(1993). A Study of the Reactions of Secondary Grammar School Students to Indigenous Moral Values in Nigeria. Journal of Negro Education, v62 n1 p82-90 Win. Investigates the reactions of 295 Nigerian secondary school students aged 14 to over 18 years to some indigenous moral values through a Likert-type opinion survey. Regardless of age, Nigerian adolescents are generally supportive of traditional moral values such as respect for and obedience to parents and elders. (SLD)…
(2005). From Literacy in Maori to Biliteracy in Maori and English: A Community and School Transition Programme. International Journal of Bilingual Education & Bilingualism, v8 n5 p433-454. Teachers and community in a small rural Maori-medium school in New Zealand were concerned that their students who were highly literate in Maori experienced difficulties in reading and writing in English on entry to secondary school (where English was the medium of instruction). Consequently, this school and community introduced a 10-week culturally appropriate home and school English reading and writing programme for their Year 6, 7 and 8 students. Specific tutoring procedures were implemented to assist students with their English reading, while a structured written brainstorm procedure, together with a responsive written feedback procedure, was implemented to assist with their English writing. Data demonstrate that students from all three year groups (Years 6-8) made marked gains in both reading and writing in English, and that these gains were not made at the expense of reading and writing in Maori. After 10 weeks in the programme students were able to read English at… [Direct]
(2006). National Statement for Engaging Young Australians with Asia in Australian Schools. Ministerial Council on Education, Employment, Training and Youth Affairs (NJ1) "Engaging Young Australians with Asia" is a national policy statement which supports "The Adelaide Declaration on National Goals for Schooling in the Twenty-First Century." These goals promote understanding of the value of cultural and linguistic diversity, and possessing the knowledge, skills and understanding to contribute to, and benefit from, such diversity in the Australian community and internationally. The "Statement" identifies the broad knowledge, understandings, values and skills required to engage with Asia in the context of existing policies and practices in teaching and learning. It is based on the understanding that, across all learning areas, studies of Asia and Australia will achieve a status comparable with other studies traditionally included in the curriculum. "Engaging Young Australians with Asia" has been prepared by the Asia Education Foundation (AEF) and builds on "Studies of Asia: A Statement for Australian… [PDF]
(1997). Stocktake of Equity Reports and Literature in Vocational Education and Training. This report provides an informed "snapshot," based on recent literature, of barriers to vocational education and training (VET) for target groups and an annotated bibliography of recent reports. Part A is a "solutions-oriented" overview of most VET-related equity research and reports since 1990. It discusses Australian National Training Authority access and equity principles and key equity target groups and defines terms. Part A then presents a brief assessment of barriers to access, participation, and outcomes for five target groups: women; Aboriginal and Torres Strait people; people with a disability; people from a non-English speaking background; and residents in rural and remote communities. Each analysis includes the following: an introduction (snapshot of the group's situation, definition of the group, demographics); barriers limiting access and participation and outcomes; and strategies and policies for improvement of access and participation and outcomes…. [PDF]
(1994). Rural Schooling and Educational Disadvantage: A Case Study. This report evaluates school-based initiatives aimed at eliminating educational disadvantages at a small, rural state primary school in Meiki, New South Wales (Australia). Meiki is a small impoverished community of approximately 850 Aboriginal and non-Aboriginal people. The community has a history of racial tension that directly affects the school environment. Because of the impoverished status of the community, the school is eligible for social justice funding and extra resources. In June 1989, the New South Wales Department of Education implemented the Renewal Plan, which gave schools control of developing a plan for on-going school improvement and professional development. In response to this, the Meiki school implemented several initiatives including the Homework Centre. The Homework Centre is open to all students two afternoons a week and is coordinated by a member of the Aboriginal community. The program involves a supervised play period, afternoon tea, and individualized… [PDF]
(1996). Issues in the North, Volume I. Occasional Publication No. 40. This book includes 26 papers from a lecture series exploring issues in the lives of northern and Aboriginal Canadian peoples. The seven sections address health and healing issues from Aboriginal and Western perspectives, the need to incorporate traditional Aboriginal ways of learning into the dominant educational system, evolving northern research philosophies and appropriate field methodologies, impacts of colonization on Aboriginal identity, recent developments in Aboriginal self-government, resource management issues, and research policy issues. Papers are: "New Perspectives on Healing" (Lyle Longclaws); "An Ethnographic Study Exploring Quality of Worklife Issues of Outpost Nurses in Northern Manitoba" (Donna Martin, David Gregory); "A Determination of Reported Cases of Family Violence and Violence against Women" (Betty Thomlinson, Nellie Erickson, Richard Packo); "Would More Traditional Food Produce a Diet of Higher Nutrient Quality? An Example…
(1984). Affirmative Action: The Yugoslav Case. After World War II, the newly federated Yugoslav government promised equality to the country's many different ethnic and religious groups. The 1974 Constitution guaranteed every citizen his or her free expression of belonging to a "nation" or "nationality," the free expression of his or her ethnic culture, and the freedom to use its language or script. As a result, many injustices were eliminated, as the example of the Macedonians attests. They, like many other groups, have experienced a rebirth of national and cultural identity. All problems, however, have not been eliminated. The quality of life for Albanians living in the province of Kosovo has improved radically, and they are well represented in local government. But with the consequent rise in Albanian nationalism, problems were created for other minority groups occupying the same province: Affirmative action programs intended to assist the Albanians resulted in reverse discrimination against Serbs, Turks,…
(1981). People of Native Ancestry: Curriculum Guideline for the Senior Division, 1981. The guide provides the opportunity for teachers and students (Native and non-Native) to examine in depth many aspects of the life of Native peoples–in the Canadian context, in the context of North America, and in relation to the life of indigenous peoples of other countries. The resource guide of 17 units of study include objectives such as: an overview of the history and contemporary situation of the Canadian Indian (status, non-status, and Metis); an awareness of the social impact of cultural and human interaction; an appreciation for the differences among peoples and groups in Canadian society; an understanding of Native peoples through an examination of their culture, the relationship between Canada's Native peoples and Canadian law, and a global perspective on the contemporary situation of Canada's Native peoples; and an awareness of other indigenous peoples in the world. The guideline can be used as a basis for the development of a course for credit at the Secondary School…
(2005). Social and Economic Benefits of Improved Adult Literacy: Towards a Better Understanding: Support Document. National Centre for Vocational Education Research (NCVER) This document was produced by the authors based on their research for the report, "Social and Economic Benefits of Improved Adult Literacy: Towards a Better Understanding," and is an added resource for further information. The original document is a feasibility study which explores the frameworks and methodologies available for determining and measuring such benefits and costs across a number of life domains, including health, finance and small business. This support document contains three sections: (1) Mapping Benefits and Costs: Literature Review; (2) Data Sources; and (3) Individual Outcomes and Economic and Social Impacts. (Contains 3 tables and 2 figures.) [See ED495174 to access full report: " Social and Economic Benefits of Improved Adult Literacy: Towards a Better Understanding. An Adult Literacy National Project Report.">… [PDF]
(1996). Australian Dreamings. [Multimedia Kit]. This multimedia kit includes 3 video programs with over 50 images in both live footage and still images; introduction to the art and culture of Australia's Aboriginal people, a presentation and discussion of artwork including ancient rock painting, Gagudju and Kunwiniku X-ray style bark painting, and Papunga dot painting; 2 studio activities presented with examples of student work; a comprehensive teacher's guide; a reproducible student booklet with stories, activities, and vocabulary, and 4 full-color reproductions of Aboriginal artworks. The reproducible student booklet contains a summary of the video program, Aborigine myths, quizzes, worksheets, and a vocabulary list. The teacher's guide includes introductory information, a vocabulary and pronunciation guide, questioning strategies, and three multi-session lesson plans appropriate for use with students in grades 5-12. These lessons include: (1) "Australian Dreamings"; (2) "Drawing X-Ray Style Animals"; and…
(1996). Literacy and Cultural Displacement. College ESL, v6 n2 p50-61 Dec. Discusses the close connection between cultural beliefs and practices and the use of language and focuses on the erosive impact of Western language literacy on native cultures. Suggests that when teachers teach connections between first- and second-language discourses, students can retain the intimate truths of their primary discourse while expressing insights in a language intelligible to everyone. (19 references) (CK)…
(1995). Schools That Make a Difference: A Sociological Perspective on Effective Schooling. British Journal of Sociology of Education, v16 n3 p277-92 Sep. Argues for a sociological analysis of effective schools as opposed to the positivist paradigm. Maintains that the practice of schooling cannot be separated from the broader social, cultural, and political aspects of the local community. Profiles four high schools and their educational philosophies. (MJP)…
(1993). Africa and Discovery: Human Rights, Environment, and Development. American Indian Culture and Research Journal, v17 n1 p129-52. Contends that, in the past 30 years, a dramatic upsurge has taken place in activities designed to promote human rights for indigenous peoples around the world. Asserts that, in the case of Africa, attention generally has been concentrated on socioeconomic rights, such as health care, sufficient water, food, and shelter. (CFR)…
(1998). Technology Issues in Indian Country Today. WICAZO SA Review, v13 n2 p71-81 Fall. Examines legal and ethical issues related to Internet use and use of other technologies in Native American communities. Discusses conflict between federal telecommunications policy and the principles of tribal sovereignty, cultural appropriation, intellectual property rights, gatekeeping to limit access to traditional knowledge, and effects of technology on curriculum and students. (SV)…
(1993). Learning about Aboriginal Children and Their Culture: Curriculum Guidelines. This document was developed to help early childhood service providers understand Aboriginal children and their cultural context. The guide starts from the premise that it is vital that early childhood experiences are culturally relevant and affirming for individual children. Aboriginal perspectives on topics such as family, child rearing, learning/teaching, the school experience, discipline, touching, and eye contact are presented so that service providers can acknowledge and respect Aboriginal children's views of themselves. The guide discusses strategies that enable service providers to gain the confidence of parents, as well as rights that Aboriginal children have, such as access to Aboriginal staff, curriculum materials written by Aboriginal professionals, and multicultural play opportunities. Service providers are also instructed to evaluate not only their curriculum, but also their own biases, and to seek feedback from Aboriginal families and community. The six chapters cover… [PDF]