(1999). Children's Alternative Views: Alternative to What?. International Journal of Science Education, v21 n2 p119-35 Feb. Considers assumptions implicit within Western science-education research and practices. Argues that Western science underpins science teaching and that other world views are not foregrounded. Claims that the notion of \alternative views\ positions knowledge construction in other cultures in ways that do not permit different world views or understandings to emerge. Also suggests that \alternative\ implies alternative to Western science. Contains 61 references. (Author/WRM)…
(1984). Ethnic Group Differences in Educational Achievement in Fiji. Journal of Cross-Cultural Psychology, v15 n4 p435-51 Dec. No significant relationship was found between ethnic Fijian 10th graders' scores on tests of Competitiveness, Mastery, Work Orientation, Personal Unconcern, and Self Esteem and educational achievement. It is concluded that factors relating to the meaning of achievement are more important in understanding ethnic group achievement differences in Fiji than are individual achievement measures. (KH)…
(2000). Self-Articulation of Indigenous People through Language: Exploring Tribal Linguistic Heritage in South India. Tribal cultures in South India are extremely varied. This paper examines different indicators of modernization, such as the degree of urbanization and the spread of literacy among the tribes, focusing on how modernization affects the tribal mind set and how this awareness is reflected in various processes of acculturation (e.g., claiming one's mother tongue identity through the ancestral language or switching over to the dominant language in the region). The paper also examines attitudes of indigenous people toward acquiring contact languages for intra-tribal, inter-tribal, and tribal-nontribal communications. It highlights certain issues relevant to nation-building, such as relations between the individual, community, culture, and state, correlating them to the newly crystallized consciousness among indigenous peoples enshrined in the Indian Constitution. The paper notes that most studies on tribal languages focus on the taxonomies of language classification, language borrowing,… [PDF]
(1998). Voyaging for Sustainability: Keynote Address at the Annual Pacific Educational Conference (15th, Kauai, Hawaii, August 1998). [Videotape]. This video contains the detailed description of the 1975 attempt to re-create the adventures of the first Polynesian explorers in the Pacific, a project in which Nainoa Thompson participated. Mr. Thompson, an educator who presents programs in "wavefinding," begins his address with an overview of Polynesian and Pacific geography, origins, and traditions. The bulk of the address consists of a slide presentation with commentary and stories illustrating the construction of the canoe, the adventurers as they sailed the Pacific Ocean, and their struggles to stay afloat over 90,000 miles of ocean. (BT)…
(1970). Southeast Asian Indigenous Minorities. Journal of Geography, 69, 7, 428-433, Oct '70. Indigenous minority groups, both tribal and irridentist, are serious problems for the eleven nations of Southeast Asia. There are large differences, real and perceived, in the socio-economic status and government services received by these groups. With such groups, domestic political problems take on international significance. (NH)…
(1987). American Indian Studies: Toward an Indigenous Model. American Indian Culture and Research Journal, v11 n3 p1-16. Describes the dilemma facing American Indian Studies, a discipline evaluated (and constrained) by mainstream academics according to Eurocentric conceptual \standards.\ Suggests that American Indian studies could become a valid, autonomous discipline by placing its subject matter in a global context of indigenous experience. Contains 27 references. (SV)…
(1994). The Ceremonial Elements of Non-Native Cultures. Journal of Experiential Education, v17 n1 p12-15 May. Explores reasons behind the wrongful adoption of Native American ceremonies by Euro-Americans. Focuses on the need for ceremony, its relevance to environmental education, and the fact that some immigrant cultural traditions neither fit this new land nor value the earth. Suggests how non-Natives can express their connection to the land by creating their own earth-wise ceremonies. (SV)…
(1999). Indigenous Research Methodology: Exploratory Discussion of an Elusive Subject. Journal of Educational Thought/Revue de la Pensee Educative, v33 n1 p31-45 Apr. States that an indigenous research methodology is being created, and asserts that the process should be led by indigenous scholars. Poses the question of who should participate in the development of a defined methodology, and discusses several principles that should be included in academic discourse on indigenous research. (EMH)…
(1998). The Goals of Schooling in Culturally Diverse Classrooms. Clearing House, v71 n6 p363-66 Jul-Aug. Finds the motivational profiles of five groups of students (three indigenous minority groups and two nonindigenous groups) rather than being significantly different, had much in common. Notes that important predictors of a range of school achievement criteria were goals relating to students' self-esteem at school, sense of purpose, striving for excellence, and working for rewards. (SR)…
(1997). Small Remote Schools. PEB Exchange, n30 p17-19 Feb. Examines the provision of two small government schools in Australia's Northern Territory in response to the aboriginal movement from central Australia to their homeland in the outer territories. A profile of the community is provided and the learning center development are discussed. (GR)…
(2000). Traditional Healing Practices among First Nations Students. Canadian Journal of Counselling, v34 n1 p14-24 Jan. Assesses post-secondary First Nations students' attitudes toward traditional Native American healing practices in terms of their interest, valuing, and participation. Majority of subjects report having participated in a diversity of native healing practices. Implications of the prevalence of these beliefs and practices are discussed and recommendations for counselors are offered. (Author/GCP)… [PDF]
(1999). Can the Grass Roots Speak? The Literacy Campaign in English on Nicaragua's Atlantic Coast. International Journal of Bilingual Education and Bilingualism, v2 n3 p214-32. Discusses the Literacy Campaign in English, one of three native language extensions of the Nicaraguan Sandinistas' National Literacy Crusade, explaining how it highlights how state policy and grassroots initiatives interact in indigenous/ethnic language maintenance in Latin America. Analyzes literacy materials designed for the English-speaking populations of the Atlantic Coast (Creoles, Garifuna, Rama, and Miskitu). (SM)…
(2005). Intercultural Dialogue in Action within the University Context: A Case Study. Higher Education Policy, v18 n4 p429-435. Edith Cowan University (ECU) has a strong commitment to internationalization and intercultural dialogue. Initially driven through a need to find additional revenue sources, international student recruitment is now valued for the diversity it brings to our student body. In the Australian context, dialogue with indigenous peoples is particularly important, and ECU has been actively working with the indigenous community to extend educational opportunities to this severely disadvantaged group. This paper describes some of the practical strategies which the University has put in place to increase intercultural dialogue and explores some of the issues still to be resolved…. [Direct]
(2005). Teachers' Perceptions of the Integration of Aboriginal Culture Into the High School Curriculum. Alberta Journal of Educational Research, v51 n1 p50-68 Spr. Recently activities surrounding the integration of Aboriginal cultural knowledge, content, and perspectives into the school curriculum have increased in an attempt to increase school success and retention among Aboriginal students. But how do public school teachers, mainly non-Aboriginal and belonging to Canadian mainstream culture, perceive this integration? An ethnographic study conducted among 10 teachers from three public high schools revealed that although there was an expressed openness to the integration of Aboriginal knowledge and perspectives into the school curriculum, in practice little or only moderate headway is being made. What teachers integrated, how they integrated it, and what they perceived as challenges to, and facilitators of, integration are discussed in this article. Based on the research findings, 10 recommendations are made to guide policy and practice in the integration of Aboriginal perspectives…. [Direct]
(2004). A Longitudinal Study of Learning for a Group of Indigenous Australian University Students: Dissonant Conceptions and Strategies. Higher Education: The International Journal of Higher Education and Educational Planning, v47 n1 p91-111 Jan. Conceptions of learning and strategies used by 15 indigenous students in three Australian universities were studied longitudinally over three years. Their academic achievements were good, but at a high cost in terms of time and effort. In spite of the fact that almost half of the students expressed higher-order (qualitative) conceptions of learning in the first year and more in the second and third years, all of the students reported using highly repetitive strategies to learn. That is, they did not vary their way of learning, reading or writing in the beginning of their studies and less than half of them did so at the end of the three years. It is argued that encountering variation in ways of learning is a prerequisite for the development of powerful ways of learning and studying…. [Direct]