(1998). Intellectual Diversity: Bringing the Native Perspective into Natural Resources Education. Winds of Change, v13 n3 p14-18 Sum. Discusses benefits of incorporating cross-cultural perspectives into environmental science and natural resources training: more productive interactions between tribal governments and environmental scientists, policymakers, and managers; cross-cultural examination of value systems; protection of indigenous knowledge; and increased participation of Native American students in environmental training. Describes the case study approach used in a cross-cultural environmental course. (SAS)…
(2002). The Land Is Like a Book. Pathways: The Ontario Journal of Outdoor Education, v14 n1 p18-20 Win. A 10-day summer science camp for high school students at an ecological research station in the Canadian tundra combines outdoor education and science education. Experiences with Dene elders led staff to implement their traditional teaching methods using the landscape as teacher. All classes are held outside, and a Dene couple complements the staff of scientists as instructors. (TD)…
(2006). B.C. University Survey of Graduates from Masters and Doctorate Programs: Report of Findings. Ministry of Advanced Education and Labour Market Development In 2006, the British Columbia Ministry of Advanced Education and the Universities Presidents' Council collaborated to survey graduates of masters and doctorate programs in order to measure graduate outcomes and provide feedback on the links between graduate education and the labour market. The 2006 Graduate Survey was administered to graduates from masters and doctorate programs who graduated in the year 2000-0201 or in 2003-04: two cohort years were selected in order to provide sufficient data for analysis; approximately 930 graduates participated for an overall response rate of 25.7%. Reported findings include: (1) Most graduates remain in British Columbia following completion of their graduate degree, indicating a net gain of highly qualified personnel to the province as a result of graduate education; (2) While BC universities still fall short of reaching the goals of equitable representation among visible minorities, aboriginal people, and the disabled, it is somewhat positive…
(1987). From New World to New Nation and Teacher's Guide. Readings in American History (In Their Own Words), Book I. This skills-text is the first of four books in the series "Readings in American History." The materials allow opportunities to improve reading and comprehension skills in a subject matter context by using certain primary sources related to the topic. Book I covers the time from the European discovery of the Americas in 1492 to the end of the American Revolution. Each lesson includes short readings with exercises and questions to allow students to explore the topic. The text includes: (1) "Europeans Meet 'Indians' in the New World"; (2) "Europeans and Native Americans"; (3) "The Native Americans"; (4) "Native Americans and the White Settlers"; (5) "Slaves from Africa for America"; (6) "The 'Middle Passage'"; (7) "The Puritans Decide to Leave Europe for America"; (8) "The Mayflower Compact"; (9) "The Zengers Defend a Free Press"; (10) "The Stamp Act"; (11) "The Colonists…
(1992). Review of the Early Childhood Sector. New Zealand Annual Review of Education, v1 p113-132. This review chapter summarizes developments in early childhood care and education in New Zealand in 1991, focusing on government actions affecting the field. Initial discussion covers the revised guidelines for obtaining charters, or accreditation, for child care centers and service providers. It is maintained that these guidelines fail to address services for children from different cultural backgrounds, specifically aboriginal Maori children. Four governmental reviews of the early childhood sector are then discussed. These reviews cover: (1) aspects of the Education (Early Childhood Centres) Regulations of 1990 that relate to property; (2) funding of early childhood care and education under the 1991 national budget; (3) staffing, training, and qualifications; and (4) the Early Childhood Development Unit. The paper is critical of the fact that the 1991 budget called for less stringent qualifications of early childhood staff; reduced funds for in-service training and advisory… [PDF]
(1990). Ethnicity, Immigrant Generation Status, and School Attainment of Asians, Hispanics and Non-Hispanic Whites. A cross sectional study of the effects of ethnicity and immigrant generation status on the educational attainment of Asian, Hispanic, and White youth clearly indicates that generation of residence affects educational attainment, but that the effects are not wholly consistent across generation and ethnicity. The following immigrant generational groups are examined: (1) immigrants (defined as those born in foreign countries of non-American parents); (2) children of immigrants (American-born with one or more foreign-born parent); and (3) natives (American-born of American-born parents). Statistical data were analyzed from a sample of 22,695 youth aged 14 to 24 drawn from the 1979 Current Population Survey comprised of 91 percent Whites, 1.7 percent Asians, and 7.4 percent Hispanics. The following general patterns were observed: (1) children of immigrants attain more years of schooling than do immigrants; (2) attainment for Whites declines in the native as compared with the children of… [PDF]
(2000). Conquest, Conflict, and Commerce: The Colonial Experience in the Congo. Teacher's Resource Book [and Student Text]. Public Policy Debate in the Classroom. Choices for the 21st Century Education Project. This teacher resource book and student text is part of a continuing series on current and historical international issues, placing special emphasis on the importance of educating students in their participatory role as citizens. The unit draws students into the international debate about how to respond to the imperialism that brutally disfigured the Congo in the late-19th and early-20th centuries. After examining the nature of pre-colonial central African societies, students use primary and secondary readings to develop an understanding of how European power politics contributed to one of the most shocking examples of European colonization in Africa. While the history of the Congo Free State, later the Belgian Congo, is atypical of European imperialism of this era, this unit confronts students with a dramatic story that provides the foundation for assessing the moral, political, cultural, and economic issues raised by colonialism in general. This unit examines the roles played by…
(1996). The Education of the Bravanese Community. Key Issues of Culture and Identity. Educational Studies, v22 n3 p331-42 Oct. Profiles the refugee Bravanese community in the United Kingdom and offers recommendations for improving their education. Brava is a coastal city in Somali primarily inhabited by conservative Sufi Muslims. Describes Bravanese traditional schooling and argues for the replication of this among the refugees. (MJP)…
(2001). Teachers' Perspectives on the Family Backgrounds of Children at Risk. McGill Journal of Education, v36 n1 p45-60 Win. Investigates beliefs of four teachers of at-risk students. Discusses possible school failure and future high poverty communities as related to the students' family backgrounds. Identifies child abuse in the home, alcoholism, and single or absent parents as most frequent contributors to at-risk student behavior. (CMK)…
(1994). Post-Colonial Literature and Hawaii: Teaching Ethnic American Literature in a Colony. Studies in American Indian Literatures, v6 n1 p1-10 Spr. A white college professor in Hawaii explains the political and historical issues surrounding her teaching of ethnic American literature amid the Hawaiian activist movement and racial tensions in a multicultural state. Gives examples of the literature taught and classroom experiences. (KS)…
(1993). A "New Partnership" for Indigenous Peoples: Can the United Nations Make a Difference?. American Indian Culture and Research Journal, v17 n1 p197-227. Reports that, in December 1991, the United Nations General Assembly unanimously agreed to establish "A New Partnership" program to help the world's indigenous peoples. Contends that the "Americanized New World Order" will not last and indigenous peoples will make social and political advances. (CFR)…
(1999). A Native American Approach to Diversity: An Interview with Don Coyhis. Winds of Change, v14 n2 p16-21 Spr. Discusses a nonconfrontational approach to corporate diversity training based on Native American beliefs in the interconnectedness of all things. Don Coyhis' fourfold method of diversity training utilizes teachings, talking circle, healing circle, and cognitive self-change to help people see that dysfunctional behavior causes diversity issues and that relationship building is key to understanding our commonness. (TD)…
(1999). Canadian Native Students and Inequitable Learning. Canadian Social Studies, v33 n4 p114-16 Sum. Discusses inequitable learning opportunities of Canada Natives. Finds that rules and expectations of schools often create feelings of shame in Native learners that lead to withdrawal and failure. Asserts that when teachers become cultural brokers they can eliminate the inequalities and develop an environment conducive to learning. (CMK)…
(2005). Teaching American Indian Geography and History with New Perspectives: The Lodge Pole River Project Example. Journal of Geography, v104 n5 p187-193. A three-year institute called \The Lodge Pole River Project\ was designed to change educator perceptions of American Indian historical geography and encourage the creation of balanced and culturally sensitive American Indian K-12 curriculum. This project offered unique opportunities to assess a geography institute's impact upon teacher knowledge and perceptions towards Native people and pedagogical approaches to teaching about American Indians and their landscapes. The assessment suggests that three weeks of field work, archival research, and curriculum writing increased participant knowledge of American Indian history and culture, solidified sympathetic perceptions and attitudes towards native people, and strengthened the ability of educators to offer different interpretations of American Indian geography and history to their students…. [Direct]
(2006). Setting the Direction. Partnerships in Action: First Nations, Metis and Inuit Learning Access and Success. A Learning Alberta. Alberta Advanced Education The Aboriginal Learning Subcommittee looked specifically at developing recommendations that address First Nations, Metis and Inuit learning needs and supports. The Subcommittee proposes policy actions and recommends that all stakeholders work together to implement these actions. The first recommendation for action is to build on partnerships to create more access and success in a full range of advanced learning opportunities, to expand the current system to include aboriginal post-secondary institutions, and to develop initiatives and strategies to insure that aboriginal people aspire to, participate and succeed in key decision making positions and in governance structures that make up the advanced learning system. The second recommendation seeks to inspire aboriginal learners. This involves public awareness campaigns that promote the value of learning and the learning options available, partnership with the K-12 education system that insures that students are prepared for advanced… [PDF]