(1998). 1898: The Onset of America's Troubled Asian Century. OAH Magazine of History, v12 n3 p30-36 Spr. Discusses the role and effect of the Spanish-American War on the Philippines and its relationship with the United States. The annexation of the Philippines marked the beginning of the U.S. efforts at expanding power and trade throughout the Pacific. Details that effort and the resistance it met. (MJP)…
(1967). ADULT EDUCATION TECHNIQUES IN DEVELOPING COUNTRIES, A GREEK CASE STUDY. PROBLEMS OF DEVELOPMENT SERIES. AIDED BY THE ORGANIZATION FOR ECONOMIC COOPERATION AND DEVELOPMENT AND THE ORGANIZATION FOR EUROPEAN ECONOMIC COOPERATION, GREECE HAS ESTABLISHED A NETWORK OF ADULT EDUCATION CENTERS OUTSIDE TOWNS, TO MEET THE PROBLEMS OF ILLITERACY AND LOW EDUCATION LEVEL. THE CENTER PROVIDES FOR ACADEMIC AND LIBRARY PROGRAMS, SIX TO SEVEN MONTHS, AND RECREATION SERVICES THROUGHOUT THE YEAR. ADMINISTERED BY THE LOCAL PRIMARY TEACHER, THE PROGRAM UTILIZES COMMUNITY PERSONNEL (CRAFTSMAN, DOCTORS, WELFARE WORKERS) AND GOVERNMENT SPECIALISTS TO PROMOTE VILLAGE DEVELOPMENT, AND RAISE LIVING STANDARDS AND EDUCATIONAL LEVELS. CURRICULUM IS ORGANIZED ABOUT A CENTRAL POINT OF INTEREST, AND SUCH AREAS IN AGRICULTURE AND HEALTH ARE ILLUSTRATED. DETAILED DESCRIPTION OF THE USE OF DISCUSSION GROUPS, QUESTION AND REASONING METHODS, AND SPECIAL LITERACY MATERIALS ILLUSTRATE SUCCESSFUL TEACHING TECHNIQUES. INCLUDED IN THE SYLLABUS ARE LITERACY, TECHNICAL, AND GENERAL EDUCATION, ALL UTILIZING A VARIETY OF… [PDF]
(1996). Accommodating Difference: Native American English Education–Reexamining Past Assumptions and Recognizing Socio-Political Influences. J.D.C. Atkins, Commissioner of Indian Affairs from 1885-88, asserted, "No unity or community of feeling can be established among different peoples unless they are brought to speak the same language, and thus become imbued with like ideas of duty." Educators at government-operated Native American boarding schools embraced this assumption and heralded English as the key to assimilating Indian children into an Anglo society. Therefore, language became the lens used to modify the student's vision, and rhetorical theory influenced which lens was prescribed. A need for nationwide conformance to Standard American English practices was implied with the claim that this would insure access by all to the stereotypical "American Dream." Educators in the 1880s seem to have been influenced by the work of rhetoricians George Campbell and Hugh Blair. Blair emphasized memorizing and translating in the practice of speaking and writing English. The Carlisle Indian School's General… [PDF]
(1995). Comparing the Policy of Aboriginal Assimilation: Australia, Canada, and New Zealand. The aboriginal peoples of Australia, Canada, and New Zealand became minorities in their own countries in the 19th century. The expanding British Empire had its own vision for the future of these peoples: they were to become civilized, Christian, and citizens–in a word, assimilated. This book provides the first systematic and comparative treatment of the social policy of assimilation followed in the three countries. Australia began by denying the aboriginal presence, Canada by registering all "status" Indians, and New Zealand by giving all Maori British citizenship. Major policy periods are characterized as early institutionalized contact, paternalistic protection, paternalistic assimilation, integration, and pluralism. Children received particular attention under the policy of assimilation, and much of this book focuses on policies and practices related to family and child welfare and education, including cultural differences in assumptions about child rearing and family… [PDF]
(1988). Indigenous Peoples and the United Nations: A Curriculum Project for Grades VII-XII. Indigenous peoples number over 200 million and constitute four percent of the world's population. They live in every part of the world and share a tragic common history: invasion of their lands and alteration of their environment, abrogation of treaties, continuing violence against their peoples, discrimination and abuse, poor health care and disadvantaged living conditions, attacks on their beliefs and customs, desecration of their sacred sites, imposition of alien educational systems and language, and the undermining of their way of governance. Their past history and present reality raise profound human rights issues for all peoples. With this in mind, background information useful for teaching about indigenous peoples in grades 7 to 12 is provided. The world is divided into seven regions and the indigenous peoples of those regions and the significant issues are discussed. Additional reading materials and audio/visual aids are suggested for each unit. Techniques for the classroom… [PDF]
(1989). Alaska Statewide Assessment 1989 Survey. [machine-readable data file]. This dataset contains information collected by the 1989 Alaska Statewide Assessment Survey. The respondents of the survey were students in grade 4, 6, and 8 across the state, their teachers, and school principals. A total of 23,436 cases, representing more than 95% of the eligible students, are included in the dataset. The tape contains five sections of variables: (1) teachers' description of students' social background (age, sex, race or ethnicity), native language, and participation in special educational programs (e.g., Chapter I programs, correspondence study, migrant student programs, and bilingual programs); (2) students' self-report on their academic attitudes (liking specific subjects and courses) and study habits (hours spent on specific courses, learning strategies, and special needs); (3) principals' evaluation of school organization, climate, and leadership philosophy; (4) students' test performance on Iowa Tests of Basic Skills (itemized by specific subjects at each…
(1981). Terong Pipit Goes to School. Some Thoughts on the Educational and Political Implications of Multilingualism in the School System. New Zealand education policy has been formed from a combination of nineteenth century liberalism which accepts limited intervention in the education process to ensure equality, and the demands of a capitalist economy which has relied on education to provide a selective function to aid market processes. In a recession, it is this latter function which is emphasized; vocational training is declared to be crucial and the system is governed by competition according to universalistic criteria. These rationalizations conceal the actual basis of selection and encourage the subservience of education to the demands of a depressed economy. In this climate, debates about multiculturalism and education make little sense without giving major consideration to the issue of power, and specifically, the power of minority groups to make and carry through decisions within the institutional structure of society. The critical area for New Zealand is in those urban schools where there are a majority of…
(1998). School Motivation and Cultural Context: An Overview of Research. This paper presents an overview of 15 years of international study designed to determine the nature of motivational beliefs, values and goals held by students from different cultural groups, the comparability of these beliefs, values, and goals with those promoted by classrooms and schools, and the impact individual, cultural/social, peer, family, class and school influences have on student motivation, achievement, and school retention. The work has been disseminated over the years through a number of scholarly journals in the United States and Australia. Participants have included: (1) 496 Australian Aboriginal students; (2) 1,173 Anglo Australian students; (3) 487 immigrant-background Australian students; (4) 919 Navajo students; (5) 141 Arabic-background Australian students; (6) 198 Betsiamite Canadian Indian students; (7) 1,078 Anglo American students; and (8) 80 Yavapai Indian students. A major finding is that the motivational profiles of these diverse cultural groups are… [PDF]
(2003). Saskatchewan Urban Training Needs Assessment Report, 2003. As part of an annual program planning process, Saskatchewan Institute of Applied Science and Technology (SIAST) conducts a number of formal and informal consultations with various SIAST stakeholders in order to identify and research future program training needs in the province of Saskatchewan, Canada. This Saskatchewan Urban Training Needs Assessment Report (SUTNA) 2003 was produced following the compilation of all research conducted during the spring. The 2001 Census year population of Saskatchewan was 978,933, which is a decline of 11,305 people from the 1996 Census. Saskatchewan has a greater proportion of the population in the 0-14, 15-24, and 65 and older population than does the rest of Canada. The greater abundance of population aged 0-24 should bode well for the province in light of the pending labor shortages expected in the near future. The SUTNA 2003 report is divided into three categories: (1) Demographic and Economic Information, reports on data regarding labor market… [PDF]
(1997). Language and Indigenous Cultures: A Key to Understanding. Canadian Review of Art Education: Research and Issues, v24 n1 p19-32. Summarizes a project that investigated Australian Adnyamathanha and Canadian Sechelt peoples' attitudes toward those aspects of their culture that western society considers art. Discusses the differences between indigenous societies' conception of spiritual representation and westerners' conception of art. Suggests ways for art educators to reconsider their approaches to teaching. (MJP)…
(1995). Teacher Development for Bidialectal Education. A program at Edith Cowan University (Australia) to develop a teacher training curriculum supporting bidialectalism in the schools is described. Underlying principles of this approach to bidialectal education are the acceptance of Aboriginal English, creation of a bridge to standard English, and cultivation of Aboriginal ways of approaching experience and knowledge. Two course modules were developed, to be combined with others to constitute a graduate certificate in Aboriginal language studies or a major in bidialectal education. Focus here is on three aspects of the project: research on the Aboriginal English dialect spoken in the nine participating Western Australia schools; mentoring of the teachers involved, including inservice workshops on bidialectalism and bidialectal education; and modification of the university's teacher education curriculum. Appended materials include a project timeline reflecting the roles of the research team, participating teachers, and Western Australia… [PDF]
(1997). Formal vs. Non-Formal Vernacular Education: The Education Reform in Papua New Guinea. Journal of Multilingual and Multicultural Development, v18 n3 p206-22. Discusses a community-based nonformal education movement in Papua New Guinea to use hundreds of the country's languages to teach initial literacy in local preschool and adult education programs. The article describes this movement, the proposed government reform of the English-only formal education system and the ensuing conflicts. (37 references) (Author/CK)…
(2003). Successfully Educating Urban American Indian Students: An Alternative School Format. Journal of American Indian Education, v42 n3 p40-57. This case study explored culturally relevant practices in an urban American Indian secondary alternative school and three students' responses to them. The most vital factor contributing to student success was culturally responsive teachers. Other factors were small school size, flexible school formats, and governance structures. Implications for multicultural education are discussed. (Contains 56 references.) (TD)…
(2003). Change Makers: Empowering Ourselves Thro' the Education and Culture of Aboriginal Languages: A Collaborative Team Effort. Canadian Journal of Native Education, v27 n1 p108-26. A British Columbian Native teacher education program is guided by a team of First Nations educators and elders, university faculty, a representative of the teacher federation, and students. Aboriginal languages are incorporated into a Native cultural studies course using a holistic approach based on the Medicine Wheel that empowers students to walk in both worlds. (TD)…
(2001). SIAST Education Equity Program: Annual Monitoring Report. July 1, 2000-June 30, 2001. This Annual Monitoring Report presents the history, policy, and structure of the Saskatchewan Institute of Applied Science and Technology (SIAST) Education Equity Program. This report includes the 2000-2001 long-range goals for participation in the SIAST programs. Since self-identification is voluntary, statistics are assumed to be incomplete. The long-term goal of the program is to achieve a representative student body. In order to achieve this goal, a percentage of seats are allocated for some designated student groups. SIAST offers the program to students in all program areas: Certificate and Diploma, Basic Education, Extension, and Apprenticeship programs. The program includes the following population groups: (1) students of Aboriginal ancestry; (2) students with disabilities; (3) students of visible minorities; and (4) female students in predominantly male programs. The participation goals are based on the Saskatchewan workforce, while the long-term goals are based on the… [PDF]