Academic literature on the topic 'Aboriginal Studies Resource Centres'
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Journal articles on the topic "Aboriginal Studies Resource Centres"
1
Andersen, Clair. "Teacher Education, Aboriginal Studies and the New National Curriculum." Australian Journal of Indigenous Education 41, no. 1 (August 2012): 40–46. http://dx.doi.org/10.1017/jie.2012.7.
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Aboriginal and Torres Strait Islander students in Australian schools continue to have poor education and health outcomes, and the introduction of a new national curriculum may assist in redressing this situation. This curriculum emphasises recommendations which have been circulating in the sector over many years, to require teacher education institutions to provide their students with an understanding of past and contemporary experiences of Indigenous Australians, as well as the social, economic and health disadvantages that challenge Indigenous communities, and to equip them to integrate Indigenous issues into their future teaching programs. This article, while focusing on teacher education developments at the University of Tasmania (UTAS) to meet National Standards and Frameworks for preservice teachers, provides some general background, and identifies recently developed resources, including the potential for Indigenous centres within universities to assist educators.
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Podgorny, Irina. "Archaeology and education in Argentina." Antiquity 74, no. 283 (March 2000): 151–55. http://dx.doi.org/10.1017/s0003598x00066278.
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Archaeology — as a branch of anthropology in Argentina — mainly deals with the past of its indigenous peoples. This way of understanding archaeology has its roots in the organization of national scientific institutions and in the development of natural history museums of the last century (Lopes & Podgorny in press). As in Brazil (Lopes 1997), the museums were the loci for the establishment of archaeology and natural sciences as academic fields in Argentina. The collections and their classification and exhibition were tied to geographical categorization of aboriginal cultures within the national territory (Podgorny 1999a). In both Buenos Aires and La Plata museums — the first two centres to develop archaeological studies — archaeology grew from the travels of exploration that surveyed the resources of the country.
3
Brigg, Morgan. "The spatial-relational challenge: Emplacing the spatial turn in peace and conflict studies." Cooperation and Conflict 55, no. 4 (September 3, 2020): 535–52. http://dx.doi.org/10.1177/0010836720954479.
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The nascent spatial turn in peace and conflict studies is a promising development that expands conceptual resources and offers useful correctives to existing scholarship. However, the turn to space and place tends not to adequately emplace itself (including on its own European-derived terms) or sufficiently engage the socio-spatial difference of diverse peoples. Instead, a de-contextualised knower is invited to apply a new set of mobile scholarly tools in various settings without seriously considering diverse peoples’ conceptualisation and operationalisation of place in socio-political ordering. Long-standing Aboriginal Australian approaches to place, meanwhile, indicate the diversity and sophistication of approaches to space and place. They furthermore show that western political ontology – including the figures of the individual and the state embedded in much dominant scholarship – may not be relevant in many settings in which peace and conflict scholarship is undertaken. Realising the full potential of the spatial turn requires grappling with the relational emplacement of the knowing subject and the varied ways in which place configures socio-political order both for diverse peoples ‘in the field’ and in the centres of dominant forms of knowing in the Global North.
4
Dementeva, Natalia, Mitrofanova V. Olga, Silyukova L. Yulia, Stanishevskaya I. Olga, Larkina A. Tatyana, Fedorova S. Elena, Vachrameev B. Anatoliy’, et al. "PSVIII-14 Genetic change in QTLs related with nutritional value of egg in small scaled chicken populations." Journal of Animal Science 97, Supplement_3 (December 2019): 271. http://dx.doi.org/10.1093/jas/skz258.550.
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Abstract Commercial breeds of chickens are staying under strong selection pressure on increasing of production level. Meanwhile aboriginal breeds are conserving unique adaptation traits, helping them to survive in severe climate. Local breeds combining high resistance, but lower productivity traits are widely kept in smallholders of developing countries. Improving of egg traits in such breeds should be done by selection, not crossing with commercial breeds. Aim of our studies was genetic change of QTL loci linked with yolk size (YS) and egg mass (EM) in resource chicken breeds. Studies were done using 293 samples from Pushkin, Rhode-Island, Amroks, Chinese Silk, Yurlow crawl and Russian White (RW) breeds kept in RRIFAGB Collective Use Centre ‘Genetic Collection of Rare and Endangered Chicken Breeds. EM was recorded in age of 30 weeks. YS was evaluated using ultra sound scanner. Genotyping was performed using illumina 60K Chicken Bead Chip. GWAS studies were performed on RW breed. Sufficient associations of EM were found on chromosome 4 (rs14201361, P < 1.6e-5 & GGaluGA152718, P < 3.3e-5). Correlation of YS and EM were calculated within breeds, difference were from 0.29 to 0.65. Haploblocks were analyzed in QTL region on chromosome 11 linked with YS. Due to selection and genetic drift different haplotype blocks were formed in breeds having different YS. Shown results could be used for improving egg traits in aboriginal domestic breeds. Studies were founded by RFFI project 18-016-00114 A.
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Lockhart, Deborah, and Jessica Xu. "How the upstream oil and gas industry can leverage interdisciplinary research to more effectively engage with Indigenous communities." APPEA Journal 61, no. 2 (2021): 417. http://dx.doi.org/10.1071/aj20150.
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Since 2010, mining companies have requested permission for the destruction of over 463 Aboriginal heritage sites. Recent high-profile events have profoundly impacted culturally significant Indigenous sites, and mining companies are under intense pressure to demonstrate greater sensitivity in their relationships with stakeholders. The Australian Disputes Centre uses several case studies to explore how the upstream petroleum industry can leverage current interdisciplinary research to engage with Indigenous communities more effectively, both nationally and internationally. Interest-based negotiation frameworks are considered as actionable mechanisms that are as applicable in day-to-day business operations as they are in supporting consistent, culturally-sensitive stakeholder agreements. The application of a range of communication strategies and skills to harness intersectional decision-making is reviewed, and asks the extent to which engagement with external stakeholders reflects internal corporate culture. Obtaining and retaining a social licence to operate is top of mind for all resource companies, but it does not come without a congruent culture of principled negotiation. This study considers the emerging challenges within the sector, including how to empower all parties to negotiate more fulsome outcomes. Using various case studies, including one involving the conservation of submerged Indigenous heritage, an holistic, interdisciplinary methodology for managing cross-cultural sensitivities while companies undertake technical investigations, liaise with archaeological and ethnographic experts and negotiate with local community leaders has been reviewed. Clearly, inclusive communication is just the beginning.
6
Molloy, Andrew. "Second Growth: Community Economic Development in Rural British Columbia." Canadian Journal of Political Science 38, no. 4 (December 2005): 1067–68. http://dx.doi.org/10.1017/s0008423905249971.
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Second Growth: Community Economic Development in Rural British Columbia, Sean Markey, John Pierce, Mark Roseland and Kelly Vodden, Vancouver: University of British Columbia Press, 2005, pp. 352.This theoretically rich, community economic development (CED) work, written by four members of the Centre for Sustainable Community Development (formerly the Community Economic Development Centre) at Simon Fraser University, is the product of a three-year participatory-action-based research project involving four “forest-based” British Columbia communities. Two Aboriginal communities and two municipalities were case studied as part of an action-learning exercise in order to gain “insight into the apparent conflict between the economic imperative and fluidity of capital versus the lived worlds of rural and small time places” (3). Through their empirical studies of the four communities, the authors argue that CED, fostered at the local level, can allow for the kind of capacity building that is needed to create diversified, sustainable economic futures for resource-based rural and small-town communities. They are careful, however, to distinguish between the use of CED as a “localized and palliative strategy” for marginalized communities caught in the throes of political and economic dependency, and the possibilities for a more robust (theoretically balanced) version of CED, which can become part and parcel of rural and small-town locally-based planning and development. While recognizing the appropriateness of CED in either situation, they argue that a host of negative economic and political factors, which are intensifying under the direction of neo-liberal ideological thinking, have resulted in a pressing need for the more robust form of community development and corresponding revitalization strategies.
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Brand, David G., O. Thomas Bouman, Luc Bouthillier, Winifred Kessler, and Louis Lapierre. "The model forest concept: a model for future forest management?" Environmental Reviews 4, no. 1 (January 1, 1996): 65–90. http://dx.doi.org/10.1139/a96-004.
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Society has been wrestling with the concept of managing forests sustainably for several years. As one of the most widespread of the earth's ecosystems and as a renewable resource providing a wide range of consumptive and nonconsumptive benefits to society, forests have been at the centre of many policy discussions. While much progress was made at the Earth Summit in 1992 and since that time, there are few concrete examples of sustainable forest management in practice. In this paper, some of the key foundations of sustainable forest management are reviewed, including the balancing of economic and environmental objectives in society, the philosophy of ecosystem management, the role of science and technology in forest management, public participation in decision making, and the internationalization of forest issues. To examine the practical implications of these concepts, four very different case studies of attempts to implement sustainable forest management in Canada are examined and discussed. These model forests are part of a network of 10 such sites in Canada, which are linked with several others in Mexico, Russia, Malaysia, and the United States. They combine the interests, mandates, and objectives of government agencies, aboriginal peoples, communities, and many other stakeholders for the purpose of creating a comprehensive vision and program of work aimed at achieving sustainable forest management in the areas concerned. Each model is unique, however, and reflects the local context. The authors conclude that the future of forest management will be based on a government acceptance of delegation of responsibility to such partnerships and on the application of diverse and innovative solutions to forest management issues.Key words: sustainable forest management, model forest, ecosystem management, integrated resource management, public participation, Canada.
8
Mcgregor, Deborah. "Transformation and Re-Creation: Creating Spaces for Indigenous Theorising in Canadian Aboriginal Studies Programs." Australian Journal of Indigenous Education 34 (2005): 67–78. http://dx.doi.org/10.1017/s1326011100003987.
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AbstractThis paper explores the professional experience of an Anishnabe educator working in various organisations teaching Indigenous knowledge issues in both Aboriginal and primarily non-Aboriginal settings. The reflections span a number of years of teaching Aboriginal worldview and knowledge issues courses and include formal evaluations from both Aboriginal and non-Aboriginal students who have participated in the courses over that time. This paper draws upon two examples of educational institutions where Indigenous knowledge is being explored: the University of Toronto’s Aboriginal Studies Program and the Centre for Indigenous Environmental Resources’ (CIER) National First Nations Youth Environmental Education and Training Program. Both settings represent special places for thinking about decolonising Indigenous education. Integral to Aboriginal philosophy and decolonising education is the role elders play in informing and implementing meaningful education for Aboriginal learners. Both programs involve elders in central roles where they are recognised as authorities, facilitators and teachers. Discussion is offered on the subject of Aboriginal philosophies pertaining to education and some models for acting upon them, particularly as they relate to environmental education. Further analysis summarises the challenges faced by both programs and initiatives taken to advance Aboriginal educational goals. Finally, recommendations are made as to the types of changes which may be undertaken to realise creative spaces for resistance and creativity.
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Stone, Sharman. "A Certain Heritage - Programs for and by Aboriginal families in Australia. CRES Monograph 9, by H.C. Coombs, M.M. Brandl and W.E. Snowdon Centre for Resource and Environmental Studies, Australian National University, GPO Box 4, Canberra, ACT 2601." Aboriginal Child at School 13, no. 3 (July 1985): 59–60. http://dx.doi.org/10.1017/s0310582200013869.
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Hart, Victor. "Resource Guide for Aboriginal Studies and Torres Strait Islander Studies." Aboriginal Child at School 23, no. 3 (September 1995): 44–45. http://dx.doi.org/10.1017/s0310582200004922.
Full textDissertations / Theses on the topic "Aboriginal Studies Resource Centres"
1
Bourke, Colin J., and n/a. "An Aboriginal Studies Resource Centre for the ACT." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060609.133137.
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The aim of this thesis is to provide a framework, background material and
argument for the A.C.T. Aboriginal community and other Aboriginal
educational and cultural groups to develop submissions seeking funds for
Aboriginal Studies Resource Centres. The ACT Aboriginal Education
Consultative Group has given the thesis a definite focus and underlined the
importance of gaining Aboriginal, systemic and political support.
The study includes both theoretical and empirical components and practical
suggestions as to the organisation and activities of such a centre. The
early part of the study is devoted to providing background to an Aboriginal
Studies Resource Centre, it also covers the formation and development of the
A.C.T. Aboriginal Education Consultative Group.
Following the outlining of the aims and objectives of such a centre,
theoretical issues concerned with selection and organisation of centre
materials, the need for interpretation of objectives and the understanding
of values together with curriculum implications and learning activities of
an Aboriginal studies resource centre are discussed. Two major thrusts in
these discussions are that Aboriginal people must be involved and the
question of values must be considered because human behaviour depends on
values, and behavioural change is regarded as one of the main measures of
success.
It is intended that while an Aboriginal Studies resource centre should
concentrate on its local area, it should draw materials from other parts of
Australia and the world, so that the local area can be placed in context.
It is envisaged that the materials would come from a wide range of
disciplines.
The A.C.T. Centre will endeavour to increase the comprehension of A.C.T.
Aborigines and non-Aborigines in matters Aboriginal, and will follow a
philosophy which holds that learning is the discovery of meaning or
understanding. A range of learning activities, including hands on
experiences are outlined. The functions of the Centre are described and the
involvement of Aborigines and non-Aborigines at all levels is discussed.
Evaluation of the Centre's success or otherwise will take cognisance of its
objectives and involve a range of outcomes. It is acknowledged that success
will be difficult to measure because of different amounts of student time
spent at the Centre and teacher and student expectations.
The thesis concludes that Aboriginal studies has not achieved its rightful
place in Australian education and that an Aboriginal Studies Resource Centre
would provide the material and human resources required for Aboriginal
studies to take its proper place in Australian education.
2
Mbambo, Markus S. "The role of teachers' resource centres from the perspective of school managers and teachers." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003638.
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This study aimed to investigate the role played by the Teachers’ Resource Centre (TRC) in Namibia in helping schools to provide quality education. The TRC concept began in Britain in the 1960s, where it was introduced as a means of supporting the professional development of teachers and giving them access to a range of educational resources. From the 1970s, the concept was promoted further afield as an effective strategy for dealing with teachers’ needs. TRCs emerged in Namibia in the 1980s under the auspices of the then Department of Education of the South African government. By 1989, only four TRCs were in existence, namely, Katutura, Tsumeb, Otjiwarongo and Rundu, plus one in the whites-only training college in Windhoek. In September 1991, the Ministry of Education and Culture (MEC) in Namibia produced a five-year plan that led to the diversification of the TRC network in Namibia. Yet, despite the now widespread existence of TRCs, little is known of whether and to what extent their services are helping teachers to provide quality education. This constitutes a gap in the literature that this study hopes in part to fill. The study was conducted using a case study approach in three schools in the Kavango region of Namibia. It made use of questionnaires, interviews, focus group discussions and data analysis to gather and interpret data. The study’s finding is that TRCs are indeed beneficial to schools in their vicinity, despite their current limited capacities. However, TRCs should be better able to redress the poor quality of education in many schools due to a lack of resources, de-motivated teachers and other factors. This study therefore recommends that enough funds be made available for the TRCs to acquire the resources they need adequately to support quality educational processes. Furthermore, the study found that it is imperative for individuals in TRCs and schools to learn how to facilitate relevant transformation in their organisations’ efficiency and effectiveness. Thus the study recommends a transformational leadership approach as most appropriate for managing learning and bringing about successful change in these organisations. The significance of this research is that it sheds some light on the effectiveness of TRCs as a strategy for supporting teachers in the delivery of quality teaching. It also suggests potential areas in which stakeholders might usefully cooperate in their endeavours to realise quality education.
3
Boyte, Karen-Ann. "Job design and wellness in New Zealand Contact Centres: a paradigm shift or same old management? : a thesis presented in partial fulfillment of the requirements for the postgraduate degree of Master of Business Studies, Human Resource Management at Massey University, Palmerston North, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/1042.
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The impact of the Contact Centre workplace upon employee satisfaction or wellness is attracting the attention of researchers across the globe. Over 10 years of research has resulted in recommendations about how Contact Centres should be managed and how the jobs of Contact Centre agents should be designed. There is growing concern that the current practices result in significant psychosocial risk factors which are ultimately harming the Contact Agents and less obviously the bottom line of their organisations through emotional exhaustion, stress, employee absenteeism and turnover. The aim of this study was to explore whether Contact Centre managers were aware of these recommendations, in particular those relating to the design of motivating, satisfying and “healthy” jobs. Using an expanded Job Characteristic Model, this descriptive study explored the level of awareness of New Zealand Contact Centre managers (n=20) regarding the recommendations about the design of jobs, and what changes, if any, have occurred as a result. Where changes have not been forthcoming, the study explored the constraints which were preventing or limiting change. The results of this study indicated that there is a low level of awareness of the research recommendations, that approaches to improving the management and design of Contact Centre agents roles are ad hoc, and that there is a level of resistance in providing agents with autonomy to manage their day to day roles. Some efforts to increase task and skill variety have been made but these are also ad hoc rather than built into the job. As a result of this study, it appears that Contact Centres in New Zealand are still adopting a mass production model of management. This study has implications for Contact Centre managers and senior organisational managers, these are discussed. Limitations of the research, implications for Contact Centre Managements are highlighted and areas for further research are highlighted
4
Simba, Cornelius Asyikiliwe. "School library resource centres in Iringa and Njombe regions of Tanzania : their status and role in resource-based learning." Thesis, 2014. http://hdl.handle.net/10413/10721.
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The school library system is the most valuable facility of the school and an integral part of the educational process and a tool for teaching and learning. This study explored the status and role of secondary school library resource centres in resource-based learning in Iringa and Njombe regions of Tanzania. The role of the secondary school library resource centre in the education process has not fully been prioritized and exploited to support resource-based learning and foster the development of deeper understanding, critical thinking and independent learning through the provision of accessible resources in Tanzania. The problem that this study attempted to investigate was the status and factors influencing the condition of school library resource centres which are essential for resource-based learning and consequently affecting the quality of education that learners receive. Given this problem the study examined the current condition of school library resource centres, factors affecting such conditions, the role of secondary school library resource centres in resource-based learning, and measures which should be taken to curtail the problems that secondary school libraries face. This was done to ascertain whether the practices followed by secondary school library resource centres were in line with the Tanzanian Education (School Library Resource Centre) Regulations of 2002, and to establish what strategies could be adopted to overcome the weaknesses of secondary school library resource centres in Tanzania. The study was informed by the resource-based learning model developed by Manitoba Department of Education and Training.
The study used a mixed methods approach and a cross-sectional descriptive survey design. The study involved 140 heads of secondary schools, 36 school librarians, eight District Education Officers for secondary schools, a Zonal Inspector of Schools and a Regional Public Librarian. The types of secondary schools studied included public (community and central government), private, and seminary. The data were collected using questionnaires and semi-structured interview guides. The study found that a majority of secondary schools, 89 (62.1%), had no libraries and of those with libraries, 53 (37.9%), the status regarding infrastructure, staffing, information resources, funding, and services was poor. Such poor conditions are a result of inadequate funding, absence of library committees and collection development policies, failure to implement the education policy and the Education (School Library Resource Centre) Regulations, absence of a national school library resource centres’ policy, standards, and an inspectorate at the Tanzanian Ministry of Education and Vocational Training to coordinate and inspect the school libraries. This study has also found that the secondary school library resource centres were vital in providing adequate and quality resources and professional expertise to enable teachers and learners to effectively use the resources and services to foster critical thinking and lifelong learning. However, their role in the educational process has been hindered by their poor condition and the consequent undermining of resource-based learning.Remedial strategies suggested by the study to address the challenges faced by secondary school library resource centres, included political will and government support in terms of funding, legislation, policy, standards and the establishment of an inspectorate for coordinating and managing secondary school library resource centres in Tanzania. The strategies are reflected in a new model developed for Tanzania.Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2014.
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De, Paoli Maria Luisa. "Beyond tokenism : aboriginal involvement in archaeological resource management in British Columbia." Thesis, 1999. http://hdl.handle.net/2429/9277.
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This thesis provides an analysis of aboriginal involvement in archaeological resource
management in British Columbia and explores the potential of co-operative arrangements for the
development of a more inclusive management regime. The objectives of the thesis are (i) to
investigate the role of First Nations in the development of archaeology and archaeological
resource management, (ii) to compare aboriginal community-based heritage management
initiatives in B.C. with those operating within the Yukon and Northwest Territories and the U.S.,
(iii) to develop an aboriginal involvement framework to analyze aboriginal participation in
archaeological resource management in B.C., and (iv) to assess the opportunities and constraints
to increased aboriginal involvement in archaeological resource management in B.C.
Preliminary chapters outline the historical, legislative, and theoretical contexts for this
study. Relevant literature is reviewed to provide a discussion of the development of archaeology
and its effects on aboriginal people. The creation of a management ethic for archaeology is
presented together with the nature of aboriginal participation in the management process.
Secondly, literature pertaining to aboriginal involvement in resource management is surveyed to
provide a context for analyzing aboriginal participation in archaeological resource management.
From this review an aboriginal involvement framework is developed. Based on the
themes discussed in preceding chapters and the proposed framework, six key concepts of
aboriginal involvement in archaeological resource management are identified to provide
structure for an analysis of aboriginal involvement in archaeological resource management in
B.C. Next, in case study format, the Sto:lo Nation's approach to heritage management is
analyzed using the key concepts distilled from the framework. The Sto:lo Nation's experience
with managing archaeology is followed by a discussion of the provincial approach to
archaeological resource management. The contrasting nature of both the Sto:lo Nation's and the
Province's approaches to archaeological resource management is discussed and the difficulties
inherent in developing a more inclusive management regime are highlighted.
Finally, a set of opportunities and constraints to the development of a co-operative
approach to archaeological resource management is outlined. This set is derived both from the
events and literature discussed in the previous chapters as well as the results of the case study
investigation. A pilot project for the co-operative management of archaeological resources is
suggested and the benefits of such an approach are discussed. The thesis closes with the
presentation of conditions to facilitate the development of co-operative management of
archaeological resources in B.C.
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Asaram, Anusha. "The role of resource centres in supporting learners requiring high levels of support, in the Pietermaritzburg district : a case study." Diss., 2014. http://hdl.handle.net/10500/14195.
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Upon close examination of Education White Paper 6: Building an Inclusive Education System, it became evident that, special schools have a crucial role to play. EWP6 clearly outlines the roles of special schools as resource centres. This entails a paradigm shift from a medical to a social model.The purpose of this research was to investigate the role of resource centres in supporting learners who require high levels of support, in an inclusive education system in the Pietermaritzburg district. The study was conducted at a special school with 23 respondents. The triangulated data were collected through participant observations, open-ended questionnaire and interviews. This study revealed that not only are SSRCs totally committed to the paradigm shift but SSRCs are “leading " the way with regard to implementing inclusive strategies like SIAS process, the curriculum changes and alternate means of assessment. SSRCs are valuable resources that are currently under utilized.Inclusive Education
M. Ed. (Inclusive Education)
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Govender, Gopal. "The application of microcomputer technology for information retrieval in library resource centres of Indian secondary schools in South Africa." Thesis, 1990. http://hdl.handle.net/10413/11343.
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General, Zachariah. "Akimiski Island, Nunavut, Canada: An Island in Dispute." Thesis, 2012. http://hdl.handle.net/10012/7022.
Full textAbstract:
On April 1, 1999, Akimiski Island, Northwest Territories, Canada, became part of the newly created Inuit-dominated territory of Nunavut, even though the Inuit never asserted Aboriginal title to this island. This is why the Omushkegowuk Cree of the western James Bay region of Ontario, Canada, assert Aboriginal title over this island. Essentially, the Government of Canada has reversed the onus of responsibility for proving Aboriginal title from the Inuit to the Cree. In this paper, we examined whether the Omushkegowuk Cree fulfill all the criteria of the common law test of Aboriginal title with respect to Akimiski Island, utilizing all available printed and online material. All criteria of the common law test of Aboriginal title were met; however, the written record only alludes to the Cree using Akimiski Island at the time of first contact and prior, Cree oral history was consulted to illuminate upon this matter. I documented and employed Cree oral history to establish that Cree traditional use and occupancy of Akimiski Island was “sufficient to be an established fact at the time of assertion of sovereignty by European nations” (INAC, 1993:5; INAC, 2008); thereby, fulfilling criterion 2 of the test for Aboriginal title. As the Cree have now met all criteria of the common law test for proof of Aboriginal title in Canada, with respect to Akimiski Island, a formal land claim should be considered by the Cree.
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von, der Porten Suzanne. "Collaborative Environmental Governance and Indigenous Governance: A Synthesis." Thesis, 2013. http://hdl.handle.net/10012/8028.
Full textAbstract:
This study addresses a conceptual gap in collaborative environmental governance pertaining to the role of Indigenous peoples. Conventional collaborative approaches to environmental governance include input and resource-pooling by two or more stakeholders. This approach becomes conceptually problematic when the stakeholder view is extended to Indigenous peoples. While experiences vary widely around the world, it is common for Indigenous peoples to assert themselves as existing within self-determining nations within their traditional homelands – rather than as stakeholders or interest groups. This perspective is reflected in the Indigenous governance literature, which provides a window into how Indigenous peoples view themselves.
The purpose of this doctoral research was to critically evaluate the extent to which principles and practices of collaborative environmental governance are compatible with the main tenets and advances in Indigenous governance related to self-determination. This was done through an extensive literature review and empirical study in the context of British Columbia, Canada. Through a multi-case study analysis of three regional scale cases, complemented by analysis of a single case at the provincial scale, this research analyzed assumptions and perspectives existing at the intersection of Indigenous governance and collaborative environmental governance. The regional, multi-case study concentrated on the practice of collaboration around governance for water, while the provincial case examined a water policy reform process. The key findings of this research were that non-Indigenous entities and personnel initiating or practicing collaborative environmental governance and engaged in water policy reform tended to hold a stakeholder-view of Indigenous peoples. In contrast, Indigenous peoples and leaders tended to view themselves as existing within self-determining Indigenous nations. These conflicting assumptions led to dissatisfaction for both Indigenous and non-Indigenous peoples with regard to collaboration for water governance and water reform, in terms of both processes and outcomes.
This research makes contributions to both scholarship and practice. Conceptually, the research identifies how the assumptions and approaches to collaboration within mainstream collaborative environmental governance scholarship should shift fundamentally in ways that incorporate concepts related to Indigenous governance. This conceptual shift could be applied to the breadth of empirical contexts that are discussed in existing collaborative environmental governance scholarship. The empirical findings of this research provide a robust rationale for the importance of a conceptual bridge between the collaborative environmental governance and Indigenous governance literatures. This bridge would involve creation of a body of collaborative scholarship that addresses self-determination and nationhood when theorizing on collaboration with Indigenous peoples.
Additionally, it makes a practical contribution by highlighting ways in which those engaged in collaborative environmental governance and water policy reform can draw on some of the tenets of Indigenous governance scholarship. These recommendations include the following: (1) approach or involve Indigenous peoples as self-determining nations rather than one of many collaborative stakeholders or participants; (2) Identify and clarify any existing or intended (a) environmental governance processes and (b) assertions to self-determination by the Indigenous nation; (3) Create opportunities for relationship building between Indigenous peoples and policy or governance practitioners; (4) Choose venues and processes of decision making that reflect Indigenous rather than Eurocentric venues and processes; and (5) Provide resources to Indigenous nations to level the playing field in terms of capacity for collaboration or for policy reform decision making. Finally, this research suggests that positive outcomes are possible where water governance is carried out in ways that meaningfully recognize and address the perspectives of Indigenous peoples.
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Erradu, Jordan. "Learner support to foundation phase learners who are intellectually impaired : a case study." Diss., 2012. http://hdl.handle.net/10500/7735.
Full textAbstract:
Since 1994, the South African education system has undergone a number of paradigm shifts culminating in the implementation of the policy of Inclusive Education as highlighted in Education White Paper 6: Building an Inclusive Education and Training System.
The purpose of this research was to explore how foundation phase learners who experience severe intellectual barriers to learning are provided with high levels of support at special schools in the Pietermaritzburg district. A case study design was embarked upon as this allowed for an in-depth exploration of the above research question.
Three special schools in the Pietermaritzburg district that cater for learners who experience severe intellectual barriers to learning were chosen for this investigation. Quantitative and qualitative research methods, consisting of questionnaires, interviews and observation were utilised.
The findings reveal that educators at these schools do provide high levels of support to foundation phase learners who experience severe intellectual barriers to learning.Inclusive Education
M. Ed. (Inclusive Education)
Books on the topic "Aboriginal Studies Resource Centres"
1
Barlow, Alex. Aboriginal studies resource list. Canberra: Australian Institute of Aboriginal Studies, 1986.
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2
Libraries and learning resource centres. 2nd ed. Amsterdam: Architectural/Elsevier, 2009.
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3
Fitzsimmons, Jim. Infant teacher's resource bank. Cheltenham: Stanley Thornes, 1994.
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4
National Aboriginal Studies and Torres Strait Islander Studies Project. and Curriculum Corporation (Australia), eds. Resource guide for Aboriginal studies and Torres Strait Islander studies. Carlton, Vic., Australia: Curriculum Corporation, 1995.
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FEDA and Further Education Development Agency, eds. Learning resource centres: 7 case studies in planning and management. [London]: FEDA, 1997.
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Organisation for Economic Co-operation and Development. and Programme on Educational Building, eds. Bibliothèques scolaires et centres de documentation =: School libraries and resource centres. Paris: OCDE, 2001.
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Craven, Rhonda. Teaching Aboriginal Studies: A Practical Resource for Primary and Secondary Teaching. Taylor & Francis Group, 2020.
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Craven, Rhonda. Teaching Aboriginal Studies: A Practical Resource for Primary and Secondary Teaching. Taylor & Francis Group, 2020.
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Craven, Rhonda. Teaching Aboriginal Studies: A Practical Resource for Primary and Secondary Teaching. Taylor & Francis Group, 2020.
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Craven, Rhonda. Teaching Aboriginal Studies: A Practical Resource for Primary and Secondary Teaching. Taylor & Francis Group, 2020.
Find full textBook chapters on the topic "Aboriginal Studies Resource Centres"
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"No Perfect World: Aboriginal Communities’ Contemporary Resource Rights." In The Latin American Subaltern Studies Reader, 129–42. Duke University Press, 2020. http://dx.doi.org/10.1515/9780822380771-009.
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Rochecouste, Judith, and Rhonda Oliver. "Introducing the Teaching and Learning Benefits of the WWW in Aboriginal Schools." In Indigenous Studies, 77–86. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0423-9.ch005.
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In this chapter, projects undertaken at two independent Aboriginal boarding schools in remote Western Australia are described. Both projects have sought to provide instructional advice for teachers and to enhance students' literacy levels through access to the internet. A dedicated website was developed for each school to respond specifically to the students' language and literacy needs. Several positive outcomes resulted from the projects. At the first school, code-switching was accepted throughout the school and even formed part of classroom instruction. At the second school, staff in general showed great interest in supporting their students' use of the online resource. Students who accessed the website were excited by the prospect of having their photos and videos uploaded and even suggested improvements to the site. Despite the above successes, the introduction of the websites at each school did not occur without problems which are described in this chapter.
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"centres culturels, peu à peu la langue française va reculer et peut-être que d’autres langues vont prendre sa place. Cela, je l’ai répété des centaines de fois, aussi bien au Haut Conseil de la Francophonie, en présence du Président Mitterrand, que dans des articles. J’ai cependant l’impression que les autorités écoutent gentiment mais n’en [...] tiennent pas compte, notamment pour la Serge B – En quoi l’avenir de la langue situation des lycées français, lycées payants française dans le monde peut-il intéresser le qui doivent gérer une situation difficile et Maghreb ? seront conduits, tôt ou tard, à supprimer des Tahar B J – Il ne faut pas oublier que le classes. [...]." In Francotheque: A resource for French studies, 231–39. Routledge, 2014. http://dx.doi.org/10.4324/978020378416-42.
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"Les musulmans, assurément, peuvent prier observer le ramadan, aller (éventuellement) en n’importe où, mais pourquoi n’auraient-ils pas pèlerinage à La Mecque, en quoi est-ce plus leurs lieux de culte? Ceux qui s’épouvantent à gênant pour l’ordre public que d’assister à la l’idée (au fantasme) de voir le « sol de France », messe, payer le denier du culte [6], faire comme dit P. Chaunu [1], se couvrir de minarets carême [7], aller à Lourdes, ou monter à (mais beaucoup de mosquées n’ont pas de genoux [8] les marches du Sacré-Cœur [9]? minaret) montrent non seulement qu’ils n’ont A lire [10] les derniers sondages sur certaines aucun sens esthétique (ont-ils jamais admiré les mœurs hexagonales [11], on regrette (presque) mosquées de Fès ou de Damas?), mais, surtout, que la deuxième religion de France ne soit pas qu’ils ne comprennent rien à la fonction de la première: si davantage de Français régulation sociale de la mosquée [2]. pratiquaient l’islam ou s’en inspiraient, n’y Comme l’église autrefois pour les Polonais aurait-il pas un peu moins de crasseux (67 p.100 du Nord (et pour les Polonais de la Pologne de avouent qu’ils ne se lavent pas tous les jours), Jaruzelski), comme le local de la section un peu moins d’obèses (61 p.100 sont trop syndicale ou du parti, la mosquée est d’abord gros), beaucoup moins d’ivrognes?… un lieu de réunion et d’expression: on s’y Il y aurait davantage de polygames, de retrouve entre soi – on se retrouve [3] –, on y est femmes cloîtrées? Mais il n’est nul besoin d’être reconnu à part entière [4] et, parce qu’on a musulman pour maltraiter sa femme: il suffit conscience d’appartenir à un groupe, on a soi-d’être un rustre. Apparemment, ils ne manquent même davantage conscience d’être quelqu’un – pas, puisque les pouvoirs publics ont dû ouvrir une personne. des centres d’accueil pour les femmes que leurs Plus de dignité, une identité plus forte – sans maris battaient. Lesquels, bien entendu, ne sont oublier l’information qui s’échange, la culture pas plus chrétiens que les autres ne sont qu’on reçoit ou développe: loin de séparer, ou musulmans: ce n’est pas une religion, quelle d’opposer, la mosquée intègre, ou permet de qu’elle soit, qui détermine le statut des femmes, mieux s’intégrer à la société … française. c’est la structure et le mode d’organisation L’expérience prouve que plus un être est d’une société. Au XIX siècle, la plupart des enraciné dans sa propre culture, plus il est Françaises étaient aussi « musulmanes » que susceptible d’en acquérir une autre. Ce sont les peuvent l’être aujourd’hui des Saoudiennes, des sans-culture qui sont condamnés à vivre dans Siciliennes ou des Calabraises… les marges. Épaves ou fauteurs de troubles [5]. Fréquenter une mosquée, faire l’aumône,." In Francotheque: A resource for French studies, 74–86. Routledge, 2014. http://dx.doi.org/10.4324/978020378416-12.
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Larson, Greger, and Umberto Albarella. "Current views on Sus phylogeography and pig domestication as seen through modern mtDNA studies." In Pigs and Humans. Oxford University Press, 2007. http://dx.doi.org/10.1093/oso/9780199207046.003.0010.
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The history of pig domestication is also the history of the beginnings of Eurasian agricultural civilization. Wild boar were an important hunted resource for many millennia before the domestication process significantly altered this relationship between pigs and humans. The end result of this process (involving not just pigs but all other farm animals and pets) has led not only to the development of a staggering number of breeds and variations of what were once solely wild animals, but also to the intensification of the relationship between human beings and domestic animals, to the point of near total dependence of each upon the other. By investigating when, where, and how many times pigs (and other animals) were domesticated, we not only gain an insight into the process of domestication, itself, but also (by extension) a deeper understanding of human history, evolutionary biology, biogeography, and a host of other disciplines. The beginnings of pig management and domestication probably began sometime between the 10th to 8th millennium BP. In western Eurasia, the earliest archaeological evidence for pig domestication comes from a number of sites in Eastern and central Anatolia: Çayönü Tepesi (Ervynck et al. 2001), Hallan Çemi (Redding & Rosenberg 1998; Redding 2005), and Gürcütepe (Peters et al. 2005). At Çayönü Tepesi, a unique 2,000-year stratigraphic sequence, spanning the 9th to 7th millennia BP, has provided perhaps one of the best opportunities to observe the actual process of domestication for pigs. Thus, biometrical and age-at-death data led Ervynck et al. (2001) to postulate several shifts in the intensity of pig–human relationships, not necessarily directly driven by humans in its initial stages. Active involvement of humans in this process, it was argued, took place much later. However the process is specifically defined, the evidence from Çayönü Tepesi clearly reflects an intensification of the relationship between people and pigs over two millennia, and points to eastern Turkey as a centre of early pig domestication. Unfortunately, most early archaeological sites do not possess such long, continuous, or reliably dated occupation sequences, which has made the identification of other centres of animal domestication difficult at best.
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Beinart, William, and Lotte Hughes. "Sheep, Pastures, and Demography in Australia." In Environment and Empire. Oxford University Press, 2007. http://dx.doi.org/10.1093/oso/9780199260317.003.0011.
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Succeeding phases of British economic growth prompted strikingly different imperatives for expansion, for natural resource exploitation, and for the social organization of extra-European production. In the eighteenth century, sugar, African slaves, and shipping in the Atlantic world provided one major dynamic of empire. But in the nineteenth century, antipodean settlement and trade, especially that resulting from expanding settler pastoral frontiers, was responsible for some of the most dramatic social and environmental transformations. Plantations occupied relatively little space in the new social geography of world production. By contrast, commercial pastoralism, which took root most energetically in the temperate and semi-arid regions of the newly conquered world, was land-hungry but relatively light in its demands for labour. The Spanish Empire based in Mexico can be considered a forerunner. By the 1580s, within fifty years of their introduction, there were an estimated 4.5 million merino sheep in the Mexican highlands. The livestock economy, incorporating cattle as well as sheep, spread northwards through Mexico to what became California by the eighteenth century. Settler intrusions followed in the vast landmasses of southern Latin America, southern Africa, Australia, and New Zealand. Australia was one of the last-invaded of these territories, and, in respect of the issues that we are exploring, was in some senses distinctive. Unlike Canada and South Africa, there was no long, slow period of trade and interaction with the indigenous population; like the Caribbean, the Aboriginal people were quickly displaced by disease and conquest. The relative scale of the pastoral economy was greater than in any other British colony. Supply of meat and dairy products to rapidly growing ports and urban centres was one priority for livestock farmers. Cattle ranching remained a major feature of livestock production in Australia. Bullock-carts, not dissimilar to South African ox-wagons, were essential for Australian transport up to the 1870s. But for well over a century, from the 1820s to the 1950s and beyond, sheep flooded the southern lands. Although mutton became a significant export from New Zealand and South America, wool was probably the major product of these pastoral hinterlands—and a key focus of production in Australia and South Africa. The growth in antipodean sheep numbers was staggering.
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O'Hanlon, Shane. "The Role of E-Health in Developing Nations." In Advances in Electronic Government, Digital Divide, and Regional Development, 374–85. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3691-0.ch020.
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Many developing nations have begun to introduce elements of e-Health to improve service provision. This chapter provides an account of work in the area including case studies where pioneers have utilised modern mobile technologies to quickly and efficiently introduce new mHealth interventions, despite being resource-limited and having a heavy disease burden. Telemedicine has become well established, linking these nations with specialists in centres of excellence. Obstacles such as cost, inadequate infrastructure, data security, and the lack of a trained health informatics workforce need to be resolved. Several innovative solutions have been put forward: satellite broadband access for the most remote areas, international sponsorship initiatives, use of open source software, and exchange programmes for staff education. There is strong support from the World Health Organization and other international bodies, as development of the eHealth agenda has the potential to help ease access barriers and improve provision of healthcare in developing countries. This is explored in this chapter.
Conference papers on the topic "Aboriginal Studies Resource Centres"
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Lewis, Wanda. "The Contribution of Aboriginal Traditional Ecological Knowledge to the Environmental Assessment Process for Canadian Pipelines." In 2012 9th International Pipeline Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/ipc2012-90346.
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Northern British Columbia (BC) and Alberta are sparsely populated forested lands under provincial jurisdiction (also known as Crown land) which are under intensive oil & gas exploration and pipeline development. Local Aboriginal people continue to implement traditional practices that maintain viable land and productive ecosystems by annual rotation of trap lines, hunting and gathering areas and similar activities. Aboriginal people can exert tremendous influence on pipeline projects through various means. Regulators and enlightened pipeline companies recognize the value of assessing traditional knowledge that has been collected over generations and passed down from the Elders to contribute to final routing, siting and project design identifying effects on environmental resources and traditional land and resource use and developing mitigation opportunities. Traditional knowledge includes experiential and secondary knowledge as well as accepted scientific research in the context of environmental assessments. Robust applications consider sources from all land users while being mindful of the intricacies inherent with Aboriginal engagement in order to gather substantive input for projects on Crown land. This paper explores the contribution of Aboriginal Traditional Ecological Knowledge (TEK) in the environmental assessment process on selected case studies involving recent natural gas pipeline projects in northern BC and Alberta from a balanced perspective. It also describes the evolution of a program developed by the author from its initial emphasis on Traditional Land Use (TLU) studies to the present day application of TLU studies, and TEK studies, focusing on lessons learned and regulatory and engagement challenges and successes.
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Smith, I. Rod. "Data Mining Seismic Shothole Drillers’ Log Records: Regional Baseline Geoscience Information in Support of Pipeline Proposal Design, Assessment, and Development." In 2008 7th International Pipeline Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/ipc2008-64524.
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Assessment and development of pipeline projects in northern Canada, such as the proposed Mackenzie Valley gas pipeline (MGP), are hampered by a lack of baseline terrain geoscience information including drift thickness, sediment type, presence of massive ground ice, and the availability of granular aggregate resources. Clearly there is a need by Industry, Regulators, Aboriginal groups, and others, to understand the nature and character of near-surface earth materials, in order that pipeline proposals can be properly developed, evaluated, and when approved, proceed with the greatest degree of environmental sustainability and economic efficiency. While numerous field-based reports and surficial geology maps have been prepared for the MGP, there are long stretches along the proposed route for which little near-surface geoscience information is available. This is even more apt for areas outside the defined MGP corridor, where the likelihood of tie-in and gathering pipeline systems exist. Drillers’ logs, recorded during auger drilling of seismic shotholes, represent a virtually untapped resource of regional baseline geoscience information. The Geological Survey of Canada recently produced a digital archive of 76,000 shothole records from the Northwest Territories and Yukon, which had originally been collected on file cards in response to the 1970’s MGP proposal. Released in 2007 as a freely downloadable Open File report (#5465), the archive provides users with an Access database of drillers’ logs and derivative GIS maps in which shapefiles of drift isopach thickness, potential granular aggregate resources, geohazards, permafrost and ground ice occurrences, and muskeg thickness can be opened, viewed, and queried, or otherwise incorporated into GIS platforms of the user’s choice. Realizing the amount of additional archival shothole information held by Industry, and the great utility of bringing this forth in a public database and derivative GIS, a subsequent project has focused on capturing and integrating additional data. Receiving near-universal support by the Petroleum Industry, a Version 2 of the database and GIS is currently being assembled, and is scheduled for release in 2009 with some quarter million individual shothole drillers’ records. This presentation highlights the nature, character and distribution of shothole drillers’ logs in northern Canada. It also reviews the derived GIS layers, and how this baseline geoscience information can be beneficially utilized by the Pipeline and related infrastructure development industries, particularly as it may apply to focusing future field studies. It also serves as a key reference tool for those assessing pipeline development proposals.
Reports on the topic "Aboriginal Studies Resource Centres"
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Hall, Mark, and Neil Price. Medieval Scotland: A Future for its Past. Society of Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.09.2012.165.
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The main recommendations of the panel report can be summarised under five key headings. Underpinning all five areas is the recognition that human narratives remain crucial for ensuring the widest access to our shared past. There is no wish to see political and economic narratives abandoned but the need is recognised for there to be an expansion to more social narratives to fully explore the potential of the diverse evidence base. The questions that can be asked are here framed in a national context but they need to be supported and improved a) by the development of regional research frameworks, and b) by an enhanced study of Scotland’s international context through time. 1. From North Britain to the Idea of Scotland: Understanding why, where and how ‘Scotland’ emerges provides a focal point of research. Investigating state formation requires work from Medieval Scotland: a future for its past ii a variety of sources, exploring the relationships between centres of consumption - royal, ecclesiastical and urban - and their hinterlands. Working from site-specific work to regional analysis, researchers can explore how what would become ‘Scotland’ came to be, and whence sprang its inspiration. 2. Lifestyles and Living Spaces: Holistic approaches to exploring medieval settlement should be promoted, combining landscape studies with artefactual, environmental, and documentary work. Understanding the role of individual sites within wider local, regional and national settlement systems should be promoted, and chronological frameworks developed to chart the changing nature of Medieval settlement. 3. Mentalities: The holistic understanding of medieval belief (particularly, but not exclusively, in its early medieval or early historic phase) needs to broaden its contextual understanding with reference to prehistoric or inherited belief systems and frames of reference. Collaborative approaches should draw on international parallels and analogues in pursuit of defining and contrasting local or regional belief systems through integrated studies of portable material culture, monumentality and landscape. 4. Empowerment: Revisiting museum collections and renewing the study of newly retrieved artefacts is vital to a broader understanding of the dynamics of writing within society. Text needs to be seen less as a metaphor and more as a technological and social innovation in material culture which will help the understanding of it as an experienced, imaginatively rich reality of life. In archaeological terms, the study of the relatively neglected cultural areas of sensory perception, memory, learning and play needs to be promoted to enrich the understanding of past social behaviours. 5. Parameters: Multi-disciplinary, collaborative, and cross-sector approaches should be encouraged in order to release the research potential of all sectors of archaeology. Creative solutions should be sought to the challenges of transmitting the importance of archaeological work and conserving the resource for current and future research.