(2001). Lessons Learned, Lessons Shared: Reflections from the International Learning Group on Youth and Community Development. Community & Youth Development Series, Volume 5. The International Learning Group on Youth and Community Development (ILG) was formed to examine the convergence of youth development and community development. In 1999, ILG commissioned a set of papers from young people involved in national efforts to engage youth in the political processes of their countries and brought ILG members together for a week to learn from programs and leaders in five Latin American partners–Venezuela, Ecuador, Mexico, Uruguay, and Paraguay. After 3 days of site visits in the five countries, ILG members and their host teams attended a conference to share lessons learned from the site visits and to share experiences from ILG members' own work. Section 1 provides an overview of the centrality of young people's participation to the health and development of communities and discusses links between youth development and community development. Section 2 presents essays by young people and program descriptions. In a neighborhood above Caracas, Venezuela, young… [PDF]
(2005). Our Words, Our Ways: Teaching First Nations, Metis and Inuit Learners. Online Submission This resource will help classroom teachers and staff better serve the needs of their Aboriginal students. The process of development was one of consultation, information gathering, drafting, more consultation and re-drafting. The contributors to this resource include Aboriginal Elders, teachers and psychologists, as well as other members of Alberta's Aboriginal communities. Culturally-relevant approaches effectively serve the learning needs of Aboriginal students. Traditional and contemporary Aboriginal cultures offer a number of frameworks for understanding, guiding, learning from and teaching students. The relationship between student and teacher is the heart of Aboriginal education. The teacher's relationship with each student is based on observing and learning about the individual child and his or her unique learning needs in order to help the child grow holistically–spiritually, physically, mentally and emotionally. This resource offers information about Aboriginal cultures and… [PDF]
(2002). Indigenous Men Taking Their Rightful Place in Society? A Preliminary Analysis of a Participatory Action Research Process with Yarrabah Men's Health Group. Australian Journal of Rural Health, v10 n6 p278-84 Dec. A participatory action research process was used to support an Aboriginal men's group in Queensland (Australia). Using a reflective approach, the men's group defined principles and values to which they aspired, then identified four strategies to enable them to become constructive members of the community: personal development, employment, education and training, and cultural education. (TD)…
(1995). The Induction Year Experience in a Cross-cultural Setting. Teaching and Teacher Education, v11 n4 p403-15 Jul. This case study documents the experiences of a first-year teacher in a small Aboriginal community in Canada, describing the ways in which she developed and modified her beliefs about teaching in order to create a sense of self-efficacy in the cross-cultural classroom. (IAH)…
(2002). Achievement in Literacy and Numeracy By Australian 14 Year-Olds, 1975-1998. Research Report. Achievement in literacy and numeracy by Australian 14-year-olds was examined by analyzing data from the following studies conducted between 1975 and 1998: the Australian Studies in School Performance; the Australian Studies of Student Performance; the Youth in Transition Survey; and the Longitudinal Surveys of Australian Youth. During the study period, mean scores on achievement on tests of reading and mathematics remained stable, and there was little change in the distribution of scores. Female 14-year-olds scored higher in reading comprehension in 1998 than in 1975, whereas their male counterparts scored lower in 1998 than in 1975. The reading comprehension achievement scores of students whose main language was not English improved significantly. Male students' mean mathematics achievement test score increased during the study period, whereas female students' mean score did not. The mathematics scores of students with parents in the production/laborers group remained stable,… [PDF]
(1997). Education Policy and Language Learning for a Multilingual Society. Proceedings of a Conference (Hartebeespoort, South Africa, October 30-November 1, 1996). The purpose of this document is to help South African educational institutions adjust to a post-apartheid era, in which linguistic diversity is promoted and celebrated, by clarifying the emerging processes of language policy formulation and implementation. The new government decided against issuing a grand blueprint for a new national language policy. Instead, it decided to encourage a democratic and participatory process to explore the issue. Papers in the book are as follows. Section 1, "General Introduction," includes: "Process and Participation, Not Blueprints" (David Brown). Section 2, "The Legal Framework-the Constitution and Language in Education," includes: "The Constitution and the Bill of Rights: Their Implications for Language Education" (Matthew Chaskalson); and "The Legal Role of the Provinces in Language Policy and Education" (Brendan Barry). Section 3, "The Nature of Language Policy and Process: the Pan South… [PDF]
(1992). Summary of Consultations on Child Care Reform = Sommaire des consultations sur la reforme des services de garde d'enfants. This document contains the English and French language versions of a report summarizing the results of a public consultation process on the subject of child care reform in Ontario, Canada. The process began with province-wide distribution of a public document called "Setting the Stage" which outlined a child care reform agenda as a focus for discussion. A total of 20 public meetings and 8 round table discussions were subsequently held throughout the province. The report begins with an executive summary that sketches the consultation process and provides an overview of the issues discussed during the consultation process. The first chapter summarizes the comments and suggestions made by participants in the meetings and discussions. Participants included parents, child care providers and managers, and academics. Participants also included individuals representing resource centers, the education sector, the children's services sector, the community group sector, local… [PDF]
(2005). In Pursuit of Best Practices: A Research Agenda for Rural Education in Illinois. Rural Research Report. Volume 16, Issue 7, Summer 2005. Illinois Institute for Rural Affairs This report discusses the need for a research agenda to understand how rural public schools can work with their communities to improve student performance while building the community. It focuses on the potential strengths of school-community relationships. Described herein are four community engagement models a school can adopt: (1) School as Community Center, a lifelong learning center, and a vehicle for delivering services; (2) Community as Curriculum, emphasizing the community in all of its complexities as part of students' learning activities in the classroom; (3) School as a Developer of Entrepreneurial skills, suggesting that small businesses, including knowledge-based enterprises, can create new jobs, especially if they find the right market niche; and (4) Schools and Technology, in which new technologies help build and preserve community while linking students to the rest of the world. [Portions of this report are adapted from the author's article, "Rural Schools and… [Direct]
(2002). Englishes in Asia: Communication, Identity, Power and Education. This collection of papers comprises proceedings from the 5th English in South East Asia Conference, held in December 2000 at Curtin University of Technology in Perth. The 19 papers include the following: (1) "Global English and Local Language Policies" (Robert Phillipson); (2) "Hong Kong Parents' Preference for English-Medium Education: Passive Victims of Imperialism or Active Agents of Pragmatism?" (David Li); (3) "Implications of the Recommendation that English Become the Second Official Language in Japan" (Kayako Hashimoto); (4) "Culture and Identity in the English Discourses of Mayalsians" (Azirah Mashim); (5) "Englishization and Nativization Processes in the Context of Brunei Darussalam: Evidence for and Against" (Hajaj Rosnah Haji Ramly, Noor Azam Haji Othman, and James McLellan); (6) "Kissing Cousins? The Relationship between English and Tok Pisin in Papua New Guinea" (Geoff Smith); (7) "Chaos in Aboriginal… [PDF]
(1996). Identity in Africa's Internal Conflicts. American Behavioral Scientist, v40 n1 p46-65 Sep. Identifies and defines four models of internal ethnic conflict and discusses those conflicts within various African nations. The corresponding models and countries include Integration Model: Botswana and Somalia; Managed Diversity Model: Ghana, Cote d'Ivorie, Kenya, and Nigeria; Ambivalent Accommodation Model: Ethiopia and Djibouti; and Acute Identity Crisis Model: South Africa and Sudan. (MJP)…
(1994). Women in Literacy Speak. The Power of Woman-Positive Literacy Work. This book contains 15 chapters that were written by women from 12 Canadian adult literacy and basic education programs who participated in an exploratory research project designed to document the process and results of woman-positive literacy work. The following sections are included: "Exploring the Concept of Woman-Positive within Learner-Centered Literacy Programs: A Program-Based Action Research Project" (Betty-Ann Lloyd); "We Formed a Women's Group at ALFA (Adult Literacy for Action)"; "Gender, Culture, and Personal Experiences that Get in the Way of Learning: The Need for Core Funding of Adult Literacy Projects" (Diane Eastman); "Taking Chances/Making Choices: Reflections on a Year of Woman-Positive Activity" (Debbie Heagy); "Gaining Confidence through Woman-Positive Literacy Research" (Nicole Jessop); "Union-based Literacy Programs Empower Women Workers When They Pay Attention to Women's Lives" (poster);…
(1999). Informal Learning: Cultural Experiences and Entrepreneurship among Aboriginal People. NALL Working Paper #04. This discussion paper explores interactions among formal learning, informal learning, and life conditions and opportunities experienced by aboriginal people in Canada. The contradictory importance of education for aboriginal people is examined with respect to three related aspects of these relationships. First, the paper summarizes students' accounts of their experiences in conventional and alternative school settings in three Saskatchewan communities, exploring how these relate to the students' broader cultural and home environments. Second, it examines the formal and informal educational experiences of a small group of adults surveyed in an urban Indian and Metis Friendship Center. Finally, the paper explores issues that arise around the emergence of entrepreneurial training and entrepreneurship, areas posed by many commentators as a possible way of bridging formal and informal learning and overcoming the longstanding marginalization of aboriginal people from labor market and… [PDF]
(1996). A Model for Promoting Native American Language Preservation and Teaching. The Interface Alaska Multifunctional Resource Center developed a model for training Native American language teachers to effectively teach Native languages. The model provides Native American paraprofessional language teachers with basic knowledge of classroom techniques and effective teaching strategies. The training introduces the Total Physical Response (TPR) Approach and the Natural Approach as the primary teaching methods to be used by Native American language teachers. These approaches are orally-based, meaning that they develop language from the smallest oral components of the language to eventual conversational and technical fluency. The first training session addresses the affective domain of teaching and learning and the emotional aspects of language loss. The second session establishes a theoretical base by presenting teachers with selected theories of first- and second-language acquisition. This session also introduces Basic Interpersonal Communication Skills and… [PDF]
(1993). Communicating Mathematics: Perspectives from Classroom Practice and Current Research. The Australian Reading Association felt that language in mathematics was a topic worthy of inclusion in their First International Conference and 19th National Conference. As a result, this book was formed from contributions of mathematics educators in Australia and New Zealand. The book is broken into five major sections: (1) Communicating mathematical meaning, (2) Fostering good classroom practice in mathematical communication, (3) Students writing in mathematics, (4) Assessing mathematical communications, (5) Influence of culture and linguistic background. Themes included in communicating mathematical meaning are language in small group work, communicating the definition of mathematics, and the relationships among cognition, visual imagery, and language. Included in the second section are papers on applying language-learning principles to the mathematics classroom, employing story-telling and children's literature in mathematics, and introducing students to probability through…
(1991). Language Planning and Language Policy in Australia. Australian Review of Applied Linguistics, Series S n8. A five-year period of particular activity in Australian language policy and language planning culminated with the 1991 publication of the White Paper called Australia's Language, which outlines proposed government programs in languages until 1994. Many of the papers in this theme issue of the journal of the Applied Linguistics Association of Australia are concerned with the impact of the White Paper on various areas of Australian language planning and policy. They include: "Australian Language Policies: Are We Going Backwards?" (Michael Clyne); "A Review of Some of the Achievements of the National Policy on Languages" (Joseph Lo Bianco); "The Green Paper on Language and Literacy: An Overview and an Assessment" (Roland Sussex); "The Role of the National Languages Institute of Australia in the Development and Implementation of Language Policy in Australia" (Susan Fullagar, Anthony Liddicoat); "Language Policies, Language Attitudes and…