(1992). Relativity, Relatedness and Reality. Winds of Change, v7 n4 p34-40 Fall. Anticipated the modern physics relativity theory, American Indians gained information about the natural world through careful observation based on the principle that all things are related. American Indian students could radically transform scientific knowledge by grounding themselves in traditional knowledge about the world and working this understanding into the Western scientific format. (SV)…
(1997). Satuigiarniq: Reclaiming Responsibility for Education. Journal of Staff Development, v18 n3 p6-11 Sum. In northern Quebec, "Satuigiarniq" is a project that gives Inuit community members a voice in reclaiming responsibility for their children's education. This paper explains how the project developed and improved over time, focusing on training of local leaders, development of community groups, and presentations to the Education Council. Lessons for staff developers are included. (SM)…
(1997). Video-conferencing for Collaborative Educational Inquiry. Art Education, v50 n5 p57-62 Sep. Profiles a series of video conferences that examined the effects of European settlement on the art of Aboriginal peoples in Australia and the cultural conflicts facing contemporary Aboriginal artists. The video conferences brought together Aboriginal artists and Canadian educators. Considers the role of video-conferencing in educational research and outlines several approaches. (MJP)…
(1999). The E Course: Expatriate Teachers for Pre-Independent Papua New Guinea. History of Education, v28 n2 p191-203 Jun. Focuses on the "E Course," a teacher recruitment and training program from Australia's colonial education delivery in Papua New Guinea (PNG). Discusses the context of post-war education in PNG. Explores the E Course program addressing issues such as the experience of E course teachers and the syllabus. (CMK)…
(1971). Proceedings: Indian Education Training Institute, Pacific Northwest Indian Center/Gonzaga University (Spokane, Washington, August 5,6,7,8, 1971). The 1971 Indian Education Training Institute culminated in a 4-day conference attended by American Indian scholars, tribal administrators, and students concerned with education of Indians in the Northwest. This document contains a verbatim record of the proceedings in addition to an evaluation of the program. Recommendations are made (1) to improve Indian education in reservation and near-reservation elementary and secondary schools; (2) to meet the needs of Indian students in higher education; and (3) to plan for the use of Pacific Northwest Indian Center (PNIC) materials. It is noted that 3 follow-up activities are in progress to implement these recommendations: a committee is investigating possibilities for Indian educational programs in area institutions of higher education to move forward on the basis of concepts developed during the institute; a committee is studying Indian involvement in PNIC; and faculty and administrative personnel in area institutions of higher education… [PDF]
(1997). Ceremonies Bond Tribes of the Americas. Tribal College, v8 n3 p20-25 Win 1996-97. Discusses a cultural exchange program at Northwest Indian College, run by Washington state's Lummi Tribe, designed to provide indigenous communities in Latin America with tools and information to protect their cultures from extinction. Highlights projects with Mexico's Lancondone Tribe and the Pehuenche, in Chile. Discusses future projects. (AJL)…
(1996). Deep Ecology: Toward Eco-equalism. Journal of Adventure Education and Outdoor Leadership, v13 n1 p25-27 Spr. Reviews eight principles of deep ecology, a philosophy that calls for a paradigmatic shift toward eco-equalism: the belief that all things are of equal importance and should be afforded equal rights. Stresses the important role of environmental education in supporting conservation of the natural world by teaching present and future generations to live in balance with nature. (LP)…
(1993). Identity and the Acquisition of Academic Literacy: A Case Study. Open Letter, v4 n1 p3-14. A case study is reported of a mature-aged Aboriginal woman who acquired the academic literacy necessary for participation in university education. It suggests the possibility that members of marginalized minority groups can acquire the literacy practices of the dominant society without becoming complicit in them. (Contains 19 references.) (LB)…
(1994). An Examination of Some Difficulties in Integrating Western Science into Societies with an Indigenous Scientific Tradition. Interchange, v25 n4 p325-34 Dec. There is little recognition of the scientific traditions of non-Western and indigenous cultures. Non-Western scientists can take part in scientific activity by defining their own agenda, attitudes, values, behaviors, and world views, working on a different model without losing the benefits of science and departing from universal criteria of validity. (SM)…
(1998). Native American Perspectives. Science Teacher, v65 n3 p32-36 Mar. On the Fajada Butte in New Mexico, 11th-century Anasazi constructed a site that marks the high and low points of the orbits of the sun and the moon. This unit on astronomy challenges students to think differently about the moon and about the ability of native people to understand the natural world. Includes resources for further study. (PVD)…
(1997). Aboriginal Students' Perceptions of School. McGill Journal of Education, v32 n2 p99-124 Spr. Focuses on Aboriginal students' perceptions of their lives in schools and their teachers and their aspirations. Indicates that students have a vocational orientation to school life, do not have high self-esteem, admire teachers' interpersonal characteristics, and perceive teachers' expectations to differ from peers' expectations. Identifies possible methodological problems. (DSK)…
(1997). Indigenous Peoples' Extended Family Relationships: A Source for Classroom Structure. McGill Journal of Education, v32 n2 p125-38 Spr. Explores the nature of indigenous extended family relationships and determines its potential for designing new classroom structures in bicultural schools. Reports supporting views from the work of several educators in bicultural schools. Shows that children in family-based schools had fewer late, absent, and dropout incidents than those in mainstream schools. (DSK)…
(2002). Family Mentors and Educational Resilience among Native Students. Prevention Researcher, v9 n1 p14-15. Promoting educational resilience is integral to prevention of maladaptive outcomes for children and adolescents in general, but is a particularly pressing need for Native students. The discontinuity between indigenous and dominant culture worldviews creates a sense of disorientation and distress for many Native students. Moreover, students from reservation communities may feel pressured to choose between traditional and the dominant culture values. Given these cultural discontinuities, it is not surprising that Native students are particularly vulnerable to negative educational outcomes. Substantial evidence suggests that children of adversity who are educationally resilient typically have had a mentor watching over them. To date, research on mentoring has focused largely on relationships outside of the family, for example, between established members of organizations and communities and junior members in need of guidance. Curiously, elder members of kinship systems, although obvious… [Direct]
(2006). Final Report of the Steering Committee. A Learning Alberta. Alberta Advanced Education This is the final report and recommendations of the Steering Committee for "A Learning Alberta": a report gleaned from a series of discussions and reports to review the Advanced Education system in Alberta. In order to foster a strong system, the committee recommended the achievement of six key goals and provided a 20 year strategic plan to achieve those goals. The first key goal is that over 90% of Albertans will score in the upper tiers of international adult literacy measures and have the literacy and numeracy skills to be active citizens, achieve employment goals, and engage in further learning. Second, that Alberta will have the highest participation rate in post-secondary studies. Third, that Alberta will have the highest participation rate in lifelong learning. Furthermore that Alberta must be one of the top two jurisdictions for research activity in natural and physical sciences as well as social sciences/humanities. The fifth goal is to provide the best support for… [PDF]
(1990). Aboriginal Teachers as Organic Intellectuals. This paper reviews an instructor's experience in teaching a social studies methods course. The course focused on the themes of anti-racist education and critical pedagogy and was taught to a group of eight aboriginal women enrolled in the Saskatchewan Urban Native Teacher Education Program (SUNTEP). SUNTEP is an affirmative action teacher education program for students of Metis ancestry in Saskatchewan. The class encouraged social change by developing preservice teachers into organic intellectuals. Organic intellectuals use the language of their culture to express the real experiences and feelings of their people. Anti-racist education focuses on changing institutions rather than individuals. Critical pedagogy incorporates student experience and lived culture as a curriculum concern, and emphasizes dialogue that organizes knowledge students already possess. Requirements of the class included: (1) a paper analyzing a local education policy based on multicultural assumptions; (2)…