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1.
Shelley Stagg Peterson Laureen J. McIntyre Lena Glaés-Coutts 《Educational Action Research》2013,21(5):787-802
This article reports on collaborative action research in twelve northern rural and Indigenous communities in four Canadian provinces. Pre-kindergarten, kindergarten, grade one, and Aboriginal Head Start teachers worked with university researchers in three universities to create action research projects with the aim of supporting children’s oral language and writing through play in their classrooms. Inductive analysis of focus group data shows that teachers gained understandings about play as a context both for supporting and for authentic assessment of young children’s oral language. The building of trusting relationships, built through ongoing collaboration with colleagues within their schools and across four provinces, in addition to collaboration with university researchers over a number of years, was viewed as particularly influential to teachers’ professional learning. Additionally, teachers talked about the value of opportunities to contribute to the development of teaching and assessment tools. Participating teachers came to see themselves as making valuable contributions to professional knowledge beyond their northern communities. The 4R’s for conducting research in Indigenous contexts (reciprocity, respect, relevance, and responsibility) provide a framework for deriving implications from this collaborative research. It is important that the results of collaborative action research conducted in rural and Indigenous schools be widely disseminated to provide alternative perspectives to curriculum, research and practice that tend to be urban-oriented. 相似文献
2.
Josie Arnold 《International Journal of Inclusive Education》2017,21(5):475-494
Six generations ago, my Celtic forebears came to Australia as convicts and invaders displacing Indigenous peoples. As a scholar today, I am interested in how Indigenous knowledge remains a challenge in Australian Universities even in this postmodern and postcolonial moment. This paper recognises the need to extend discussion about how Indigenous people might be facilitated within the academy to bring their knowledge models into the university and its traditional dominant knowledge systems. This paper looks at Practice-Led Research (PLR) as a way of supporting the transition of Indigenous community scholars into university postgraduate courses. It explores how PLR may contribute to an appropriate entry point into postgraduate studies for some Indigenous practitioner-candidates who have significant life experiences and narratives and/or productions of artefacts that act to replace the breadth of undergraduate credentials. Indigenous people are facilitated in bringing their knowledge models into the university and the academy when we act upon being inclusive rather than exclusive regarding the explication and definition of knowledge within the academy. In accepting and acting upon the concept that traditional forms of knowledge are extended by non-traditional Indigenous forms of knowledge, we also enrich the scholarly conversation about how alternative forms of knowledge can add dynamism to the academy. 相似文献
3.
This paper critiques our experiences as non-Indigenous Australian educators of working with numerous embedding Indigenous perspectives curricular projects at an Australian university. Reporting on these project outcomes alone, while useful in identifying limitations, does not illustrate ways in which future embedding and decolonizing projects can persist and evolve. Deeper analysis is required of the ways in which Indigenous knowledge and perspectives are perceived, and what “embedding” Indigenous Knowledge in university curricula truly means to various educational stakeholders. To achieve a deeper analysis and propose ways to invigorate the continuing decolonization of Australian university curricula, this paper critically interrogates the methodology and conceptualization of Indigenous knowledge in embedding Indigenous perspectives (EIP) in the university curriculum using tenets of critical race theory. Accordingly, we conduct this analysis from the standpoint that EIP should not subscribe to the luxury of independence of scholarship from politics and activism. The learning objective is to create a space to legitimize politics in the intellectual/academic realm. We conclude by arguing that critical race theory's emancipatory, future and action-oriented goals for curricula would enhance effective and sustainable embedding initiatives, and ultimately, preventing such initiatives from returning to the status quo. 相似文献
4.
《师资教育杂志》2012,38(5):615-627
Professional development is deemed necessary for university teachers at all levels, as it helps to enhance teaching quality. However, the extent of English language university teachers’ professional development might depend on a number of factors. This paper reports on a study investigating English language university teachers’ professional development in Thailand, the factors related to their development, the activities they used and the obstacles they encountered. The study was conducted through the use of a questionnaire to collect data from 217 full-time English language university teachers at 14 universities in Bangkok metropolis, selected through the multi-stage sampling technique. The results indicate that the overall mean score of Thai university teachers’ professional development was at a moderate level, and the factors of gender, academic title, degree and job responsibility were not related to professional development. Only one factor, university type, was found to be related to their development. This means that private university teachers had more professional development than those in Rajabhat and government universities. Discussing or sharing knowledge with colleagues was the activity they used to develop themselves most, with heavy teaching loads being the main obstacle. In addition, students’ background knowledge was the main obstacle to implementation of the received knowledge in teaching. 相似文献
5.
基于对8个国家48所大学的使命分析,现代大学社会责任的主要内容可概括为保证高等教育的公平、质量、适切性,探索知识并将知识应用于社会,促进人类社会进步与可持续发展。现代大学对社会责任的承担带来影响深远的社会价值,也不断面临各种制衡和挑战,需要大学清醒地认识自身在社会中的角色和职能,真正以自己的使命感和追求卓越的意识履行大学社会责任。 相似文献
6.
YULIA NESTEROVA 《Journal of Philosophy of Education》2020,54(4):1047-1052
In recent years, Indigenous ecological knowledge has been receiving increased attention due to its potential to help address the devastating impacts of climate change and environmental degradation. Indigenous peoples in various contexts have become engaged in collaborative research projects with scientists and other experts to build environmentally sustainable societies. Environmental education has been another site for incorporation of Indigenous knowledge systems and ways of knowing. This paper presents one such programme designed by the Bunun Indigenous group in Taiwan to support environmental learning and reconnection with the natural world of their group as well as other Indigenous and non-Indigenous individuals willing to participate. While the programme's objective is learning with and from the natural environment (the lessons that can be adopted by non-Indigenous groups), its other objectives include re-building and strengthening Indigenous identities, cultures and ways of life, and potentially contributing to decolonisation of settler societies and reconciliation between groups. 相似文献
7.
Jean Kayira 《Environmental Education Research》2015,21(1):106-128
Colonialism goes beyond territorial conquest: it affects one’s epistemological stance, worldviews and perceptions. Although most African countries gained independence in the 1960s, the impacts of colonialism continue to be present through modern-day globalization as a form of neocolonialism. Education systems in many countries in southern Africa continue to be grounded in Western viewpoints, marginalizing local Indigenous ways of knowing and being (I capitalize the word ‘Indigenous’ because it is a proper noun referring to particular people, their knowledges, ways of living, etc.). An increased number of scholars in southern Africa are engaging with counter-hegemonic strategies as frames of analysis to counter the impacts of neocolonialism. This paper reviews environmental education studies in southern Africa that have applied postcolonial theory as a frame of analysis either explicitly or implicitly. Postcolonial theory provides a platform to challenge the dominant truths espoused by Western thought. In doing so, it paves the way for other truths to have space in the knowledge discourses, including the sub-Saharan African worldview of Ubuntu/uMunthu. While many scholars are engaging with counter-hegemonic strategies, the review calls for the need for further research from postcolonial frames not only in southern Africa but also other parts of the world as well. 相似文献
8.
Alan Bourke 《Globalisation, Societies & Education》2013,11(4):498-519
This article explores a key point of tension in contemporary discussions of community-university research engagement. Two perspectives are discussed. The first suggests that changes in the nature and structure of research have helped create democratic research spaces and opportunities within the university for communities. In this emerging (global) knowledge democracy movement, community-based researchers are increasingly seeking to connect lessons learned in local settings to the global context. The second perspective situates such developments in the context of the knowledge economy of higher education and suggests that community engagement is also developing in a manner that supports the advance of knowledge capitalism. The decisive tension is that universities around the world are being encouraged by governments to assume greater responsibility for economic development and to translate knowledge into products and services for the market – whilst at the same time being tasked to work with communities in alleviating the social and economic excesses of the market. 相似文献
9.
Walking simultaneously in two worlds as an Indigenous researcher, navigating Indigenous and Western epistemologies/methodologies can have its challenges. Indigenous methodologies have become an important element of qualitative research and have been increasingly taken up by both Indigenous and non-Indigenous researchers. Indigenous methodologies seek to ensure that the research is culturally safe and culturally respectful through recognition of Indigenous worldviews, respect, and accountability. It is no longer research on or about Indigenous people, rather it is becoming research for and with Indigenous people. In this paper, we reflect on the experiences of an Indigenous researcher working with a non-Indigenous supervisor within an overarching Western theoretical framework of poststructuralism while also using Indigenous methodologies. We discuss the tensions and points of connection that emerged in the research design process. We suggest that Indigenous and Western epistemologies/methodologies do not have to be used to the exclusion of each other; they can be used effectively to complement and support each other. 相似文献
10.
Gail Whiteford John Hunter Rhonda Pitson Deborah Breckenridge Yaegl Elders 《高等教育研究与发展》2017,36(7):1490-1502
In this article, findings of a qualitative study of an Indigenous widening participation program are presented. The program, River of Learning, has been in existence since 2010 and represents a powerful collaboration between a rural high school in New South Wales (NSW) Australia, a metropolitan university, Indigenous Elders and non-Indigenous community members. An analysis of the narrative data generated through individual and group interviews with stakeholders provided findings with respect to the program including how it has contributed to the building and strengthening of university and community relationships and how important the interaction with Indigenous Elders and school and university staff is in development of confidence to engage in higher education in the Indigenous students. These findings are discussed and the article concludes with reflections on the learnings generated through such university, school and community collaborations and what these may mean in ensuring greater Indigenous representation in higher education in Australia in the future. 相似文献
11.
Eva M. Rathgeber 《Higher Education》1988,17(4):397-410
This paper examines some reasons why research findings generated by African university-based researchers seldom are taken into serious consideration by development policymakers in anglophone Africa. It begins with a brief review of the introduction of British models of higher education and scientific research into Africa, using Nigeria as an illustrative case. It then considers the current research environment of the African university and the changing role of the university in the late 1980s. The paper posits a number of reasons why research carried out at African universities rarely is used as input by policymakers in their development planning processes: (1) there is a clear dichotomy between the university and government, with relations that can best be described as mutually suspicious; (2) there is a dichotomy between university-based researchers working on national development problems and the rural populations who usually are intended as the recipients or beneficiaries of the research findings; and (3) research is seriously underfunded in virtually all African universities, with the result that researchers seldom have sufficient means to carry out effective dissemination of their research findings. The paper ends with some suggestions as to how the impact of these problems might be minimized.The views expressed here are those of the author and are not necessarily those of the International Development Research Centre. 相似文献
12.
人文素质教育与创新能力的主体定位 总被引：2，自引：0，他引：2
在人素质教育与我国高校科技创新能力的主体定位中，必须充分重视从学生、教师到校长的分级职能和作用，面对知识经济发展的新形势，同样对教师乃至大学校长的素质与能力提出了更高、更严的要求。 相似文献
13.
Michael Marker 《Discourse: Studies in the Cultural Politics of Education》2019,40(4):500-513
ABSTRACTIn the past two decades, Indigenous faculty and graduate students at research-intensive universities have been asserting a kind of cultural and intellectual sovereignty over their own academic production and participation. While colonization through assimilationist education suppressed – and continues to suppress – Indigenous community knowledge and Indigenous scholars have been drawing on Indigenist revival movements creating new academic works and challenging the conventions of what constitutes research. This article presents conversations in contested spaces regarding Indigenous identity and expression. It draws, in part, on the author’s own experience traveling between Indigenous communities and universities while supervising Indigenous PhD students. Universities are in conflicted positions as they ostensibly invite Indigenous expression, but resist the undoing of conventional hierarchies that maintain hegemonic equilibrium. Are Universities that open spaces for Indigenous knowledges and the place-based blending – and bending – of metaphysical and physical realities leading a paradigm change in ecological consciousness? Can Indigenous scholars and Indigenous communities be represented in academic locations in ways that redirect the goals and purposes of research and knowledge production? This writing is a reflection on emerging, and ongoing, questions of Indigenous advance in academic spaces. 相似文献
14.
《Critical Studies in Education》2013,54(2):203-214
This article raises the recurrent question whether non-indigenous researchers should attempt to research with/in Indigenous communities. If research is indeed a metaphor of colonization, then we have two choices: we have to learn to conduct research in ways that meet the needs of Indigenous communities and are non-exploitative, culturally appropriate and inclusive, or we need to relinquish our roles as researchers within Indigenous contexts and make way for Indigenous researchers. Both of these alternatives are complex. Hence in this article I trace my learning journey; a journey that has culminated in the realization that it is not my place to conduct research within Indigenous contexts, but that I can use ‘what I know’ – rather than imagining that I know about Indigenous epistemologies or Indigenous experiences under colonialism – to work as an ally with Indigenous researchers. Coming as I do, from a position of relative power, I can also contribute in some small way to the project of decolonizing methodologies by speaking ‘to my own mob’. 相似文献
15.
对电大新的市场需求的研究是关系到电大系统可持续发展战略制定的关键元素之一。本文运用蓝海战略和组织行为学的相关理论,系统地对如何超越电大新市场需求和电大应承担的社会责任进行研究,具体通过对电大非学习者的三个层次和电大目标与社会目标一致性的研究,寻找出电大的新市场空间,设计超越电大需求的系统方法,规划电大的社会责任,谋划电大新的发展战略。 相似文献
16.
Although refuted many times, the commonly accepted story about Indigenous communities in Australia is that they had few counting words and thus were lacking in ways to quantify amounts. In this paper, we use the case of quantifying to discuss how Indigenous mathematics can be used, not just to help Indigenous students transition into the classroom but also back into their home communities. We argue that mathematics education must take seriously its responsibility to support Indigenous students to gain school mathematics and also to help maintain the use of traditional mathematical ideas. If this does not occur, mathematics educators will contribute, intentionally or unintentionally to the loss of Indigenous knowledge that present and future generations of Indigenous people will hold them responsible for. 相似文献
17.
In the midst of the global Covid-19 pandemic, educators are invited to pause and reconsider the legacies this crisis will leave for future generations. What lessons do we take forward in a post-Covid-19 curriculum? This article contemplates the value of Indigenous resilience, innovation, and adaptation in times of crisis—“In(di)genuity”, if you will—and considers its implications on Indigenous knowledge and the curricular discourse more broadly. Despite encouraging developments in Indigenous education since the Truth and Reconciliation Commission, a settler historical consciousness continues to pervade the modern discourse of Indigenous education, insofar as Indigenous knowledge is often perceived as outdated, irrelevant, or inferior to Western knowledge systems. This problematic misconception ignores the resilience, innovation, and adaptation that Indigenous peoples have demonstrated in the face of historical crises. This article offers an Indigenous perspective on crisis, grief, and renewal in the context of Covid-19 and advocates for the renewal of the Canadian curricular landscape.
相似文献18.
可持续大学是在“可持续发展”这一概念之下衍生而出的.可持续大学超出了“绿色大学”校园建设本身,具有更丰富的内涵.作为系统化的表述,可持续大学理念包含三个层次：可持续大学应为可持续发展率先示范;可持续大学要对社会的可持续发展承担起相应的责任;可持续大学以引领社会和人的可持续发展为皈依. 相似文献
19.
The context of this paper is a strategy at a large Australian university that involves embedding a new graduate quality ‘cultural competence’ and lifting the profile of Aboriginal and Torres Strait Islander cultures, experiences and histories. It has been argued that the inclusion of Indigenous knowledges is essential for the decolonisation of our higher education institutions. Decolonisation involves removing the barriers that have silenced non-Western voices in our ‘multi-cultural’ higher education system and combatting the epistemic injustices of a system dominated by Western thought. In this paper, we suggest that our university’s suite of graduate qualities can provide a locus for work at the cultural interface between Indigenous and non-Indigenous knowledges. While these qualities may be firmly embedded within Western ways of knowing, being and doing, they can nonetheless be used to interrogate and revisit Western disciplinary knowledge construction and pedagogy so as to help bring about institutional change. 相似文献
20.
大学之于高新知识生产及其生产力转化、知识创新型人才及其高新技术研发人才的培养具有引领性、主导性、基础性及由此带来的垄断性,决定了大学已经成为国家经济起飞、社会进步及其稳定、持续发展不可或缺的具有动力价值的生产力要素。在国家现代化及治理能力现代化进程中,我们面临的最大挑战是对高新知识和高新技术及其创新具有决定性的高等教育承担者大学及其治理能力的率先现代化,大学治理能力的现代化必须通过大学领导力提升这一途径。在讨论"大学治理能力现代化何以如此重要"及厘清"大学领导力与大学治理能力的关系"基础上,从"思想力""组织力""决策力""制度力""资源力""文化力"及"校长力"7个方面构建并解读了大学领导力要素模型。 相似文献