(1988). The "Language Struggle" in South Africa: Emergence and Development in Educational Policy. 1987-1988 World Education Monograph Series, Number One. The "language struggle" has been a focus of disagreement throughout South Africa's educational history. In contemporary South Africa, the issue of the language used as a medium of instruction has been most controversial in black education, where the government's policy of initial native language instruction has been widely denounced as an attempt to retribalize black South Africans. The native language policy controversy grows from the historical language struggle in the white community, which deeply influenced government policy toward black education. Before 1800, education was largely controlled by the Dutch, and even the French Huguenots were assimilated into the Dutch community. British occupation around 1800 marked the beginning of serious anglicization of the Cape and legal establishment of English as the official language. Antagonism grew between Boers and English, and English-medium instruction was inconsistent. In 1892, a law left the choice of medium of… [PDF]
(1981). Foreign Academics at Canadian Universities: A Statistical Perspective on New Appointments During the Seventies. The citizenship status of full-time teachers at Canadian universities, with emphasis on faculty appointed between 1977-78 and 1980-81, is examined in view of the May 1981 announcement of the Minister of Employment and Immigration that universities must advertise for Canadian faculty before looking abroad. In 1977-78, 75 percent of full-time university teachers were Canadian citizens. Eighty-one percent of the faculty in education, the health sciences, and engineering held Canadian citizenship, whereas for fine and applied arts, the percentage was 64 percent. In the other teaching fields, the percentage ranged from 70 to 75 percent. Between 1973-74 and 1980-81, two-thirds of the new appointees were Canadian citizens. This proportion had increased from 59 percent in 1972-73 to 74 percent in 1978-1979. The percentage of newly appointed faculty with U.S. or United Kingdom citizenship declined over the nine-year period, accounting for 27 percent in 1972-73 and 19 percent in 1980-81….
(1964). THE LOW-INCOME NON-PROFESSIONAL, AN OVERVIEW OF HIS ROLE IN THE PROGRAM. THE USE OF LOW INCOME NONPROFESSIONAL WORKERS IN SOCIAL SERVICES WAS FOUND TO BENEFIT BOTH THE WORKER AND THE SOCIAL WELFARE AGENCY. FIRST, IT INCREASES THE VOCATIONAL OPPORTUNITIES FOR THE SLUM DWELLER AND PROVIDES HIM WITH THE PSYCHOLOGICAL SUPPORT OF A SATISFYING JOB. SECOND, THE LOW INCOME NONPROFESSIONAL AS A "SOCIAL CLASS MEDIATOR" FACILITATES EASIER COMMUNICATION AND, CONSEQUENTLY, THE GREATER INVOLVEMENT OF OTHER URBAN SLUM RESIDENTS IN A SOCIAL WELFARE PROGRAM. MOBILIZATION FOR YOUTH (MFY) IN NEW YORK CITY EMPLOYS NONPROFESSIONALS IN THREE PROGRAMS–THE PARENT EDUCATION AIDE UNIT, THE COMMUNITY DEVELOPMENT PROGRAM, AND THE VISITING HOMEMAKER SERVICE. MFY'S CRITERIA IN HIRING NONPROFESSIONALS ARE (1) EXPERTISE IN THE ACTIVITIES OF A PARTICULAR PROGRAM, (2) IDENTIFICATION WITH OTHER LOWER CLASS PEOPLE, AND (3) AN ACTION-ORIENTATION, THAT IS, A BELIEF IN GROUP SOLUTIONS TO THE PROBLEMS OF MINORITY GROUP STATUS AND POVERTY. SHARING MUTUAL INTERESTS WITH THE CLIENTS,… [PDF]
(1997). The Mudfish and the European: An African Record of the Age of Discovery. Teaching History: A Journal of Methods, v22 n2 p80-90 Fall. Explores the native artwork of the Benin people and discusses how it can be used to document an African perspective to the "Age of Discovery." Portugal established trade with Benin (a small country on the west coast of Africa) in 1486. Includes illustrations and suggested student activities. (MJP)…
(1996). Language Revitalisation in the Andes: Can the Schools Reverse Language Shift?. Journal of Multilingual and Multicultural Development, v17 n6 p427-41. Examines two initiatives to revitalize Quechua, the language of the Incas: Bolivia's 1994 reform incorporating the provision of bilingual intercultural education; and a community-based effort to incorporate Quichua as a second language instruction in a school in Ecuador. Points out that census records and sociolinguistic studies document a continuous cross-generational shift from Quechua to Spanish. (28 references) (Author/CK)…
(2004). Classroom Discourse of an Experienced Teacher of Indigenous Children. Australian Review of Applied Linguistics, v27 n2 p75-91. This paper will examine the discourse of one experienced teacher of Indigenous children in lessons observed as part of the Conductive Hearing Loss (CHL) project conducted by Edith Cowan University in Perth. In the classroom observed, all the children were Indigenous and the teacher was aware that some children were suffering from CHL. This analysis will identify some features of the discourse of this teacher, who was very experienced in this context and who was identified as successful by her peers and the school community, with the aim of describing some of the strategies which contribute to her success. These strategies include constructing an inclusive classroom environment, empowering the students, avoiding authoritarianism and being responsive to the students. How these techniques are expressed in the discourse will be discussed here. (Contains 3 notes.)… [Direct]
(1983). The Portable Practical Educational Preparation: The History of a Process, 1967-1981. From its inception in 1967 to the end of fiscal 1981, Portable Practical Educational Preparation, Inc. (PPEP), grew from a 1-bus school on wheels to Arizona's largest multifunded non-profit service agency. The self-help organization serving Arizona's rural and migrant poor grew through three phases. During the 1967-1969 contact phase, PPEP staff and community-based workers established an itinerant schedule and built an atmosphere of trust among rural clients in four counties. During the 1969-1970 involvement phase, PPEP expanded its itinerant circuit, organized local community councils to discover its clients' needs and priorities, and formally established its structure through incorporation. In 1971, PPEP entered a phase of self-actualized community action. PPEP's projects reflected its goals of economic development, community development and redevelopment, emergency assistance, and housing construction. In 1977 PPEP formalized its housing effort by forming the PPEP Housing…
(2003). The American Indian Mind in a Linear World: American Indian Studies & Traditional Knowledge. This book presents an ethnohistorical examination of American Indian thinking and philosophy and strives to explain the complexity of the American Indian mind in its traditional cultural and natural environment and in contrast to the American mainstream linear world. It is argued that Indian thinking is visual; circular; concerned with the relationships among all things, including both human and nonhuman entities; embedded in both the physical and metaphysical realities; and focused on achieving balance, both within oneself and in the community. Chapter 1 details this world view. Other chapters discuss: (2) the importance of story and oral tradition as the basis of traditional knowledge; (3) circular philosophy, the significance of the circle of life and its cycles, and the"natural democracy" of respect involving all things in the universe; (4) Indian intellectualism and the nature of Indian genius; (5) boarding school experiences, conflicts between White teachers and…
(1998). Reverence for the Ordinary. Canadian Journal of Native Education, v22 n2 p171-87. A Canadian teacher-educator's research into what has meaning for Bush Cree students became a reciprocal learning-teaching relationship. What emerged is a reverence for the ordinary, and the researcher's realization that in Cree society, the medium and the message are one, just as education and culture are one. Contains photographs used in the research, notes, and 22 references. (TD)…
(1994). Spanish through Authentic Literature and Traditional Art (of Puerto Rico and the Dominican Republic). A Teacher's Resource Guide. This guide was compiled of instructional materials designed by teachers of Spanish at the elementary and secondary levels. The materials consist of lesson plans and readings, each with a slightly different perspective, which collectively give a comprehensive view of the history and culture of Puerto Rico and the Dominican Republic. Many lessons are site-specific according to the teacher who developed them, but may be adapted to other geographic locations. Readings and related lessons are arranged in these topical groups: general; the Taino Indians; the Spanish influence; the Dominican Republic; and Puerto Rico (history and culture; children's literature; ecology and natural products). Some readings and lesson plans are in English, some in Spanish. Each lesson plan specifies its objectives, language content and vocabulary emphasized, structures studied, and materials needed, and describes classroom activities in detail. A section of songs, games, and recipes and one containing…
(2004). Every Child. Volume 10, Number 3, Winter 2004. Early Childhood Australia "Every Child" is Australia's premier early childhood publication, aimed at anyone involved in the care and education of children from birth to eight years–in particular child care professionals, teachers, child care students and the parents of young children. Published quarterly, it contains informative and entertaining articles on such issues as early childhood curriculum, ethics, health and professional development. This issue of "Every Child" focuses on making a difference. It contains articles that highlight current issues in early education that "make a difference", including some that have been controversial in recent months. The features in this issue include: (1) Who is the boss of normal?; (2) Male primary school teachers; (3) No children in detention; (4) Choosing a school for your child; (5) A time to simply "be"; and (6) Oh boy! The increasing debate about young males and their education. Individual articles contain references…. [PDF]
(2001). Thinking outside the Box: A Remote VET in Schools Program Challenges Traditional Boundaries. A qualitative research approach was used to examine how one vocational education and training (VET) school in rural Australia contributed to its community and the complex role of leadership in the process. The study focused on the VET in Schools program in Cooktown in Far North Queensland. The following data collection activities were conducted: (1) semi-structured interviews with purposively selected students, school staff, parents and other community members, and representatives of industry and community groups; (2) researchers' observation; and (3) a review of written documentation. The initiative for the VET in Schools program came from two teachers at Cooktown State School who were concerned with the failure of the mainstream curriculum to cater to certain students. The program was developed through a school-community partnership that was formalized by formation of a management committee comprising representatives of all stakeholder groups in the community. The project has… [PDF]
(1996). The National Women's Vocational Education and Training Strategy–An Implementation Guide. This implementation guide provides systems and providers of vocational education and training (VET) and related organizations with guidance in using Australia's National Women's Vocational Education and Training Strategy. Part 1 describes the nature of the strategy and presents a visual summary. Part 2 discusses the impetus for the strategy and the rationale for its outcomes and priorities. It covers the following: context; barriers to participation and success; benefits; priorities; outcomes (increased number of women completing VET programs, increased number of women with VET qualifications at all levels, women distributed more broadly across fields of study, increased participation and improved outcomes for specific groups of women); and indicators used in measuring outcomes. Part 3 presents possible actions for VET systems, providers, and related organizations through a discussion of the strategy's approaches and a model action plan. It sets out a formal implementation process… [PDF]
(1995). Career Counseling with Native Clients: Understanding the Context: ERIC Digest. The contextual considerations outlined in this digest provide a framework for career counseling with Canadian Native youth, a process which requires an unusually large range of cultural understanding and an appreciation of diversity and uniqueness. Counselors need to be aware of individual diversity within Native groups. Four Native "cultural-self" definitions presented are: (1) traditional; (2) assimilated; (3) transitional; and (4) bi-cultural, each of which have profound implications for the career counseling process. Ways in which dominant society schools impede the career development of Native youths are discussed, as well as reasons why training in multicultural counseling is inappropriate for those working with Native youth. Research suggests at least five ways in which career work with Native youth can reduce racism and dominant society suppression of Native identity and give Native youth a greater voice in the formulation of career conceptions which are sensible… [PDF]
(1987). Sierra Leone Temne Language Manual. A language guide to Temne is designed for Peace Corps volunteers serving in Sierra Leone. It contains introductory sections about the Temnes and Temne phonology and orthography, teacher notes on the use of the manual, and 12 lessons. Each lesson consists of a dialogue or narrative, notes on classroom presentation, vocabulary and useful phrases, exercises, and notes on grammar. Lesson topics include basic greetings, introducing a friend, job information, the marketplace, the dining hall, asking for directions, traveling by truck, communication with the tribal chief, talking to the family, refusing gifts and invitations politely, and the tailor shop. Some illustrations are included. (MSE)… [PDF]