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1.
Indigenist scholars have been attending to the research process in ways that highlight the move toward inquiry, the beginnings of the research journey. The energies that animate imagination and inquiry need to be respected and accounted for. If we recognize that place and the consciousness of landscape contain the primordial elements for the Indigenous mind, then it follows that respectful Indigenous research methods should engage with the landscape as the beginning point for inquiry. Centering place and place-ness as containing the ontological meaning of Indigenous methodology is also a way to excavate the specific effects of colonization on Indigenous landscapes and communities. Much Indigenous thought radiates from an invocation of a sentient topography, a land that is aware of human presence. This writing considers what a methodology of place, specifically in the Coast Salish territory, might consist of.  相似文献   

2.
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   

3.
This article focuses on education in Guinea-Bissau in the context of globalisations, examining the concept of globalisation and its relation to education and the curriculum. It focuses on the relatively neglected area of national education policies in Guinea-Bissau, comparing differences and common points of interference/influence of multilateral (international and regional) and bilateral organisations in these policies. Data collection was based on content analysis of a corpus of documents – the Education Act, the document of Portuguese Cooperation Programme, the Education Sector Policy Paper, the Education for All National Plan of Action, and Policy n. 3/2007/CM/UEMOA – and field notes collected from 2009 to 2012. The article argues that there is a tendency for the homogenisation of curriculum policies, at least at the macro-level, due to the different types of pressures coming from international/regional organisations.  相似文献   

4.
The widening participation agenda: the marginal place of care   总被引：1，自引：1，他引：0  
This paper is based upon two empirical studies, which identify care‐giving responsibilities as a key mediator of mature students’ – a target group within the widening participation strategy – experiences of higher education. Employing a feminist lens on care, we identify a disjuncture between how students experience the challenges of negotiating care and study, and the narrow and economistic way care is addressed within higher education policy. We point to the broader recognition of care emerging within New Labour’s policies on the reconciliation of paid work and family life and argue that in the context of increasing expectations that learning is for life, care needs to be recognised in a broader form at the interface of both education and employment. Drawing on the notion of a ‘political ethics of care’, we conclude by identifying elements that should be included in a higher‐education ‘care culture’.  相似文献   

5.
ABSTRACT

In 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   

6.
Whilst early childhood education is regarded as important for young Indigenous Australians and it has been a feature of policy since the 1960s, it does not receive the same attention as compulsory schooling for Indigenous Australian students. A serious lack of large-scale research contributes to the devaluing of early childhood education for young Indigenous Australians by some stakeholders such as governments, academics and research, but not for the main stakeholders, namely young Indigenous Australian children and their parents. This paper aims to address this by drawing on large-scale qualitative and quantitative data from the Longitudinal Study of Indigenous Children. First, it will analyse data pertaining to the experiences of Indigenous Australian children to uncover what they believe to be special about their early childhood education. Second, it will analyse data pertaining to the specific choices made by their parents regarding their early childhood education. The paper concludes by discussing the role of research in strengthening areas within Indigenous Australian early childhood education and identifying areas where it is valued to the same level as compulsory schooling.  相似文献   

7.
Abstract

This paper will discuss the ways that Native Hawaiian scholars are engaging in innovative strategies that incorporate ancestral knowledges into the academy. Ancestral knowledges are highly valued as Indigenous communities strive to pass on such wisdom and lessons from generation to generation. Ancestral knowledges are all around us no matter where we are, they are evident and valued in every setting, whether out on the ocean and land or in a four-walled classroom. However, contrary to Indigenous beliefs, ancestral knowledges are continually threatened by formal education systems – institutions that would have us believe that they have no place in the university setting; whereby Indigenous ways of learning are replaced with Western forms. Ancestral knowledges are devalued due to the fact that most institutions of higher education are not multi-generational, reflecting a bias against elders and elder knowledge and an overemphasis on ‘new’ knowledge. Furthermore, these institutions are dependent on Western epistemologies and ways of thinking. Building upon my own experiences. This paper aims to unveil the ways in which Native Hawaiians have combated alienation and isolation of ancestral knowledges in higher education and to re-imagine what Native Hawaiian higher education could be. More specifically, I analyze exemplary practices at the level of individuals, community, and institutions to illustrate the ways that scholars have refused such exclusion of ancestral knowledges within the academy.  相似文献   

8.
The internationalisation of higher education – a facet of broader processes of globalisation – has resulted in increased study-related travel, and the development of policies to attract international students. Nevertheless, in the context of a strong drive to recruit international students, little is known about how they are faring during their study abroad. This article addresses the gap in research, analysing the experiences of international students studying in Irish higher education institutions, drawing on nationally representative data from the Eurostudent IV study. The findings show that students’ satisfaction with study while abroad is shaped by a number of different factors including, first and foremost, their satisfaction with their education institution and subjective rating of their health.  相似文献   

9.
The issue of limited engagement with science for young people from Indigenous, minority and lower socio-economic groups in Australia appears to have been sidelined from the mainstream debate around falling rates of engagement with science at the secondary schooling level. The ‘closing the gap’ mantra of education policy in Australia has seen an extraordinary focus on improving literacy and numeracy outcomes for Indigenous students, which, while valuable, has subsumed the importance of other key learning areas including science. Teachers are soon to be expected to incorporate Indigenous Perspectives within the science subjects of the new Australian National Curriculum yet appear to be under-resourced to meet this challenge to traditional approaches to science teaching. The purpose of this paper is to explore the pedagogy of a teacher working at an alternative secondary schooling site in North Queensland Australia who volunteered to modify his teaching of science to explicitly incorporate Indigenous Perspectives. The qualitative data collected through classroom observation and teacher interviews demonstrates the complex and multi-faceted nature of the science education experience when traditional pedagogical boundaries are dismantled to allow for a drawing upon of the lived experiences of diverse young people. The teacher’s ability to embrace this broader vision of science is linked to the inclusive culture of the alternative school environment that is brought into being through a ‘common ground’ philosophy of mutual respect and democratic relations.  相似文献   

10.
Academics of Aboriginal and/or Torres Strait Islander descent are few in number but play a vital role in Australian university teaching. In addition to teaching both Indigenous and non-Indigenous students, they interact with academic colleagues in a context where pressures to “Indigenize” Australian curricula and increase Indigenous enrolments are growing. In this article, we will draw on our nation-wide research with Indigenous academics to further explore this under-researched area of Australian university teaching, and the highs and lows of how Indigenous teachers experience their roles. Our findings reveal that for our Indigenous colleagues, sources of personal and professional satisfaction – as well as stress – appear qualitatively different from those commonly associated with academic work. Of particular concern are the findings in relation to issues of cultural difference on our campuses, played out in the ways Indigenous and non-Indigenous staff and students interact daily. Counterbalancing this potential negativity is the strong, indeed inspiring, commitment on the part of our Indigenous academic participants to the educational futures of their students, and thus, to the futures of Indigenous communities across Australia. The findings raise some thought-provoking questions for individuals and institutions in the higher education systems of our region, and perhaps beyond.  相似文献   

11.
澳大利亚政府制定和实施了许多不同的政策来处理土著人的问题。这些政策以对土著人殖民化开始,随后改变为对其排除,后又改为将其同化,最后以给予土著人自治权而结束。本论文介绍了土著人独特的文化;评述澳大利亚政府在不同时期对土著人采取的四种不同的政策,以及这些政策对土著人的影响;最后回顾土著人在争取平等权利过程中所做的努力并探究了他们现在所处的境况。  相似文献   

12.
Globalisation, transnational policies and adult education – This paper examines policy documents produced by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the European Union (EU) in the field of adult education and learning. Both these entities address adult education as an explicit object of policy. This paper investigates how globalisation processes are constructed as policy problems when these transnational political agents propose adult education as a response. The author’s main argument is that while UNESCO presents the provision of adult education as a means for governments worldwide to overcome disadvantages experienced by their own citizenry, the EU institutionalises learning experiences as a means for governments to sustain regional economic growth and political expansion. After reviewing the literature on globalisation to elucidate the theories that inform current understanding of contemporary economic, political, cultural and ecological changes as political problems, she presents the conceptual and methodological framework of her analysis. The author then examines the active role played by UNESCO and the EU in promoting adult education as a policy objective at transnational level, and unpacks the specific problem “representations” that are substantiated by these organisations. She argues that UNESCO and EU processes assign specific values and meanings to globalisation, and that these reflect a limited understanding of the complexity of globalisation. Finally, she considers two of the effects produced by these problem representations.  相似文献   

13.
We propose a process of contextualization based on seven empirically derived contextualization principles, aiming to provide opportunities for Indigenous Mexican adolescents to learn science in a way that supports them in fulfilling their right to an education aligned with their own culture and values. The contextualization principles we empirically derived account for Nahua students' cultural cognition, socialization, and cultural narratives, thus supporting Indigenous students in navigating the differences between their culture and the culture and language of school while learning complex science concepts such as natural selection. The process of curricular contextualization we propose is empirically driven, taking culture and socialization into account by using multiples sources (cognitive tasks to explore teleology, ethnographic observation of students' community and classroom, and interviews with students and community members) and builds on the scholarship in Culturally Relevant Pedagogy and Indigenous Education. We used these principles to redesign a middle school biology unit on natural selection to make it more culturally relevant for Nahua students. The enactment of this unit resulted in students being engaged in science learning and achieving significant learning gains. The significance of this study lies in presenting evidence that learning science in culturally relevant ways supports the learning of challenging biology concepts. We provide evidence that Western science can be learned in ways that are more aligned with Indigenous students' Traditional Indigenous Knowledge, thus informing the implementation of educational policies aiming to improve the quality of secondary education for Indigenous adolescents. Our proposed contextualization principles can benefit students of all cultural identities who feel that their religion, language, or traditional knowledge are not aligned with school science, facilitating their access to culturally relevant science education.  相似文献   

14.
This article presents insights from an inquiry into renewable energy development by Indigenous communities across Canada. The focus is on Indigenous leadership in developing renewable energy projects that align with traditional ecological philosophies while also providing increased economic and energy security, sovereignty, and educational opportunities. These projects build new STEM knowledges and practices across cultural divides. The article also discusses broader sociocritical concerns regarding renewable energy development, the associated challenges of renewable energy education, and Indigenous environmental education in the context of capitalist and nationalist agendas.  相似文献   

15.
Online learning has become a conventional term and practice in Australian higher education, yet cultural inclusivity for Indigenous (Indigenous for the purposes of this paper refers to Australian Aboriginal and Torres Strait Islander peoples) students is insufficiently reflected in learning management system (LMS) policies and design. This study aims to explore culturally inclusive learning entrenched in Australian university policies on and practices of LMS by applying Indigenous holistic pedagogical values in LMS design. Based on a literature review, we articulate four dimensions: communication, collaboration, community and interculturality for culturally inclusive learning in an online learning environment. By using the dimensions, we critically review policies (n?=?10) and LMS sites (n?=?50). In this review, we argue that there are contrasts of individually heterogeneous and collectively homogeneous approaches, self-focused and community-driven pedagogy, and task-oriented and relational learning. Significantly, the review results indicate that Indigenous holistic pedagogies have a metaphysical strength to be the ontological foundation for cultural inclusivity.  相似文献   

16.
The life narrative is an oral genre grounded in Indigenous tradition and teaching practice. In Canadian Indigenous communities, the expertise and content transmitted by life narratives are a part of their oral heritage. Drawing from their personal and professional experiences in Indigenous school environments, as well as the results from exploratory studies, the authors have developed an educational model for teaching life narratives in the classroom. This paper begins with an overview on the pedagogical use of life narratives for historical reconciliation, knowledge and expertise preservation, and ethical education. This enables the authors to propose a definition supported by the existing scientific literature. An analysis of the data collected from Innu, Algonquin, and Mohawk communities revealed the main strategies commonly used by their teachers and Elders. A pedagogical model dividing these strategies into planning, integration, and implementation phases for using life narratives is finally presented.  相似文献   

17.
This paper draws on a four-year longitudinal ESRC funded project examining learning experiences of disabled students in higher education in four universities. The focus here is on institutional responses to the demands of audit culture and legislation in relation to making reasonable adjustments for students with impairments. The data comes from institutional documents and face-to-face interviews with key informants within the institutions. The findings indicate that quality assurance regimes and legislation have had some positive effect on improving access for disabled students; however, local factors and type of institution also have a major impact on the way that national policies are expressed in particular contexts.  相似文献   

18.
This paper documents a robust achievement gap between the math scores of Indigenous and white youth in Canada between 1996 and 2008. Using data from the restricted-access National Longitudinal Survey of Children and Youth we show that after controlling for a rich set of observables, students who self-identify as Indigenous perform 0.31 standard deviations lower on a standardized math test compared to their white counterparts. We find that this test gap emerges by the age of 12, and it did not decline between 1996 and 2008, despite the recommendations of the 1996 Royal Commission on Aboriginal Peoples to ameliorate the public education system for Indigenous students. Counterfactual estimates from the decomposition method of Lemieux (2002) suggest that the test gap among the lowest performing students would have been eliminated if Indigenous students faced the same level of and returns to observable characteristics as white students. This exercise does not result in a narrowing of the test gap in the upper tail, suggesting that unobservables, rather than observables, are driving the majority of the test gap among high achieving students.  相似文献   

19.
This article explores the uptake of so-called fast policy solutions to problems in different education policy contexts and highlights the potential impacts that can arise from such policymaking approaches. We draw upon recent literature and theorising around notions of fast policy and evidence-informed policymaking, which suggests that, in an increasingly connected, globalised and temporally compressed social world, policymaking has become ‘speeded up’. This means that policymaking is now largely predicated upon looking around to foreign reference societies to borrow ‘ideas that work’, thereby encouraging particular forms of evidence, expertise and influence to dominate. We focus on three different examples of fast policy schooling documents – namely the OECD’s PISA for Schools report, the edu-business Pearson’s The Learning Curve and an Australian state (New South Wales) education department report entitled What Works Best – to show how all three documents promote an overly simplified, decontextualised and ‘one-size-fits-all’ understanding of schooling policy. This reflects what we describe as a ‘convergence of policy method’ across vastly different policy contexts (an IGO, global edu-business and government department), in which similarly fast policies, and methods of promoting such policies, appear to dominate over potentially more considered and contextually aware policymaking approaches.  相似文献   

20.
Sexual abuse leads to short-term and long-lasting pervasive outcomes, including addictions. Among Indigenous Peoples, sexual abuse experienced in the context of residential schooling may have led to unresolved grief that is contributing to social problems, such as pathological (disordered) gambling. The aim of this study is to investigate the link between child sexual abuse, residential schooling and probable pathological gambling. The participants were 358 Indigenous persons (54.2% women) aged between 18 and 87 years, from two communities and two semi-urban centers in Quebec (Canada). Probable pathological gambling was evaluated using the South Oaks Gambling Screen (SOGS), and sexual abuse and residential schooling were assessed with dichotomous questions (yes/no). The results indicate an 8.7% past-year prevalence rate of pathological gambling problems among participants, which is high compared with the general Canadian population. Moreover, 35.4% were sexually abused, while 28.1% reported having been schooled in a residential setting. The results of a logistic regression also indicate that experiences of child sexual abuse and residential schooling are associated with probable pathological gambling among Indigenous Peoples. These findings underscore the importance of using an ecological approach when treating gambling, to address childhood traumas alongside current addiction problems.  相似文献   

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