Dissertations / Theses on the topic 'Indigenous children'
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Cox, Rebecca. "Vision and ocular characteristics of Australian Indigenous children." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/211436/1/Rebecca_Cox_Thesis.pdf.
Full textSalgado, Bryan. "Patterns of Collaboration between Indigenous and Nonindigenous Mexican Children." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839687.
Full textThis study investigated the patterns of collaboration and communication related to maternal educational attainment and familiarity with Learning by Observing and Pitching In (LOPI) among Indigenous children whose mothers had 9 years or less of schooling, Indigenous children whose mothers had 12 years or more of schooling, and middle-class Mexican children. Study participants were 256 children who participated in groups of four. The children played a computer game called “Marble Blast” on two computers and were videotaped to see how they collaborated and communicated within their groups. Indigenous children whose mothers had 9 years or less of schooling were more likely to engage in collaborative behaviors in which the entire group worked as a unit to accomplish the objective of the game as opposed to the other groups. They were also more likely to engage in varied forms of communication as opposed to middle-class Mexican children who were more likely to both collaborate and communicate exclusively verbally. These findings are consistent with research showing that greater familiarity with Indigenous practices leads to more collaboration and varied forms of communication as opposed to more reliance on verbal communication which is seen in communities less familiar with Indigenous practices or non-Indigenous communities with an extensive history in Western schooling.
Hopkins, Shelley. "A visual profile of Queensland indigenous and non-indigenous school children, and the association between vision and reading." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/71393/2/Shelley_Hopkins_Thesis.pdf.
Full textFreemantle, Cecily Jane. "Indicators of infant and childhood mortality for indigenous and non-indigenous infants and children born in Western Australia from 1980 to 1997 inclusive." University of Western Australia. School of Paediatrics and Child Health, 2003. http://theses.library.uwa.edu.au/adt-WU2003.0020.
Full textSivaramakrishnan, Malathi. "Reasoning about causality and treatment of childhood nutritional deficiencies in rural India : role of indigenous knowledge and practices." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=70231.
Full textNutritional concepts and their interpretations given in the mothers' explanations matched that of the traditional theory of Siddha medicine, prevalent in South India. With an increase in formal education, there was an increase in the use of concepts derived from modern biomedical theory. However, the mothers exhibited little understanding of the underlying mechanisms involved. Implications of these findings for designing nutrition and health education are discussed, in relation to knowledge reorganization to replace harmful concepts and relations with beneficial ones.
Harald, Patrice E. "Is it too late by eight? Recognising the protective factors of culture, education and family in raising resilient Aboriginal and Torres Strait Islander children." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/112183/1/Patrice_Harald_Thesis.pdf.
Full textPayne, Leslie G. "Vitamin A supplementation reduces reinfection with Ascaris in indigenous Panamanian preschool children." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98764.
Full textHøeg, Kirstine. "Forced assimilation of Indigenous children: The case of the Danish-Greenlandic experiment." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23397.
Full textBopape, Mamare Adelaide. "Indigenous practises of mothers with children admitted at the Polokwane/Mankweng Hospital Complex in the Limpopo Province." Thesis, University of Limpopo (Turfloop Campus), 2013. http://hdl.handle.net/10386/1034.
Full textIndigenous knowledge (IK) originated from a particular community within a broader cultural tradition. It is stated that IK is socially transmitted shared knowledge, beliefs, and/or practices that vary systematically across different cultural groups. It is further indicated that IK is a critical determinant of human behaviour and health, and the intergenerational mother in the society. Indigenous forms of communication and organisation are seen as important to family and societal decision-making processes with regard to health related issues like care given to children from birth onwards and curing of childhood illness. The operational plan for Comprehensive HIV and AIDS Care, Management and Treatment (CCMT) South Africa points out that some South African citizens prefer to consult traditional health practitioners (THPs) on a regular basis for their health problems. The study conducted by Peltzer, Phaswana-Mafuya and Treger (2009) points out that THPs use indigenous practices to prevent and heal childhood illnesses. The aim of the study: To determine indigenous practices by mothers of children admitted in the paediatric unit of a Polokwane/Mankweng hospital complex in the Limpopo Province. The objectives of this study: To explore and describe the indigenous practices of mothers of children admitted in a paediatric unit of a Polokwane/Mankweng hospital complex, Limpopo Province, and to recommend guiding principles based on the study findings for healthcare professionals on the strategies that can be used to assist mothers of children admitted in a paediatric unit of a Polokwane/Mankweng hospital complex of the Limpopo Province. Design and Method: A qualitative, descriptive and explorative research design was conducted for the participants to describe the indigenous practices in relation to managing and treating childhood illnesses. Data were collected by means of unstructured one-on-one interviews at the Mankweng/ Polokwane hospital complex with mothers of children admitted at the paediatric unit. Criteria for trustworthiness were observed as stipulated in Babbie and Mouton (2009). Ethical standards by DENOSA (1998) were adhered to in order to ensure the quality of the study. Findings: Three themes with sub-themes emerged from the data analysis, using Tech’s open coding approach (Cresswell 2009:186), i.e. analogous indigenous practices in curing childhood illnesses, believes related to the indigenous healing process and THP treating of HIV infected children. It is recommended that healthcare providers need to have understanding of indigenous belief systems in relation to healthcare, and work towards incorporating this understanding into their service delivery to recognise and to embark upon the journey of working with THPs.
Campbell, Mark. "How can aboriginal boys be helped to do better in school? /." Burnaby B.C. : Simon Fraser University, 2006. http://ir.lib.sfu.ca/handle/1892/2729.
Full textGerlach, Alison Jayne. "Early intervention with Indigenous families and children in British Columbia : a critical inquiry." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/55065.
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Graduate
Asher, Whitney Jeannine. "FOOD SECURITY FACTORS AFFECT GROWTH IN YOUNG CHILDREN IN AN ECUADORIAN INDIGENOUS COMMUNITY." UKnowledge, 2015. http://uknowledge.uky.edu/foodsci_etds/28.
Full textCácia, Oenning da Silva Rita de. "Self education and the production of indigenous children in the Northwest Amazon (Brazil)." Pontificia Universidad Católica del Perú, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/78670.
Full textSupported by ethnographic documentation, by the anthropological literature and by data collected in the field, this article relates the process by which indigenous peoples in the northwest Amazon learn and teach children with the rich dialogue about the production of persons. The techniques and the meaning of «producing people» are transmitted in day to day life, in the interaction between generations, and in the narratives of specialists and family members (especially grandparents). At the same time, this process is intertwined with ritual and mythic knowledge transmission, which is, if not always explicit, always present in the indigenous groups of the region. Children also play active roles in this process of formation and self- formation; in this article, I lay out this social agency my means of a careful description of the day in the life of children in the multiethnic village of Tabocal do uneiuxi, santa Isabel do Rio negro. In this narrative, I point of the ways that children are agents in their own education and self-production, emphasizing their protagonism in the process of «producing people», as they incorporate and transform knowledge.
Tassinari, Antonella, and Codonho Camila Guedes. "At the rhythm of community: teaching and learning among Galibi- Marworno indigenous children." Pontificia Universidad Católica del Perú, 2014. http://repositorio.pucp.edu.pe/index/handle/123456789/78826.
Full textThe article is based on field research conducted by the authorsamong Galibi-Marworno people from Uaçá region, at northern state of Amapa, Brazil. The objective is to present some aspects of their pedagogy, which is founded on the importance of freedom and autonomy for an accurate learning and the production of healthy bodies, focusing on nonverbal aspects of learning, the creativity of imitation and the children agency involved in those processes. The article presents the Galibi-Marworno’s ideas about childhood and child development and their strategies in the transmission of knowledge, contextualizing them in relation to the history and organization of the people. This description of the Galibi-Marworno’s learning processes aims to contribute to a more respectful schooling process, as required by Brazilian law.
Mackenzie, Jacqueline Zaleski. "Sociocultural Influences: Evaluations of Indigenous Children for Special Needs in Rural Central Mexico." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/193916.
Full textBremner, Patricia. "Teacher scaffolding of literate discourse with Indigenous Reading Recovery students." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/5623.
Full textMultiple data sets were collected and examined with results discussed throughout this study. Transcripts and direct quotes were used to support the reporting of emergent themes and patterns with the convergence of the data used to support the internal validity of this small scale study.
This paper takes the position that generalisations, assumptions and stereotypical negative images of Indigenous students as disengaged and noncompliant students can be curtailed when teachers acknowledge that Indigenous students are active language learners with rich cultural and linguistic ‘funds of knowledge’ (Moll & Greenberg, 1990). These funds can support students’ new learning of literate discourse which is defined and used throughout this study as: the language used in schools to read, write and talk about texts used for educational purposes. Significantly, difficulties Indigenous students experience with literate discourse have been identified as contributing to the educational underachievement of this group of Australian students (Gray, 2007; Rose, Gray & Cowey, 1998, 1999).
The findings from this small scale study indicate that within the context of Reading Recovery teaching, teacher-student interaction and contingent teacher scaffolding, centred on text reading and writing experiences can support Indigenous students to code-switch between home languages and dialects, Standard Australian English and literate discourse.
Block, Corey, Kim Bulkeley, and Michelle Lincoln. "Occupational Therapy with Australian Indigenous children and their families: A rural and remote perspective." Thesis, Discipline of Occupational Therapy, 2016. http://hdl.handle.net/2123/14325.
Full textMoreno, Medrano Luz Maria Stella. "Indigenous children in urban schools in Jalisco, Mexico : an ethnographic study on schooling experiences." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/268098.
Full textTimms, Lydia Jane. "The relationship between otitis media and literacy outcomes of urban indigenous Australian school children." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/512.
Full textNakano, Tomoko. "Dietary intake and anthropometry of DeneMétis and Yukon children." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=80340.
Full textHawkins, Ginger S. "Mothering to Worlds Old and New: Marie de l'Incarnation and Her "Children"." W&M ScholarWorks, 2001. https://scholarworks.wm.edu/etd/1539626326.
Full textJiménez, Ramírez Julián, Pérez Lilia Martínez, Almaraz Javier Mendoza, and Lois M. Meyer. "Analysis of the Activities of Children in Initial Education in Indigenous Communities of Oaxaca, Mexico." Pontificia Universidad Católica del Perú, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/78498.
Full textThis study provides partial results of a 200-hour intensive training experience (called a diplomado) lasting one school year (2011-2012) for 35 indigenous teachers of Initial education who attend children 0 to 3 years old in marginalized communities of Oaxaca, mexico. Children’s spontaneous activities and those planned by teachers, presented through photographs and accompanying teacher’ narratives, are part of the written and photographic evidence submitted by the participants in their final diplomado portfolio of tasks. the purposes of the diplomado were to enrich teachers’communal knowledge and equip them with research skills to investigate and honor the communal practices, forms of governance, and the perspectives of the rural indigenous communities where they teach, in order to generate an authentic, alternative, community-based approach to initial education for babies and toddlers.
Vu, Thao Thi. "Teaching Vietnamese as a second language to Indigenous preschool children in Lai Chau Province, Vietnam." Thesis, Vu, Thao Thi (2020) Teaching Vietnamese as a second language to Indigenous preschool children in Lai Chau Province, Vietnam. PhD thesis, Murdoch University, 2020. https://researchrepository.murdoch.edu.au/id/eprint/56157/.
Full textBeatch, Michelle. "Taking ownership: the implementation of a non-aboriginal program for on-reserve children /." Burnaby B.C. : Simon Fraser University, 2006. http://ir.lib.sfu.ca/handle/1892/2694.
Full textFeller, Nayalin Pinho. "Children Making Meaning of the World through Emergent Literacies: Bilingualism, Biliteracy, and Biculturalism among the Young Indigenous Children at Tekoá Marangatu, Brazil." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556877.
Full textCooper, Christopher. "EXPLORING THE IDENTIFICATION OF AMERICAN INDIAN CHILDREN WITH AUTISM SPECTRUM DISODER THROUGH THE STORY OF A PARENT." Scholarly Commons, 2021. https://scholarlycommons.pacific.edu/uop_etds/3739.
Full textHall, Kerry K. "Acute respiratory illness in urban Aboriginal and Torres Strait Islander children." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/110528/1/Kerry_Hall_Thesis.pdf.
Full textKhalid, Ruhi. "A comparative study of the self-esteem of the Pakistani minority and the indigenous children in Scotland." Thesis, Connect to e-thesis, 1985. http://theses.gla.ac.uk/1003/.
Full textAnticona, Huaynate Cynthia. "Lead exposure in indigenous children of the Peruvian Amazon : seeking the hidden source,venturing into participatory research." Doctoral thesis, Umeå universitet, Epidemiologi och global hälsa, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-61254.
Full textIntroducción. En el 2006, una agencia ambiental del Perú informó de la presenciade niveles elevados de plomo sanguíneo en las comunidades indígenas dela cuenca del río Corrientes. Este es un territorio en la Amazonía peruana, dondela actividad petrolera ha sido asociada con graves efectos ambientales, originandoun continuo conflicto social.Este proyecto de tesis doctoral tuvo como objetivo determinar las fuentes, factoresde riesgo y vías de exposición de plomo en niños de estas comunidades paraproponer estrategias de control y prevención. Teniendo en cuenta previos argumentosque relacionaban la exposición de plomo con la contaminación por laactividad petrolera, el segundo objetivo fue esclarecer cualquier conexión entreambos. Este proyecto se condujo con la participación de miembros de la DirecciónRegional de Salud de Loreto (DIRESA Loreto) y de la organización indígenaFECONACO. El tercer objetivo fue caracterizar los desafíos, las oportunidades ylos aprendizajes del proceso participativo.Métodos. Se condujeron dos estudios epidemiológicos. El estudio I (2009) sedesarrolló en tres comunidades y el estudio II (2010) en seis comunidades condiferentes niveles de exposición a la actividad petrolera. Los participantesfueron niños de 0–17 años. La recolección de datos incluyó: determinación deplomo sanguíneo, de niveles de hemoglobina y de indicadores antropométricos,un cuestionario de factores de riesgo, una evaluación ambiental y un mapa deriesgo. El análisis de datos incluyó análisis univariado, bivariado y multivariadode regresión logística. Para el tercer objetivo, los datos provinieron de notas decampo, documentos oficiales, entrevistas informales y un proceso de reflexióncolectiva.Resultados. En el estudio I (n = 221) no se encontró diferencia estadísticamentesignificativa entre las medias geométricas de los niveles de plomo sanguíneo delas comunidades expuestas y no expuestas a la actividad petrolera. Los niños degénero masculino y los del grupo etario de mayor edad tuvieron un riesgo significativamentemayor a presentar niveles de plomo sanguíneo > 10 μg/dL. Enel estudio II (n = 346), los modelos estratificados por edad indicaron que losniños de 0–3 años cuyas madres tenían niveles de plomo > 10 μg/dL, los niñosde 0–6 años que jugaban con piezas de plomo y los niños de 7–17 años que pescaban3 veces o más por semana o masticaban piezas de plomo para fabricarpesas de pescar tenían un riesgo significativamente mayor de presentar nivelesde plomo sanguíneo > 10 μg/dL. Los niños que vivían en comunidades cercanasa las baterías de petróleo también tuvieron un riesgo significativamente mayora presentar plomo sanguíneo > 10 μg/dL. Las muestras ambientales en ambosestudios mostraron concentraciones de plomo por debajo de los niveles de referencia.En cuanto al proceso de investigación, los desafíos y oportunidades másimportantes se centraron en cinco temas interrelacionados: i) la confianza mutua,ii) múltiples agendas, iii) participación equitativa, iv) competencia de paradigmasen la investigación y v) diseminación de resultados complejos e inesperados.Conclusiones. La fuente de exposición principal sería el plomo metálico. Jugarcon piezas de piezas de plomo y masticar piezas de plomo para la construcciónde pesas de pescar serían vías de exposición para los niños de 0–6 años y 7–17años, respectivamente. Niveles de plomo sanguíneo > 10 μg/dL en las madressería un factor de riesgo para presentar niveles de plomo sanguíneo > 10 μg/dLen niños de 0–3 años. Vivir en una comunidad con alta exposición a la actividadpetrolera sería también un factor de riesgo para presentar niveles de plomo sanguíneo> 10 μg/dL. La conexión con la actividad petrolera parece estar en laproximidad de las comunidades a las baterías del petróleo y por ende, el mayoracceso al plomo proveniente de cables y otros residuos industriales.A pesar de los varios desafíos, la investigación participativa parece ser el enfoquemás apropiado para este tipo de contextos. Los hallazgos nos llevaron a recomendar:i) un programa comunitario de control y prevención de plomo, ii) laintroducción de pesas de pescar de materiales seguros, alternativos al plomo yiii) el control de la disposición de residuos de la actividad petrolera.
Carta, Giorgia. "The other half of the story : the interaction between indigenous and translated literature for children in Italy." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/50279/.
Full textBlake, Tamara Louise. "Spirometry and fractional exhaled nitric oxide (FeNO) reference values for Indigenous Australians." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/131824/1/Tamara%20Blake%20Thesis.pdf.
Full textJohnson, Shelly Lee. ""I screamed internally for a long time" : traumatized urban indigenous children in Canadian child protection and education systems." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/38067.
Full textO'Grady, Kerry-Ann. "Pneumonia in Indigenous children in the Northern Territory, Australia, and the effectiveness of pneumococcal conjugate vaccine : 1997 - 2005." Thesis, University of Melbourne, 2008. http://purl.org/au-research/grants/nhmrc/359341.
Full textRogerson, Thomas Stephen, and thomas rogerson@deakin edu au. "Foucauldian analysis and the best interests of the child." Deakin University. School of Social Inquiry, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20070330.135647.
Full textChinwuba, Onuora-Oguno Azubike. "Assessing the rights of the indigenous child to education - a case study of the Batwa in Uganda." Diss., University of Pretoria, 2008. http://hdl.handle.net/2263/8005.
Full textThesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2008.
Dissertation submitted to the Faculty of Law University of Pretoria, in partial fulfilment of the requirements for the degree Masters of Law (LLM in Human Rights and Democratisation in Africa). Prepared under the supervision of Assoc. Prof. Dr. Ben Twinomugisha of the Faculty of Law, Makerere University Kampala
http://www.chr.up.ac.za/
Centre for Human Rights
LLM
Santa, Cruz Darlane, and Cruz Darlane Santa. "Borne of Capitalism: Razing Compulsory Education by Raising Children with Popular and Village Wisdom." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/620912.
Full textKruger, Candace. "In The Bora Ring: Yugambeh Language and Song Project - An Investigation into the Effects of Participation in the ‘Yugambeh Youth Choir’, an Aboriginal Language Choir for Urban Indigenous Children." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/365270.
Full textThesis (Masters)
Master of Arts Research (MARes)
School of Humanities, Languages and Social Science
Arts, Education and Law
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Paton, Doris Eyvonne, and lozndoz@bigpond com. "A journey with Woolum Bellum Koorie open door education (KODE) school. Its life cycle in meeting the educational needs of Aboriginal children." RMIT University. Education, 2010. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20100218.160033.
Full textWalsh, Elizabeth. "Manufactured extinction : the origins of the policy of removing Aboriginal children from their indigenous communities in South Australia, 1836-1911 /." Title page, contents and conclusion only, 1999. http://web4.library.adelaide.edu.au/theses/09AR/09arw224.pdf.
Full textMaass, Alexandra. "Finding the missing : residential school cemeteries for indigenous children in Canada : a national strategy for identification, recording, preservation, and commemoration." Thesis, University of Southampton, 2018. https://eprints.soton.ac.uk/422128/.
Full textKyaw-Myint, Su Mon, and N/A. "Salivary IgA responses during the first two years of life: a study of aboriginal and non-aboriginal children." University of Canberra. Applied Science, 2003. http://erl.canberra.edu.au./public/adt-AUC20050523.095413.
Full textGreenwood, Margo Lainne. "Places for the good care of children : a discussion of indigenous cultural considerations and early childhood in Canada and New Zealand." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/14838.
Full textPaguay, Ruiz R. Patricio. "Relation between Internal Parasites with Basic Services and the Nutritional Status of Children Five Years of Age in the Indigenous, Black and Mestizo Communities of the Rural Area, Imbabura Province." BYU ScholarsArchive, 2000. https://scholarsarchive.byu.edu/etd/5415.
Full textTimm, Victoria Margaret. "Behaviour problems in primary schools in Mamelodi." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-11202008-182759.
Full textVaca, Tanya. "The Relation between the Nutritional Status and the Acute Diarrhetic Diseases in Children Younger than Five Years of Age in the Indigenous, Black, and Mestizo Ethnic Groups of the Rural Area in the Imbabura Province, 1998-1999." BYU ScholarsArchive, 1999. https://scholarsarchive.byu.edu/etd/5444.
Full textBeltrame, Camila Boldrin. "Etnografia de uma escola Xikrin." Universidade Federal de São Carlos, 2013. https://repositorio.ufscar.br/handle/ufscar/231.
Full textFinanciadora de Estudos e Projetos
This dissertation presents an ethnographic study about a school of the Xikrin of the Bacaja, Mebengokré group (Gê), from southwest Pará, Brazil. It seeks to understand how the Xikrin have appropriated of this institution and its activities, what kind of reflections they have formulated about it and how they have inserted it in their daily lives. The school that the government offers to the Xikrin does not follow the principles of the Brazilian Constitution, which stipulate a differentiated and intercultural teaching to indigenous peoples based on the local specificities. During the fieldwork two movements were privileged. First, the daily activities of school have been monitored. That allowed the observation of the space in which the Xikrin children and non-Xikrin adults coexist and establish relations that were not observed in other moments in the village. The second movement was based on conversations with the men who explain what they consider a good school. In these situations the school is recognized as the place for children to learn the techniques and skills of the Whites. However, when they reach a certain maturity these knowledge are left aside so that the Xikrin knowledge begin to be demonstrated, as well as the relations they engender.
Esta dissertação apresenta um estudo etnográfico sobre uma escola dos Xikrin do Bacajá, grupo Mebengokré (Jê), do sudoeste do Pará. Busca-se compreender como os Xikrin se apropriam desta instituição e das atividades que são lá ensinadas, elaborando reflexões e inserindo-as no seu cotidiano. A escola oferecida aos Xikrin não segue os princípios da Constituição brasileira que instituem um ensino diferenciado e intercultural aos povos indígenas, pensado a partir das especificidades locais. Durante a pesquisa de campo dois movimentos foram privilegiados: um de acompanhamento do dia a dia escolar permitindo observar o espaço em que crianças Xikrin e adultos não-Xikrin convivem estabelecendo relações não observadas em outros momentos na aldeia; e outro, baseado em conversas com os homens que explicam o que consideram uma boa escola. Nestas situações a escola é reconhecida como o local para as crianças aprenderem as técnicas e as habilidades dos brancos, porém, quando atingem certa maturidade, estes saberes são deixados de lado para que os conhecimentos Xikrin, e as relações que estes engendram, comecem a ser demonstrados.
Noal, Mirian Lange. "As crianças guarani/kaiowa : o mita reko na aldeia Pirakua/MS." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252105.
Full textTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: A proposta desta pesquisa é conhecer as crianças Guarani/Kaiowá inseridas no cotidiano da Aldeia Pirakuá, Bela Vista/MS, evidenciando suas especificidades étnicas, registrando e descrevendo como vivem suas infâncias no espaço histórico e coletivo da aldeia: como brincam, como são inseridas no mundo dos adultos, com quem e como se relacionam, o que verbalizam, o que fazem, o que não fazem. Pesquisei a partir de concepções que consideram as crianças como seres históricos, sociais, étnicos, culturais, políticos e, portanto, portadoras de trajetórias que precisam ser respeitadas pelos adultos e pelo processo educativo nos quais estão inseridas. Através da pesquisa etnográfica conduzi minhas estadas na aldeia para observações e registros fotográficos das crianças brincando, caminhando nas trilhas, nadando no rio, participando dos rituais e das festas de seu povo, estabelecendo relações com outras crianças e com os adultos. As crianças foram observadas nas proximidades de suas casas, no cotidiano da aldeia e em momentos de festas e comemorações. Os dados coletados subsidiam o registro e a discussão do que significa ser criança em uma aldeia indígena através de vinhetas narrativas. Em minhas experiências vividas na Aldeia Pirakuá observei que estava diante de crianças que, resguardadas todas as situações de pobreza e de perdas, impingidas por um processo colonizador massacrante, ainda possuem o direito de, sendo crianças, serem sujeitos de suas experiências, de seus aprendizados, de suas liberdades. As crianças, nessa dinâmica, são livres para experimentar suas possibilidades, para resolver situações-problema, para produzir cultura. Observei que estava diante de adultos que não perderam o jeito criança de ser: lúdicos, atentos, alegres, brincalhões. Possuem riso fácil, ouvem com atenção, observam muito, interagem constantemente entre si, com as crianças e com o meio. A presença de contradições e de elementos não habituais na cultura Guarani/Kaiowá são evidenciados e discutidos a partir do conceito de circularidade cultural. Dessa forma, as crianças, desde muito pequenas, têm a oportunidade de estabelecer relações com diferentes espaços e diferentes pessoas. Podem construir conhecimentos não fragmentados, diretamente relacionados com o modo de ser e de viver de sua comunidade, tornando-se aptas para a sobrevivência e para a vida de sua cultura. Esses domínios de conhecimentos se evidenciam no saber ser um Guarani/Kaiowá. Modo de ser que reflete o pensar e o fazer como unidade, assegurando às crianças a capacidade de permanecer longe da mãe e de fazer experiências, sem manifestar inseguranças ou choros. No entanto, como o processo permite que cada criança tenha o seu ritmo, elas vão se constituindo Guarani/Kaiowá dos seus jeitos, construindo as dimensões humanas mediadas pelo meio e por suas características pessoais. Nessa dinâmica, esta pesquisa pretende colaborar com a visibilidade do conhecimento Guarani/Kaiowá e suas possíveis contribuições para a formação das professoras de crianças de zero a dez anos. Pretende também, instigar o debate sobre a construção de uma pedagogia que dê conta da diversidade cultural das infâncias brasileiras, que permita a cada criança ser quem é e, ao mesmo tempo, que possa ser, a cada dia, diferente
Abstract: The proposal of this research is to know the Guarani/Kaiowá children within the daily life of the Pirakuá Village, Bela Vista/South Mato Grosso, bringing out their ethnic specificity, registering and describing how they spend their childhood in the historical and collective space of the village: how they play, how they are inserted within the adult world, with whom they relate, what they verbalize, what they do, what they do not do. The research was carried out from the standpoint of conceptions that consider the children as historical, social, ethnic, cultural, political beings and, thus, bearers of trajectories that need to be respected by the adults and by the educational process in which they are inserted. Through ethnographic research, visits to the village were used for observations and photographic registers of children playing, walking along the trails, swimming the the river, participating in rituals and festivals of their people, establishing relationships with other children and with adults. The children were observed in the surroundings of their houses, in the daily life of the village, in festive moments and in commemorations. The data collected underwrite the register and discussion of what it means to be a child in an indigenous village by the use of short narratives. Experiences lived out in the Pirakuá Village showed that one was before children who, taking into account all the situations of poverty and losses, under the constraints of a crushing colonizing process, still have the right to be children, of being subjects of their experiences, their learning, their liberties. The children, in this dynamic, are free to experiment their possibilities, to solve problem situations, to produce culture. It was observed that the adults had not lost their way of being children: playful, attentive, happy, fun-loving. They smile easily, listen with attention, observe carefully, interact constantly amongst themselves, with the children and with the environment.The presence of contradictions and elements which are non-habitual in the Guarani/Kaiowá culture are brought out and discussed from the standpoint of cultural circularity. In this way, the children, from a tender age, have the opportunity to establish relationships with different spaces and different people. They can construct non-fragmented knowledge, directly related to the way of being and living of their community, becoming apt for survival and for life in their culture. These dominions of knowledge are apparent in knowing how to be a Guarani/Kaiowá. A way of being that reflects thinking and doing as a unit, guaranteeing for the children the ability of remaining away from their mother and of carrying out experiences, without manifesting insecurity or tearfulness. However, as the process permits that each child has its own rhythm, they grow into being Guarani/Kaiowá in their own way, constructing human dimensions mediated by the environment and by their personal characteristics.Within this dynamic, this research intends to collaborate with the visibility of Guarani/Kaiowá knowledge and their possible contributions to the training of teachers for children from zero to ten years old. The intention also is to instigate the debate on the construction of a pedagogy which can handle the cultural diversity of Brazilian childhood, which permits each child to be who they are and at the same time, be different each day
Doutorado
Educação, Sociedade, Politica e Cultura
Doutor em Educação
Blackmore, Ernie. "Speakin' out blak an examination of finding an "urban" Indigenous "voice" through contemporary Australian theatre /." Click here for electronic access to document: http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20080111.121828/index.html, 2007. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20080111.121828/index.html.
Full text"Including the plays Positive expectations and Waiting for ships." Title from web document (viewed 7/4/08). Includes bibliographical references: leaf 249-267.
Aguirre, Berenice D. "Identifying the needs of the Purhepecha children and families: An indigenous population of immigrants from Michoacan Mexico living in the the United States." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3400.
Full textSterzuk, Andrea. "Dialect speakers, academic achievement, and power : First Nations and Métis children in standard English classrooms in Saskatchewan." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103297.
Full textThis classroom study was conducted in an urban community in Saskatchewan. The focus of the research was a Grade 3/4 classroom with 25 students, six of whom were interviewed for this study. Additionally, interviews were conducted with eleven educators. The results of this study indicate that the First Nations children of this study speak a dialect of English that differs phonologically, morphologically, syntactically, and lexically from the Standard English spoken in Saskatchewan. The results of this PhD research indicate that Indigenous English-speaking students use discourse behaviour that differs from that of their White settler classmates. In examining the children's speech and classroom behaviour, it becomes apparent that silence, teasing, and story telling are important discourse characteristics of Indigenous English.
The findings indicate that White settler educators demonstrate little awareness of the systematic linguistic and discourse characteristics of Indigenous English and that this lack of awareness is apparent in White settler educators' descriptions of their approaches to teaching, literacy development, classroom management, evaluation, and referral of First Nations and Metis students for speech and language assessment. Other findings include denial of difference, and a race/class divide in the school and community.
Possible resolutions to the problems faced by these students may include teacher training and dialect awareness classes. This field has not been adequately explored and further research is needed to discover viable solutions to the issues experienced by dialect speakers of Indigenous English in the Standard English classroom.