(2001). Collaborative Programs in Indigenous Communities: From Fieldwork to Practice. This book is intended for fieldworkers or researchers and indigenous communities who are planning collaborative projects or research. Narratives of educational projects in Alaska Native and New Zealand Maori communities illustrate the ways that collaborative projects were developed in indigenous communities in the late 20th century. To illuminate the commonalities between Alaska Native and Maori communities, the first chapter provides brief summaries of the history of contact and of relevant policy development in the United States, Canada, Australia, and New Zealand. The rest of part 1 discusses the literature on collaborative programs in indigenous communities, describes personal characteristics and attitudes of effective fieldworkers, and presents guidelines for planning and designing collaborative programs. Part 2 begins by summarizing the guidelines in outline form, then uses them to reflect on the strengths and weaknesses of programs undertaken between 1977 and 1996 in Alaska…
(2003). Preventing Tragedy. Winds of Change, v18 n1 p54-56 Win. The Navajo supervisor in the Office of Environmental Health in New Mexico identifies diseases and their risk factors, administers an injury prevention program, and ensures compliance with various health-related codes. She assists in the planning and direction of environmental health programs and public health education for local Navajo communities. A summer internship for college students is described. (TD)…
(1995). Reclaiming Cultural Literacy: Three Views. Hands On, n50 p18-24 Spr. Describes how indigenous students in a remote Mexican village learned ways to document their culture and history; how teachers in this same village learned to teach reading and writing in Ayuuk, their native language; and what a Foxfire teacher learned as an instructor in the teacher workshop. Includes the Foxfire "core practices" in Spanish. (LP)…
(1992). Colonial and Postcolonial Circumstances in the Education of Pacific Peoples. Anthropology and Education Quarterly, v23 n1 p73-78 Mar. Focuses on ways that the present colonial or postcolonial status of societies in Tonga influences the relationship between traditional and Western forms of schooling. The impact of having been a former colonized people incorporated into a colonizing nation is most apparent in the study of Hawaiian preschool education. (SLD)…
(1993). To the Land of the Mistigoches: American Indians Traveling to Europe in the Age of Exploration. American Indian Culture and Research Journal, v17 n1 p175-95. Asserts that, by the time English Pilgrims landed in Massachusetts in 1620, as many as 2,000 American Indians had already made the passage to Western Europe. Maintains that, although most of the Native Americans who traveled to Europe went as slaves, those who went after 1500 traveled for other reasons. (CFR)…
(1998). Effects of a Hmong Intern on Hmong Students. Multicultural Education, v5 n4 p12-16 Sum. A program on Hmong culture, language, and history was implemented in a diverse, urban, public elementary school. Observations of two Hmong students while in the Hmong program and in their regular classroom were compared. Being in a classroom with children of the same language and background, as well as having a Hmong teacher, promoted higher self-esteem and confidence. (EMS)…
(1998). Tribal Colleges as Community Institutions and Resources. New Directions for Higher Education, n102 p45-56 Sum. Despite their recent establishment, tribal colleges play a unique community role and have grown in importance as providers of educational access for American Indians. Most, in enrolling students from as many as 40 different tribes and significant numbers of non-Indian students, are shifting enrollment patterns among Native Americans and helping advance the social and economic improvement of isolated populations. (MSE)… [Direct]
(2007). The National Action Plan. Australian School Science Education National Action Plan, 2008-2012. Volume 1. Australian Government Department of Education, Science and Training In 2001, the Australian Government released a report, commissioned by the then Department of Education, Training and Youth Affairs, entitled "The Status and Quality of Teaching and Learning of Science in Australian Schools" (Goodrum, Hackling, & Rennie, 2001). Its recommendations included actions to address raising community awareness of science and science education; issues about teacher supply and demand, initial teacher education, professional development and professional standards; resources; assessment; and increased national collaboration. The final recommendation was that, in five years time, there be a review of the quality and status of science teaching and learning, to assess the impact of a range of initiatives in the field, including actions arising in response to the report. To a large degree, this project to develop a National Action Plan for Australian School Science Education comprises that review, and it is timely. The National Action Plan 2008-2012… [PDF]
(1992). Education and Cultural Differences: New Perspectives. Reference Books in International Education, Vol. 15. Garland Reference Library of Social Science, Vol. 594. This book contains 27 essays and case studies that focus on the potential for education to lessen social inequality in various countries. Three widespread forms of inequality involve aboriginal societies in modern industrial states, long established communities denied full status, and recent immigrants. Chapters are: "Modern Inequality and the Role of Education" (D. Ray); "Perspectives on Equality of Opportunity in Education" (D. H. Poonwassie); "Aboriginal Populations and Equal Rights in Education: An Introduction" (D. H. Poonwassie); "Education and the Struggle for Adequate Cultural Competence in the Modern World: The Sami Case" (T. G. Svensson); "Australian Aborigines: Education and Identity" (D. Jordan); "Kura Kaupapa Maori: Contesting and Reclaiming Education in Aotearoa" (G. H. Smith); "Aboriginal Teacher Training and Development in Canada: An Example from the Province of Manitoba" (D. H. Poonwassie);…
(1992). The Whole Pole Catalogue of Exemplary Programs in Circumpolar Education. 1992-3 Edition. This catalog identifies exemplary educational programs endorsed by the Roger Lang Clearinghouse for Circumpolar Education. The Clearinghouse was established in 1989 to promote local control of Native education in the Arctic regions of Alaska, Canada, Greenland, Norway, Sweden, Finland, and Russia. Major challenges facing communities, educators, and researchers in the Arctic include: developing genuine culture-based materials; redefining the goals of schooling; developing new materials and programs; conducting research pertaining to instruction in traditional Native sciences; correcting deficiencies in science and math education; translating research by Arctic scientists into materials for school and community use; and identifying additional funding. This catalog describes 28 programs developed by teachers and administrators in elementary, junior high, and secondary science; elementary and secondary interdisciplinary programs; cultural education programs; teacher education programs;… [PDF]
(2002). Case Study on Education Opportunities for Hill Tribes in Northern Thailand: Implications for Sustainable Rural Development. This research analyzes the impact of the Thai government's activities to promote educational opportunities for people of the northern hill tribes. In addition to interviews with government and nongovernmental organization staff, field surveys were conducted in hill tribe villages. The introductory chapter provides background information on the hill tribes, which are Thailand's most disadvantaged ethnic minorities. Chapter 2 describes government policies and support programs for hill tribes related to education, including highland community learning centers for basic skills and lifelong learning, distance education efforts, agricultural extension education, development and welfare services, and international and nongovernmental organization support programs. Chapter 3 examines implementation of these policies and programs. Chapter 4 defines the prospects for highland development, placing particular emphasis on the potential of education to improve the livelihood of highland… [PDF]
(1995). Teacher Education for Teaching Science to American Indian Students. Journal of Navajo Education, v12 n3 p25-31 Spr. The Science and Mathematics for Indian Learners and Educators (SMILE) Project at Northern Arizona University provided science inservice training to K-8 teachers from Bureau of Indian Affairs schools on the Navajo reservation. The training aimed to increase and improve science instruction for Indian children and to connect science education to Native science. (LP)…
(1992). Community Control and Self-Determination in Aboriginal Education Research: The Changed Roles, Relationships and Responsibilities of Aboriginal and Non-Aboriginal Researchers and Aboriginal Communities. This paper examines ongoing changes related to appropriate methods and practices in Aboriginal educational research, including community control of research based on the principle of self-determination. This assertion of control includes the redefinition of relationships in the research process; appropriate initiation of research projects; establishing adequate and acceptable funding arrangements; development of appropriate consultation and negotiation procedures; construction and implementation of appropriate research methodologies; concerns about the appropriation of knowledge; establishment of accountability procedures; and proper recognition of rights in terms of ownership, copyright, and publication. Historically, Aboriginal and Torres Strait Islander people in Australia have been subjected to a range of inappropriate, unacceptable, and degrading research methodologies. Another concern is the extraction of knowledge from Aboriginal communities that benefits individual… [PDF]
(1993). A South African Perspective on the Teaching of Literature to ESL Undergraduates. The use of English-language literature in South African college instruction for Black students, for many of whom English is a second language, is discussed, drawing on relevant literature. First, the conditions of the education of Black students in South Africa is reviewed, and it is suggested that this population often arrives in higher education without having been taught appropriate study skills, writing skills, learning strategies, or comprehension in English. Large classes in Black universities are also seen as a problem. Formidable linguistic, cultural, and formal barriers to Black student comprehension of English literary texts are borne out in student achievement patterns. Some educators suggest that more African material, both creative and critical, must be incorporated into the curriculum and that Eurocentric texts should be de-emphasized, while others feel that traditional literature instruction and language instruction are more appropriately separated. The introduction… [PDF]
(1992). Special Life Skills for Community Living. This study examined the effectiveness of a 10-week life skills program in meeting the needs of its six Australian participants, who were severely intellectually and physically handicapped young adults of Aboriginal or Torres Strait Islander descent. Interviews were conducted with teaching and residential program staff at the commencement, the midpoint, and the conclusion of the program. The program was regarded as successful, as all participants were involved in activities within the mainstream community, noticeable gains in language and vocalization by one participant were noted, and swimming and water skills for some participants improved. Other findings in the areas of course planning, human resources, program location, transport, inservice education, and networking are discussed. Notable issues to emerge concerned the lack of lead-time to develop the course, the inappropriateness of the curriculum, and communication and logistical difficulties. (JDD)…