of Education's Policy for Aboriginal Education. Canadian Journal of Education, v33 n2 p329-355. There is a crisis relevant to the publicly funded education of Aboriginal students in Ontario. This article, which presents the details of the crisis, analyzes recent policy statements released by the Ontario Ministry of Education designed to address that crisis. By defining the nature of this critical juncture, presenting how these policies may be "widening the void" rather than "closing the gap," and offering opportunities to respond by improving the capabilities of teachers to enact those policies in their classrooms, the authors appeal to school boards, faculty associations, as well as Deans of Education, to act decisively to support Aboriginal self-determination. (Contains 1 table and 1 footnote.)… [PDF] [PDF]
(2010). An Alternative Expert Knowledge Transfer Model: A Case Study of an Indigenous Storytelling Approach. ProQuest LLC, Ed.D. Dissertation, Fielding Graduate University. The increasing complexity of technical work, the demand for highly skilled workers, and the vital challenges facing the world at large have combined to create a need for better ways to transfer knowledge, especially expert knowledge. In this dissertation, I attempted to see if an approach to this process that is more holistic than is typical in business and industry might be more successful. Specifically, I applied traditional indigenous methods for transferring knowledge from those who have mastery in a given field. The purpose of this study was to use indigenous approaches to oral storytelling as a teaching technique for solving specific problems in technical learning for semiconductor engineers and then to compare and contrast outcomes. The goal was to see what benefit, if any, to technical knowledge transfer might emerge from this approach via phenomenological interviewing of participants. There were two data measurements: (a) focus group interviews and (b) root-cause analysis…. [Direct]
(2010). Monoculture on the Intellectual Landscape: Research Performance Evaluation. London Review of Education, v8 n2 p141-151 Jul. The metaphor of "monoculture on the intellectual landscape" is used to analyse the effects of large-scale research management regimes. The metaphor of "monoculture on the intellectual landscape", derived from Shiva's "monocultures of the mind", is developed and illustrated with respect to gender and ethnicity. The paper then discusses the production of knowledge in the context of monocultures of the mind, and concludes that large-scale research management regimes are inimical to healthy and diverse intellectual habitats…. [Direct]
(2010). Didgeridoo Playing and Singing to Support Asthma Management in Aboriginal Australians. Journal of Rural Health, v26 n1 p100-104 Win. Context: Asthma affects over 15% of Australian Aboriginal people. Compliance in asthma management is poor. Interventions that will increase compliance are required. Purpose: The purpose of the study was to determine whether Aboriginal children, adolescents and adults would engage in music lessons to increase their knowledge of asthma and support management of their asthma. Methods: Participants were recruited from schools and through the local Aboriginal Medical Service. All participants identified as Aborigines and were diagnosed as being asthmatic. The intervention was a 6-month program of once weekly music lessons using a culturally significant wind instrument, the didgeridoo, for males and singing lessons for females. Findings: High school students enthusiastically engaged and had excellent retention in what they considered to be a most enjoyable program. Respiratory function improved significantly in both junior and senior boys who also reported a noticeable improvement in their… [Direct]
(2010). The Equity Raw-Score Matrix–A Multi-Dimensional Indicator of Potential Disadvantage in Higher Education. Higher Education Research and Development, v29 n6 p603-621 Dec. Issues surrounding student participation, transition, retention and successful completion in higher education are topical. While the Australian federal government has identified broad groupings of under-represented students, these do not shed light on the complexities underlying the issues of the educationally disadvantaged, such as the compounding problems of multiple equity-group membership or the overlay of the acute or chronic effects of equity sub-group membership. This paper details the Equity Raw-Score Matrix. The matrix is a multi-dimensional indicator of potential disadvantage in learners, created for the specific purposes of diagnosing the complexities of educational disadvantage and creating pre-emptive strategies for the participation, transition and retention of students who are disadvantaged. The paper also describes the qualitative research study that was the catalyst for the creation of the matrix. (Contains 3 tables, 6 figures and 4 notes.)… [Direct]
(2011). Swazi Teachers' Views on the Use of Cultural Knowledge for Integrating Education for Sustainable Development into Science Teaching. African Journal of Research in Mathematics, Science and Technology Education, v15 n3 p68-83. The international community looks towards Education for Sustainable Development (ESD) to address global problems such as environmental degradation, poverty and ill-health. This article focuses on the integration of ESD into science lessons. It reports Junior Secondary School (JSS) science Teachers' perceptions of the ESD concept; its integration into their teaching and what they perceive to be the role of traditional, cultural practices in promoting ESD through science teaching.Semi-structured interviews were conducted with sixteen JSS teachers from a variety of school contexts. The data were analysed using Grounded Theory methods. The findings reflected that the teachers were not familiar with the ESD concept. However, they claimed to be unknowingly practicing its integration in some of their teaching. The environmental aspect of ESD was perceived as most suitable for integration into science teaching. Specific cultural activities related to the science curriculum and ESD were seen… [Direct]
(2011). Effects of a Culturally Responsive Speech and Language Intervention for Students of Indigenous and Non-Indigenous Heritage. Canadian Journal of Education, v34 n3 p181-195. This study explored the effectiveness of a speech and language intervention that was designed to be culturally responsive and adapted to provide explicit language instruction. Participants included all 774 kindergarten students from a mid-sized rural school district in British Columbia. Seventy-seven students screened as at risk received the intervention, and the remaining students participated in the regular kindergarten curriculum. Results indicated statistically significant effects of the intervention on language and vocabulary skills. No differential effects were observed between students of Indigenous and non-Indigenous heritage. Results are discussed in terms of culturally responsive and explicit instruction for early language development. (Contains 1 figure and 2 tables.)… [PDF] [Direct]
(2009). Bilingual Intercultural Teacher Education: "Nuevos Maestros Para Bolivia". Bilingual Research Journal, v32 n3 p280-297. Educational reform efforts in Bolivia have created possibilities for teacher-training institutions to focus on bilingual intercultural education. How teacher trainers and future teachers embark upon this endeavor differs somewhat depending on the sociolinguistic, historical, and institutional contexts of each community. This article reports observed challenges and successes related to bilingualism and biliteracy development within the context of a sample of normal schools in Bolivia specializing in bilingual intercultural education. Through the framework of sociocultural theory and the use of ethnographic methods, Hornberger's (1989) Continua of Biliteracy is employed to examine the complexities of literacy practices observed in these schools. (Contains 1 figure, 3 tables, and 1 footnote.)… [Direct]
(2010). School Readiness: What Does It Mean for Indigenous Children, Families, Schools and Communities? Issues Paper No. 2. Australian Institute of Health and Welfare At the state and local level, many school systems, districts and early childhood networks have developed approaches and programs to support children's transition to school. These programs often address school readiness. There are many definitions of school readiness. Some refer to the skills and attributes of individual children, defining it as "the state of child competencies at the time of school entry that are important for later success" (Snow 2006:9). In this paper, school readiness for Indigenous Australian children is investigated from the basis of the strengths of all concerned–children, families, educators and communities. Research is analysed and programs are described. An overview of these programs is provided in the section "Which readiness programs and activities have been developed both nationally and internationally?", with more details provided in Appendix 2. Appendices include: (1) Background to the literature review; and (2) Brief descriptions… [PDF]
(2010). Schools as Sites of Race Relations and Intercultural Tension. Australian Journal of Teacher Education, v35 n7 p93-108 Nov. Australia's education system endeavours to provide an environment in which students can learn in a safe and comfortable manner, free of fear of verbal or physical abuse. However, for many schools, the ability to create this safe environment has been undermined by a recent rise in society-wide intercultural tensions that inevitably permeate the school boundary. Empirical data from a national project about racism among Australian youth provides evidence that these intercultural tensions are generating an unsettling level of verbal, and in some cases, physical abuse in Australian secondary schools. These project findings inform the discussion presented in this paper that schools, as sites of intercultural relations, reflect wider societal attitudes. Nevertheless, this paper also contends that schools as microcosms of social realities have the potential to change social attitudes gradually, including those about diversity, culture and race. To do so, schools need to be supported by… [PDF]