(2001). Subverting the Captor's Language: Teaching Native Science to Students of Western Science. American Indian Quarterly, v25 n2 p270-73 Spr. An American Indian professor describes how he uses Western science metaphors in his freshman science writing course to help students realize that Western science is only one worldview based on cultural assumptions. Gradually, he introduces Native concepts of science including the interconnectedness of all things, responsibility to the community, and consideration of current decisions' effects on future generations. (TD)…
(2001). The Problematic of the Practice of Teachers' Training in Inuit Communities within a Perspective of Knowledge Construction in Collaboration. In response to requests by two communities in Nunavik (northern Quebec), an Inuit teachers' training program has been offered since 1985 to community school personnel by the Universite du Quebec en Abitibi-Temiscamingue. The language used by the students, teachers (or teachers-to-be), and professional resources in the program is Inuktitut. The development of professional knowledge and know-how in education comes up against the conceptual limits of the language. Therefore, as part of the training, a language-building process has developed throughout the years. The working approach is collaborative. Inuit teachers and pedagogical counselors know their first language and their culture. The university professors have expertise in curriculum development and academic discourse. Each group has its own cultural identity, so to ensure the harmonious development of the project, the principles of equal status and interdependence of the partners have been adopted in an interactive,… [PDF]
(1997). Curriculum on Ecology and Natural Resource Management for Indian Natural Resource Workers. American Indian Culture and Research Journal, v21 n3 p33-48. A curriculum developed by the University of California for American Indian natural resource workers blends traditional knowledge of ecology and management with Euro-American scientific principles. The trophic pyramid provides an example for teaching the underlying principles of natural resource management, including reciprocity and interdependence among all life forms. (LP)…
(2002). Bringing Out the Stories: Lessons about Engagement. Journal of American Indian Education, v41 n2 p2-8. As part of the W. K. Kellogg Foundation's initiative to help tribal colleges build stronger American Indian communities, a cluster of Native scholars/writers disseminated the knowledge gained through presentations, a book, and the stories in this journal. The initiative demonstrated that with mentoring, emerging Native leaders will continue building engaged communities in which culture comes first. (TD)…
(1993). Aboriginal English. PEN 93. This report focuses on the teaching of English to Aboriginal children in primary schools in Australia. A definition and analysis of dialectal differences between Aboriginal (Australian) English and Standard (Australian) English is offered that includes the phonological, morpho-syntactic, lexico-semantic, and pragmatic differences of the Aboriginal English. Only since the 1960s has Aboriginal English been viewed not as uneducated English, but as a continuum of dialects that provide cultural identity maintenance in the Aboriginal community. Two Aboriginal creoles are also briefly discussed: Kriol and Torres Strait Creole. Respect and understanding of Aboriginal English is recommended to enhance the identity and self-esteem of Aboriginal children acquiring Standard Australian English. Implications for communication in the classroom and for education systems in Australia are discussed, including comparison to the acceptance and development of Black English as a dialect in its own right… [PDF]
(1996). Schools, Socialization, and the Goals of Schooling: What Counts in Classrooms Characterized by Cultural Diversity. School motivation and achievement for an individual is the product of a complex set of interacting goals, goals which may be more or less significant to individuals from different cultural backgrounds. This paper describes a project which examines the nature of goals held by students from different cultural groups, the compatibility of these goals with goals promoted by classrooms and schools, and the impact these goals have on student achievement, motivation, and school retention. It is argued that ethnic minority children hold values and goals compatible with effective school learning within western school settings, but that many fail to be effectively socialized by the school and their community as effective learners within that setting. Participants in this study were drawn from 12 high schools in New South Wales; a large high school on a Navajo Reservation in the United States; and a small rural school, roughly equivalent to a high school, on the Betsiamite Reservation in… [PDF]
(1992). Racism and Education: Different Perspectives and Experiences = Le racisme et l'education: Perspectives et experiences diverses. These 12 essays provide insights into how racism demoralizes and debilitates the confidence of all Canadians affected in the educational milieu, especially the young. The writers all unmistakably signal the challenge for change and a renewed commitment to justice and equality. Essays include: (1) "There is a Better Canadian Answer" (Patrick Brascoupe Apikan); (2) "Aboriginal Peoples, Racism and Education in Canada: A Few Comments" (Paul Chartrand); (3) "Anti-Racist Education and the Curriculum–A Privileged Perspective" (Nora Dewar Allingham); (4) "Different Perspectives and Experiences: Memories from The Sir Martin Frobisher School" (Alootook Ipellie); (5) "Killing the 'Spirit' through a History of Racial Policies" (Mae Katt); (6) "Combatting Racism and Ethnocentrism in Educational Materials: Problems and Actions Taken in Quebec" (Marie McAndrew); (7) "A Young Person's Perspective" (Jennifer Melting Tallow); (8)… [PDF]
(1997). Children's Belief about Success in the Classroom: Are There Cultural Differences?. The goal theory of achievement motivation establishes that goals stressed by schools dramatically affect whether children develop a success orientation or give up when faced with failure. This paper examines how Australian children from diverse cultural backgrounds view achievement and success in the classroom. A questionnaire derived from the Inventory of School Motivation assessed students' perceived goals in four areas: task or mastery goals, ego or performance goals, social solidarity goals, and extrinsic goals. Using Likert-type ratings of these goals, students indicated what made them feel successful and what made other people successful at school. The questionnaire was administered to 1,173 Anglo Australian students, 496 Aboriginal students, and 487 students of immigrant background in grades 7-11 in 12 rural and urban high schools in New South Wales, Australia. Participants' perceptions of success for self at school were similar across the three groups. All groups agreed that… [PDF]
(1967). CONTINUING EDUCATION FOR OLDER ADULTS, A DEMONSTRATION IN METHOD AND CONTENT. FINAL REPORT. FOUR KENTUCKY COMMUNITIES WITH COMMUNITY COLLEGES WERE CHOSEN, ON THE BASIS OF A "COMMUNITY READINESS PROFILE," FOR A PILOT DEMONSTRATION PROJECT IN CONTINUING EDUCATION FOR OLDER ADULTS. A STEERING COMMITTEE AND LOCAL PROGRAM COMMITTEES WERE SET UP, TOGETHER WITH LOCAL PROGRAM COORDINATORS. BY MEANS OF A SURVEY QUESTIONNAIRE, TEN IMPORTANT EDUCATIONAL NEEDS WERE UNCOVERED. ALTHOUGH NO PROFESSIONAL ADULT TEACHER WAS AVAILABLE, IN EACH COMMUNITY AN ABLE INSTRUCTIONAL STAFF WAS RECRUITED FROM LOCAL PEOPLE AND REGULAR VISITORS, SUCH AS, PROFESSIONAL TEACHERS, MINISTERS, AND BANKERS. REGISTRATIONS WERE 36 AT MAYSVILLE, 16 AT ELIZABETHTOWN, 60 AT SOMERSET, AND 52 AT CUMBERLAND. PROGRAMS DIFFERED IN FORM AND IN RESOURCE USE, BUT ALL MADE EXTENSIVE USE OF MATERIALS FROM THE UNIVERSITY OF KENTUCKY COUNCIL ON AGING. PROGRAM STRUCTURES AND CONTENT WERE EVALUATED IN STUDENT ESSAYS AND IN STAFF MEETINGS. HIGH STUDENT SATISFACTION AND MOTIVATION TOWARD FURTHER LEARNING WERE PREVALENT…. [PDF]
(1969). Recruitment and Training in the Moroccan Civil Service. The study traces the structural and organizational changes involved in the process of "Moroccanization." Free access to all civil services ranks and cadres became available to Moraccans only after independence in 1956. Moroccanization involved (a) the replacement of foreign employees by Moroccans, and (b) the emergence of new administrative structures to fulfill government functions, and of the necessary educational infrastructure. Training was accomplished by inservice training expansion of the Moroccan School of Administration, and by academic and technical training given in French universities and professional schools. Educational levels were lowered for access to given civil service positions. Moroccanization differed within the three groups of Ministries, i.e. the Socialization, the Instrumental, and the Control Ministries. Salient characteristics of the Moroccanization program were the absence of a general and coherent plan, and continuity with past administrative…
(1978). Migration of Allied Health Care Personnel in and out of an Underserved Area: A Question of Roots. Journal of Allied Health, v7 n4 p288-93 Fall. A survey of migration patterns for 122 allied health graduates from colleges and hospitals in south Texas showed serious shortages of health care to depressed, ethnic, and rural areas. The paper discusses possible correction for this maldistribution through community recruitment of indigenous personnel. (MF)…
(2005). No Aboriginal Students left Behind in Taiwan. Online Submission The project is motivated by Taiwan's huge gap of educational levels between the aborigines and the Hans. The low achievement of aboriginal students lies in factors related to problems in finance, health, and cultural difference, which contribute to their sense of self-deprecation. The purpose of the project is to provide early intervention and prevention services to 50 aboriginal students in grades 10 to 12, who are at risk for school failure, financial difficulties, Hepatitis Type B, sanitary problems, and alcohol-related incidents. The services will be provided through the collaborative teamwork of school faculty, parent volunteers, and peers, and will be offered during lunch breaks and instructional activities. Through the efforts of collaborative teamwork, the strategies within the 1-year plan are designed to reconstruct the aboriginal students' self-esteem and self-confidence in positive and healthy learning environments. Accordingly, the aboriginal students are able to achieve… [PDF]
(2000). Native American Visual Vocabulary: Ways of Thinking and Living. Visual literacy is a culturally-derived strength of Native American students. On a continent with more than 200 languages, Native Americans relied heavily on visual intelligence for trade and communication between tribes. Tribal people interpreted medicine paint, tattoos, and clothing styles to determine the social roles of those with whom they interacted. Color and symbolism could be used to encode a family identity. The graphic designs in Native American painting are often esoteric, charged icons that suggest a unity of culture transcending other factors such as building techniques, use of plants, and architectural layout. The more abstract icons lend themselves to multiple interpretations. As oral language is poeticized so as to be remembered, so graphic design is stylized to suggest analogical thought. In traditional settings, social roles and expectations, cultural history, and esoteric knowledge were built into nonverbal behavior, which could be interpreted on a number of… [PDF]
(1995). Learning Asian Languages in Australia: Which Languages and When?. Babel: Australia, v30 n1 p4-11,26-29 Apr-Jun. States that the difficult Asian languages such as modern standard Chinese, Japanese and Korean, should not be taught in primary or lower secondary schools to non-background speakers of those languages, that is, those whose mother tongue is related to the language being learned. Maintains that time should be spent in primary and secondary schools studying Asian, Aboriginal and Anglo-European cultures. (15 references) (Author/CK)…
(1996). What Makes a Good Maths Problem?. Australian Primary Mathematics Classroom, v1 n1 p18-20 Aug. Explores what is important when choosing a mathematics word problem and when modifying it to suit particular students' backgrounds and cultures. For example, potentially good problems have multiple entry and exit points which can have several right answers, blending of different mathematical ideas, linkages to problems in other situations, and communication as an important part of solving the problem. (PVD)…