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1
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.
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This research presents the first comprehensive analysis of the vision and ocular characteristics of Australian Indigenous children including the prevalence of vision condition such as refractive error, and assessment of macula retinal thickness, optic nerve head dimensions, and ocular biometry. Findings revealed important differences in the process of emmetropisation, and in several ocular structures which may impact the risk for and detection of ocular diseases in adulthood. Additionally, while Indigenous and non-Indigenous children exhibited similar rates of vision conditions, Indigenous children were less likely to have received an eye examination, highlighting the importance of improved eyecare services for Indigenous Australians.
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Salgado, Bryan. "Patterns of Collaboration between Indigenous and Nonindigenous Mexican Children." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839687.
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<p> This 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.</p><p>
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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.
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This research investigated the prevalence of vision disorders in Queensland Indigenous primary school children, creating the first comprehensive visual profile of Indigenous children. Findings showed reduced convergence ability and reduced visual information processing skills were more common in Indigenous compared to non-Indigenous children. Reduced visual information processing skills were also associated with reduced reading outcomes in both groups of children. As early detection of visual disorders is important, the research also reviewed the delivery of screening programs across Queensland and proposed a model for improved coordination and service delivery of vision screening to Queensland school children.
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Freemantle, 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.
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[Truncated abstract. Please see pdf format for complete text.] Background : The excess burden of mortality born by young Indigenous Australians and the disparity in infant and childhood mortality between Indigenous and non-Indigenous Australians have been well documented. The accuracy and completeness of national data describing the health of Indigenous Australians is inconsistent. The Western Australia (WA) Maternal and Child Health Research Database (MCHRDB), is a linked total population database that includes perinatal maternal and infant data, and infant and childhood morbidity and mortality data. Overall, these data are more than 99% complete, with a similar high level of completeness and validity for Indigenous Western Australians. Aim : The aim of this thesis is to measure Indigenous infant (0 to <1 year) and childhood (>=1 to <19 years) mortality and the disparity between Indigenous and non-Indigenous infants and children in WA for birth cohorts from 1980 to 1997 inclusive. To achieve this aim a number of secondary aims were identified, including the measurement of certain maternal and infant variables, and the age-specific, all-cause and cause-specific mortality for WA infants and children. Method : The study comprises a longitudinal birth cohort study, the primary data source being the MCHRDB. Data included on the MCHRDB are complete for all births in WA from 1980 onwards, with new birth cohorts linked on an annual basis. Maternal and infant variables and the geographical location of the residence and the time of birth and death were included in the descriptive and multivariate analyses. Each infant and childhood death was coded using a three-digit code developed primarily for research purposes. The descriptive analyses of mortality referred to the probability of dying in infancy and in childhood as the cumulative mortality risk (CMR), for various diseases and various population subgroups. Age-specific childhood rates were also calculated. The results of multivariate analyses included the fitting of Cox and Poisson regression models, and estimates of effect were represented as hazard ratios (Cox regression) and relative rates (Poisson regression). Results : Between 1980 and 1997, births to Indigenous mothers accounted for 6% of total WA births. Approximately 46% of Indigenous births were to mothers living in a remote location compared to 9% of non-Indigenous births. Indigenous mothers gave birth at an earlier age (30% of births were to teenage mothers compared to 6% of non-Indigenous births), and were more likely to be single than non-Indigenous mothers (40% Indigenous, 9% non-Indigenous). Indigenous infants had more siblings, were born at an earlier gestation and with a lower birth weight and percentage of expected birth weight. The CMR for Indigenous infants was 22 per 1000 live births compared with 6.7 for non- Indigenous infants, a relative risk (RR) of 3.3 (95%CI 3.0, 3.6). While there was a decrease in the CMR over the birth year groups for both populations, the disparity between the rate of Indigenous and non-Indigenous infant mortality increased. The Indigenous postneonatal (>28 to 365 days) mortality rate (11.7 per 1,000 neonatal survivors) was higher than the neonatal (0 to 28 days) mortality rate (10.3 per 1,000 live births). This profile differed from that for non-Indigenous infants, where the neonatal mortality rate (4.3 per 1,000 live births) was nearly twice that of the postneonatal mortality rate (2.4 per 1,000 neonatal survivors). The main causes of infant mortality among Indigenous infants were potentially preventable. These causes were infection followed by Sudden Infant Death Syndrome (SIDS), which differed from the main causes for non-Indigenous infants, sequelae of prematurity and birth defects. The CMR attributable to SIDS increased over the years amongst Indigenous infants and decreased significantly over the years in the non-Indigenous population. Furthermore, the disparity in mortality between the two populations increased and, in 1995 to 1997, was over seven times higher amongst Indigenous infants. The CMR was highest amongst infants living in remote locations for all causes of death except for Indigenous deaths attributable to SIDS, where the risk of death was highest amongst infants living in metropolitan locations. With the exception of infection, there was no difference in cause-specific mortality amongst Indigenous infants according to geographical location. Indigenous infants living in a remote location were at a significantly increased risk of death due to infection compared with their peers living in a rural or metropolitan location. The risk of death for Indigenous children was more than three times higher than for non-Indigenous children. This risk was significantly increased when most of the perinatal maternal and infant variables were considered.
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Sivaramakrishnan, 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.
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This study examines the relative influence of traditional and biomedical theories of health and disease on the reasoning about childhood nutritional problems by mothers in rural South India. Mothers with different levels of schooling, traditional practitioners, and medical experts were interviewed. Their explanations of nutritional problems were verbally recorded and analysed using methods of cognitive analyses.<br>Nutritional 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.
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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.
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This study explores the development of resilience and cultural resilience and the strength of Aboriginal and Torres Strait Islander children in the early years 0-8 years. Cultural resilience is based on success and Indigenous worldviews. Participants indicated that culture, family and community play a significant role in growing up children. It enabled children to cope with transitioning between home, community and the school community. Factors such as a knowing one's culture, protocols, having respect for self and others builds strength,identity and ability to display empathy to others. Family and culture provide children from a young age that knowing where they belong, where they come from and in having strong connection to country and kin, and community enables them to navigate the many challenges in society they may face in a positive and respectful way.
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Payne, 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.
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Vitamin A deficiency and intestinal parasitism coexist in developing countries. This study evaluated whether a national program of vitamin A supplementation (200,000IU retinyl palmitate every 6 months), if combined with deworming (400mg albendazole), slows reinfection with Ascaris . A baseline survey of 595 indigenous preschool children in the Bocas del Toro region of Panama showed high rates of stunting (61%) and nematode infection (Ascaris 79.5%, Trichuris 19%). All children were dewormed and 328 were included in the 5 month follow-up study. Of these, 106 children received vitamin A supplementation through the Ministry of Health (Vit A S+) and 222 children received no supplementation (Vit A S-). At 3 months post deworming, both the prevalence (P= 0.0004) and intensity (P= 0.0124) of Ascaris infection were higher in Vit A S- children than in Vit A S+ children, indicating that reinfection occurred more slowly in supplemented children. When the two supplement groups were further sub-divided by stature, Vit A S+ resulted in lower reinfection rates (P=0.0002) only in normal height children, and not in stunted children. Despite the tendency of public health policy to target malnourished children our study provides evidence of increased benefit of vitamin A supplementation in normal height children living in areas with chronic parasitosis.
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Høeg, 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.
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This thesis examines personal consequences of forced assimilation in relation to identity and belonging of 22 Greenlandic children who were sent to Denmark to participate in a ‘social experiment’ in the beginning of the 1950’s. By adopting a social psychological approach, the theoretical framework of intergroup identification and cultural trauma theories has been applied to the experiences of the children as accounted in the two books ‘For Flid og God Opførsel’ by Thiesen(2011) and ‘I den bedste mening’ by Bryld(1998). Findings of the analysis show issues of identity division and confusion, lack of belonging and severe hurt caused by forced assimilation in childhood. Furthermore, elements of cultural trauma theories such as contemporary consequences, trauma as a structural process and intergenerational effects are identified in the narratives. The thesis speaks to the larger case of Danish colonialism in Greenland and contributes to the academic field of forced assimilation of Indigenous children.
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Bopape, 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.
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Thesis (M.Cur.) --University of Limpopo, 2013<br>Indigenous 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.
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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.
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Gerlach, 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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Improving the health of Indigenous children and fostering health equity requires a radical shift beyond prevailing health care approaches. Early child development (ECD) and intervention programs are increasingly recognized for their potential in promoting children’s health and well-being, and appear to be ideally positioned to play a vital role in fostering child health equity. Currently, there is a lack of research on early intervention (EI) programs in the context of Indigenous families and children in Canada. The purpose of this qualitative study was to generate knowledge on how an urban-based EI home-visiting program for Indigenous families and children in BC, known as the Aboriginal Infant Development Program (AIDP), influences families and children’s health and well-being, and is responsive to health and social inequities affecting families and children experiencing social disadvantages. This inquiry was informed by critical theoretical perspectives and undertaken in collaboration with the AIDP. Ethnographic methods of data collection were used to obtain the perspectives of: Indigenous caregivers (n=10) and Elders involved in AIDPs (n=4), AIDP workers (n=18), and administrative leaders of organizations that hosted AIDPs (n=3). Findings demonstrate: (a) a relational perspective of ECD that emphasizes how family well-being and children’s health equity are inextricably connected, and shaped by intersecting structural inequities; (b) how AIDP workers influence family well-being and foster child health equity by: (i) contextually tailoring their programs for female-led single-parent families in urban contexts, and (ii) reframing the EI process so that it is responsive to women’s agency and self-identified priorities, which are frequently centered on accessing determinants of health and navigating the health care and child welfare systems; (c) how locating AIDPs in multi-service organizational hubs enhances a relational orientation to EI, and (d) how AIDP workers traverse a contested ECD landscape and an increasingly complex relationship with the child welfare system. This knowledge will be used to inform and enhance AIDP practices, policies, and education. These findings are applicable to a broad range of ECD and health care disciplines, including occupational therapists, and EI programs that serve Indigenous and non-Indigenous children who live with social disadvantages that stem from structural inequities.<br>Medicine, Faculty of<br>Graduate
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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.
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Inadequate nutrition in preschool-aged children in an urban indigenous community outside of Santo Domingo, Ecuador has a negative impact on growth and development. Nutritional assessments have shown that children are underweight and that there are some effects of stunting and wasting in the population. This study was conducted to assess the extent of food security in this indigenous community in preparation for addressing two of the Millennium Development Goals for 2015: reducing the under-five child mortality rate by two-thirds and eradicating extreme poverty and hunger. An aim was to validate on-site assessment measures in this indigenous community regarding geographic circumstances, transportation, food culture systems and other barriers to food intake. These are interrelated and impact nutritional data collected on Tsáchila families in Ecuador. Mixed methods research were conducted to examine the factors that contribute to nutritional intake. The results showed observed food intake was less than food intake reported on the FFQ. Micronutrient and macronutrient levels, weight-for-height and height-for-age measures were below the WHO standard deviations for Z-scores for this population.
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Cácia, 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.
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Con el apoyo de la documentación etnográfica, la literatura antropológica y los datos recolectados en campo, el artículo relaciona el proceso de aprendizaje y enseñanza de los grupos indígenas del noroeste amazónico brasileño con los modos de producción y cuidado de personas. Las técnicas y el significado del proceso de «producir gente» se transmiten en la actividad diaria, en la interacción entre diversas generaciones y en las narrativas de especialistas y familiares (especialmente abuelos). Al mismo tiempo, este proceso se entrelaza con un conocimiento ritual y mitológico poco explicitado, pero siempre presente en los grupos de la región. Los niños y niñas también son participantes activos en este proceso de formación y autoformación; en el artículo, explico este protagonismo mediante una descripción detallada de un día de campo en la comunidad de Tabocal de uneiuxi, santa Isabel do Rio negro, Amazonas. en este relato demarco los medios por los cuales la producción de sí se realiza a través de las acciones de los niños y niñas, enfatizando el protagonismo de aquellos en su producción como gente, incorporando conocimientos y transformándolos.<br>Supported 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.
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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.
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El presente artículo está basado en investigaciones de campo realizadas por las autoras con niños indígenas galibi-marworno, de la región de uaçá, al norte del estado de Amapá, en Brasil. Pretende presentar aspectos de la pedagogía propia de esta población, que se sustenta en la importancia de la libertad y la autonomía para un aprendizaje adecuado y la producción de cuerpos saludables, dando cuenta de los aspectos no verbales del aprendizaje y rescatando la inventiva del aprendizaje por imitación, así como la agencia infantil implicada en esos procesos. el artículo presenta las concepciones de los galibi-marworno sobre infancia y desarrollo infantil, así como las estrategias familiares para la transmisión de conocimientos, contextualizándolos en relación con la historia y la organización de este grupo. Al describir los procesos de aprendizaje propios de los galibi-marworno, se busca contribuir a que los procesos de educación escolar puedan considerarlos y respetarlos, conforme exige la legislación brasileña.<br>The 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.
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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.
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This study examined indigenous infants, children, and youth in rural central Mexico for developmental delays by using a mixed methods approach. A two-person team consisting of a researcher and a translator completed this study. They conducted observations of 665 minors and interviews with their caregivers. A self-designed rubric was the guide to evaluate children using standards previously researched, developed and tested during the researcher's employment as director of a bilingual school in the United States (USA). This tool was used to evaluate the children, ninety-five percent of which were of Mexican heritage. The tool was modified to meet the needs of indigenous participants within this study in Central Mexico. This study found that the identification of developmental delays or special needs using traditional assessments might fail to take into account sociocultural factors (Baez, 2002; Cattey, 1980; Kelly, Sacker, Schoon, and Nazroo, 2006; Ogbu, 1992b; Rogoff, 2003) present in indigenous rural Mexican farm or ranch communities (`campos'). Data suggested that Native Indian or indigenous (`campesino') parents or other caregivers struggle with self-esteem issues related to class status thus failing to advocate for themselves or their children. Data additionally implied that caregivers lack access to social services including those aimed at working with developmental delays, special needs, (Fletcher, 1999; Forlin, Cedillo, Romero-Contreras, Fletcher, and Rodriguez, in press) and children without disabilities. Cultural factors maintained the status quo: the upper class held power, the middle class struggled, and the `campesino' continued to lose vital assets necessary to meet basic human needs. The findings identified a disproportionate number of developmentally delayed children, mainly due to malnutrition or other environmental influences; resulting from class status and/or lack of access to information. `Campesino' participants from in eighteen rural Central Mexican facilities were studied. Participants represented over one hundred `campos.' This study utilized an emic ethnographic approach (researcher being an "insider" researcher-participant) employing both qualitative and quantitative methodology. Results indicated that factors related to social status affected rural Mexican children's ability to acquire the basic nutritional intake necessary to achieve academic success and/or social elevation in Mexico or elsewhere due to the caregivers limited ability to improve the quality of life for his/her `campesino' children.
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Bremner, Patricia. "Teacher scaffolding of literate discourse with Indigenous Reading Recovery students." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/5623.
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The research study described in this report was conducted in 2007 at a Kindergarten to Year 12 College, situated in the remote Kimberley region of Western Australia. Using case study methods, this research aimed to examine the scaffolding techniques used by two Reading Recovery teachers as they supported the language and literacy learning of two Indigenous Reading Recovery students. And further, to examine the impact of this scaffolding on each student’s language and literacy learning.<br>Multiple 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.<br>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).<br>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.
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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.
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Background/aim: Occupational therapy service delivery must be adapted when working with Indigenous communities, as there is a diversity of beliefs, values and customs. There are currently no evidence-based models of therapy service delivery to rural and remote Indigenous children and their families. This study aims to explore occupational therapy service delivery to rural and remote Indigenous children and their families. Methods: Semi-structured telephone interviews were conducted with seven occupational therapists with experience with Australian rural and remote Indigenous children and their families. A thematic analysis was conducted on each interview with constant comparison to refine themes across interviews. Results: A total of six service delivery themes emerged from the data gathered in the interviews; flexible and accessible services; tailored services; culturally sensitive therapist; culturally inclusive services; occupational therapy awareness; and collaboration. These results linked with the need for long-term solutions, as the limited access to occupational therapy within these communities is a social injustice. Conclusion: The findings demonstrate that each Indigenous community is unique. Therapists work in collaboration with the community and use their critical reasoning skills to adjust practice accordingly. Significance of the study: This study contributes to growing knowledge about occupational therapy service provision in rural and remote Indigenous communities with children and their families. The findings will assist therapist in these communities to provide culturally aligned services. They also advocate for these communities by emphasising the basic human right violations that Indigenous communities are experiencing by not having access to consistent and culturally appropriate occupational therapy services.
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Moreno, 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.
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Political recognition of the multicultural nature of Mexico has advanced the understanding of how people live together, as well as how they value and respect each other’s differences. The migration of indigenous populations from rural areas of the country to urban settings has transformed the cities, and also schools, into places of remarkable cultural diversity. This study examines the processes of identity formation of indigenous children in two urban schools in Jalisco, Mexico. By studying the processes of identity formation, I focus on understanding how indigenous children represent themselves within the wider social discourses and dynamics of power, which might be either reinforcing or limiting their opportunities to strengthen their ethnicity. By using an ethnographic approach, from a critical theory perspective, this study focus on listening to indigenous children’s voices, rather than the other voices and experiences within the school setting. The study was conducted in two schools in the municipality of Zapopan, in the State of Jalisco, Mexico. Over a period of 14 months, I conducted semi-structured interviews with 22 indigenous children, balanced by gender and age, from 4 different ethnic groups: Mazahua, Nahua, Purepecha, and Totonaco. I also interviewed 22 mestizo children, 10 teachers, 3 principals, and 7 parents. The schooling experiences of indigenous children are discussed in the study. Elements such as language use, territory (geographic and symbolic), family networks, and their attachment to their communities of origin were identified as the crucial factors for indigenous children to represent, or sometimes deny, themselves as being indigenous. The analysis also highlights the silences, racism, and ethnic blindness that indigenous children face in urban schools. Meritocratic educational approaches within neoliberal discourses of competition, individual effort, and autonomy were embedded in the children’s schooling experiences, thereby shaping their learner identities. This study seeks to contribute to the pursuit of providing indigenous children with educational services that recognise and reinforce their ethnic identity. It is also my objective that children’s voices open up a dialogue with those responsible for the educational and social policies, in order to create a common front that might challenge the racism veiled as indifference and/or a desire for ‘equality’ in Mexican urban schools.
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Timms, 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.
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The literacy skills of 57 Indigenous Australian early-school students in Perth were compared by their ear health status where hearing loss (HL) and otitis media (OM) (highly prevalent in the population) was tested up to five times in the year prior to the culturally modified literacy assessment. No significant differences were found. The students showed overall improvement on all outcomes following a 15 hour targeted phonological awareness intervention. No differences in improvement were shown between the children with and without OM/HL.
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Nakano, 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.
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Anthropometcic measurements and 24h-recall interviews were conducted on Dene/Metis and Yukon children, and food choice questionnaire interviews were conducted on the mothers of the children. On average, 32% of the children were above the 85th percentile of BMI-for-age in the 2000 CDC Growth Charts. The dietary nutrient intakes were compared to the DRI values. Vitamin A, calcium, phosphorus, vitamin D, vitamin E, dietary fiber, omega-6 fatty acids, omega-3 fatty acids, and magnesium intakes were low. Excessive nutrient intake was not observed. Imbalance of energy intake from carbohydrate and fat and excessive energy intake from total sugar and saturated fat were observed. Market foods were a major part of the diet. Traditional food contributed 4.6% of total energy intake. Frequently mentioned factors as having an influence on food selection were cost, health, children's preference and acceptability, traditional food and market food availability, and women's preference.
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Hawkins, 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.
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Jiménez, 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.
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Este estudio presenta algunos de los resultados de un diplomado en educación Inicial Comunitaria realizado durante el ciclo escolar 2011-2012, con un total de doscientas horas, en el que participaron 35 maestras indígenas de educación Inicial que atienden a niñas y niños de 0 a 3 años de edad en comunidades marginadas de Oaxaca, méxico. Las actividades espontáneas de las niñas y los niños, y las planeadas de las maestras, que fueron analizadas a partir de las fotografías y narraciones de las maestras, forman parte de los portafolios de evidencias escritas y fotográficas que entregaron las participantes como su producto final del diplomado. Las metas deldiplomado eran enriquecer los conocimientos comunales de las par- ticipantes y proveerles las competencias necesarias para investigar y honrar las prácticas comunales, las formas de gobernarse y las perspectivas de las comunidades originarias rurales donde enseñan, para poder generar una educación Inicial auténtica, alternativa y comunal para los niños y niñas desde esta edad temprana.<br>This 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.
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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/.
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The long-term aim of this study is to gain a better understanding of the factors that influence the capacity of preschool teachers in teaching Vietnamese as second language (L2) to Indigenous children in Lai Chau province in Vietnam. The aim of the research is firstly to record and analyse preschool teachers’ beliefs about teaching L2, and secondly to analyse existing pedagogical practice in preschool classrooms where Vietnamese is taught to Indigenous children in Lai Chau. To achieve this, explanatory sequential mixed methods are employed to develop an in-depth understanding of the practice of teaching an L2 to Indigenous preschool children. The methods include surveys (n=286), interviews (n=6), and observations (n=6) of teaching Vietnamese language in preschools in Lai Chau Province. The findings from the study highlight the profound influence of cultural knowledge, teacher background and teacher experience. These three factors may cause both convergence and divergence between teachers’ beliefs and their practice. The study confirms that culture has a great influence on teachers’ beliefs and their teaching of Indigenous children. The cultural mismatch between teachers and students and their families leads teachers to blame the difficulties in teaching an L2 on children and their parents without considering their own teaching limitations. Based on the findings about teachers’ beliefs and their practice in the class, this research attests that espoused theories and practice do not always align. There is not a strict correlation between espoused theories and practice. The evidence demonstrated that in some cases, whilst teachers demonstrated good intuition, they were not sufficiently skilled in teaching an L2 to young children. Almost none of them had received formal training in pre-service education, although some had attended in-service training in L2 teaching.
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Beatch, 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.
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Feller, 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.
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There is a considerable body of research showing that before children enter school they are already equipped with language competencies and concepts developed particularly in their sociocultural environment. Although some studies have explored to some extent the lives of Indigenous children in their socio-cultural contexts, most of these studies do not systematically focus on the early years of their socialization processes. Furthermore, in Brazil, researchers have only recently–in the last 15 years–started to look at the child as a capable and competent being. Thus, the purpose of this study was to document and analyze the socialization practices used by and with Mbya Guarani children in the Tekoá [reservation] Marangatu Indigenous reservation in Imaruí, Brazil, particularly within the school and community contexts. The overarching goal of this dissertation study was to explore the role of Indigenous children's socialization processes in the development of bilingualism, biliteracy, or biculturalism within the school environment and how the bilingual school supports or hinders the development of the Guarani language. In this study, children are seen as social actors (Cohn, 2005a; Marqui, 2012; Mello, 2006; Tassinari, 2011), who transmit knowledge amongst themselves, the adults in their lives, and the different contexts in which they live and experience bilingualism and biculturalism, and in some cases, biliteracy. In this qualitative study, I used ethnographic instruments (Heath & Street, 2008; Seidman, 1998) to document in-depth the several literacy practices performed by first- and third-graders in the Escola Indígena de Ensino Fundamental Tekoá Marangatu (E.I.E.F. Tekoá Marangatu). Data include fieldnotes from participant observations, video and audio recordings, literacy samples (in the form of photographs), and informal interviews, which were collected during three months of fieldwork. Through open coding, I delineated specific domains regarding the use of literacy events (Heath, 1982) and the socialization practices of this specific Indigenous community, following previous empirical studies on immigrant and Indigenous children's emergent literacies (Azuara, 2009; Reyes & Azuara, 2008; Reyes, Alexandra, & Azuara, 2007; Teale, 1986). Through the use of narrative inquiry (Schaafsma & Vinz, 2011), I demonstrate how the role of translanguaging (García & Beardsmore, 2009) and the role that peers (Gillanders & Jiménez, 2004; Halliday, 2004; Moll, 2001) took in the socialization processes of these children are some of the important findings of this study. By also interviewing key members of the school, both Indigenous and non-Indigenous, I was able to understand more in-depth the importance of maintaining these children's cultural heritage at the same time that they learned their native language. In many instances the children in this study relied on more capable peers to understand the worlds and contexts in which they live. As they interacted with each other and with adults, children translanguaged across these multiple contexts as they brought their funds of knowledge (Gonzaléz, Moll, & Amanti, 2005) into the school setting. The modo de ser e viver [way of being and living] in this Indigenous community was intrinsically connected to how they saw themselves as Guarani and how they have adapted to the ways of living on the reservation. Being Guarani encompassed many aspects of their religion, ways of thinking, cosmology, and thus many times it was difficult to separate all of the aspects that composed the Guarani individual. The constant transformation of this reservation has been reshaping the social structures and activities the Guarani perform on a daily basis, yielding new forms of literacy. Even though Portuguese is the dominant language in the school context, both adults and children used Guarani as a way to escape the homogenization almost required by the outside world. Thus, understanding the role that the bilingual school plays in this community was also a key aspect of this research since both adults and children reinforced the use of Indigenous socialization practices within the school setting as a way to adapt to their way of living and being.
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Cooper, 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.
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American Indian or Alaska Native children are diagnosed with Autism Spectrum Disorder at later ages than Non-Hispanic White children. Other than being included in prevalence studies, in the last thirty years, there has been less than a handful of studies that have looked specifically at Autism Spectrum Disorder within the AI/AN community. No studies looked at the assessment experience of parents. This exploratory study used Indigenous Storytelling Methodology to hear an AI/AN parent’s initial developmental concerns about their child and their experience with the Autism Spectrum Disorder diagnosis process. The system of assessment created a frustrating experience, and the parent believed the child made eye contact, but found out later that there was really a lack of sustained eye contact. This research creates a base to start looking at Autism Spectrum Disorder symptoms to use for better outreach in the community and informs Tribal Health Clinics and Early Childhood Programs to better help guide parents through the Autism Spectrum Disorder assessment process.
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Hall, 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.
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This thesis is the first to comprehensively evaluate Acute Respiratory Illness with Cough (ARIwC) in urban, predominantly Aboriginal and Torres Strait Islander, children. It identified a community experiencing significant disadvantage and a concerning burden of ARIwC. Positive findings include the frequent presentation to primary health care, continuity of primary health care provider, and knowledge of when cough is abnormal; factors that are all critical to the success of interventions and further research to reduce the burden of disease.
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Khalid, 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/.
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Anticona, 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.
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Introduction. In 2006, a Peruvian environmental agency reported the presence of elevated blood lead levels (BLLs) in indigenous communities of the Corrientes river basin. This is a territory in the Peruvian Amazon where oil activity has been associated with serious environmental effects, with impact on an ongoing social conflict. This PhD project aimed to determine the lead sources, risk factors and pathways in children of these communities and to suggest control and prevention strategies. Given the arguments attributing the lead source to the oil activity pollution, the second objective was to clarify any potential connection between the two. This project was conducted by a collaborative research partnership with the regional health authorities and the community-based organization. The third objective was to characterize the challenges, facilitating factors and the lessons learned from the research process. Methods. Two epidemiological studies were conducted. Study I (2009) was carried out in three communities and study II (2010) in six communities with different levels of exposure to oil activity. The participants were children 0–17 years old. Data collection included: determination of BLLs, hemoglobin levels and anthropometric indicators, a risk factor questionnaire, an environmental assessment and a risk map. Data analysis included univariate, bivariate and multivariate logistic regression. Data for the third objective came from field notes, documents, interviews and a process of collective reflection. Results. Study I (n= 221) found no significant difference in the geometric mean(GM) BLLs between the communities exposed and not exposed to oil activity. Older age and being a boy were found as risk factors for BLLs ≥ 10 μg/dL. In study II (n= 346), age stratified logistic regression models indicated that children 0–3 years whose mothers had BLLs ≥ 10 μg/dL, children 0–6 years who played with pieces of lead and children 7–17 years who fished 3 times or more per weekor chewed pieces of lead to manufacture fishing sinkers had a significant increased risk of having BLLs ≥ 10 μg/dL. Children who lived in communities near oil battery facilities also had a significant increased risk of having BLLs ≥ 10 μg/dL. In both studies, environmental samples showed lead concentrations below reference levels. The challenges and facilitating factors identified focused on five interrelated themes: i) mutual trust, ii) multiple agendas, iii) equal participation, iv) competing research paradigms and v) complex and unexpected findings. Conclusions. Metal lead appeared to be the main source of exposure. Playing with pieces of lead and chewing pieces of lead to construct fishing sinkers appeared to be pathways of exposure for children aged 0–6 years and 7–17 years, respectively. Mothers’ BLLs > 10 μg/dL was a risk factor for BLLs > 10 μg/dL in children aged 0–3 years. Living in a community with high exposure to oil activity was a risk factor for BLLs > 10 μg/dL. The identified connection with oil activity was the proximity of communities to oil battery facilities and thus greater access to lead from cables and other industrial waste. Despite the numerous challenges, participatory research appears to be the most appropriate approach for this type of context. The study findings led us to recommend:i) a comprehensive community-based lead control and prevention plan,ii) the introduction of substitute non-harmful material(s) for fishing sinkers and iii) secure containment of the oil company’s waste deposits.<br>Introducción. 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.
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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/.
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This thesis shows to what extent the study of Italian children's literature can benefit from an attentive analysis of the parallel corpus of translated works and of the interaction between the two. The first chapter argues that ignoring translated literature means we are telling only half of the story, since translations have had a strong impact not only on the development, but also on the formation of Italian literature for children. The second chapter disputes the assumed internationalism which suggests children's classics can cross linguistic and cultural boundaries 'naturally', employing research tools offered by Translation Studies: the mechanisms of transfer which can be observed when classics for children move from one culture into another reveal the many changes and adaptations that these books have undergone in order to be accepted in the target cultures, and also their transformation over time within their own source cultures. The third chapter explores links between translation, women's writing and children's literature by looking at the work of a limited number of significant Italian women translators of children's literature, whose contribution to Italian literature is still largely ignored. The historical period of Fascism provides a context for the observation of norms applying to literature for children in the fourth chapter. The idea that children would be much more ideologically pliable than adults led the regime to try to impose on children's books a set of norms conforming to its political aims. Following a broadly chronological line brings us, in the last chapter, to look at the way in which the penetration of innovative literary models and ideas through translation greatly influenced the development of indigenous children's literature in post-war Italy, as well as at the impact of globalisation from the 1980s onwards, both on Italian production and on imported children’s books, their distribution and reception.
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Blake, 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.
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This thesis is the first to demonstrate the most appropriate spirometry and FeNO reference values for use amongst Aboriginal and Torres Strait Islander children and young adults. Availability of this data will lead to improved accuracy of spirometry and FeNO interpretation which will aid in more timely diagnosis and management of respiratory conditions for this population. Results from this study also suggest that healthy Australian Indigenous lung function data may not be as low as previously reported in earlier studies.
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Johnson, 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.
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This Indigenist study is the first to enter the contested space that is the unique educational site of traumatized Urban Indigenous children in Canadian child protection systems. It identifies the historic, political, socio-legal, legislative, financial and jurisdictional wrangling and impediments to their academic and traditional Indigenous educational success. Specifically, this study explores the intersectionality of educational and child protection issues identified in the literature and personal experiences of twenty-nine Urban Indigenous former children in Canada’s child protection system and representatives of two Urban Indigenous delegated child protection agencies. The research participants claim Indigenous membership or ancestry in fifty-two First Nations and Métis communities and either grew up on, or are currently living on, traditional Coast Salish territories in the Urban communities of Victoria and Vancouver, BC.
Saulteaux star blanket theoretical and methodological approaches inform the development of a holistic Saulteaux Star Blanket Urban Indigenous Educational Organizational Model (SBEOM). This SBEOM requires Indigenous advocacy and legislation; governance and staff; cultures, languages, traditions and ceremonies; mentoring by former Indigenous children in care; child in care education and support; specific targeted funding; assessment, planning, implementation and review; service delivery protocols, political collaboration and coordination. The twenty-nine Urban Indigenous “voices of experience” offer audible, and strategically critical guidance to Indigenous and non-Indigenous politicians, policy-makers, social workers, educators and advocates about one model that may help to address the educational abyss between Urban Indigenous children in provincial child protection systems and every other Canadian student population.
The results of this study link the educational outcomes of traumatized Urban Indigenous children to a strategic intersectional approach that accounts for social determinants such as a violent gendered and racist child protection, educational and colonial history. The enforced relocation of many Urban Indigenous peoples, and enforced constructions of Urban Indigenous children’s socio-cultural and political identities must also be considered. Recommendations asserted by the Urban Indigenous participants, who are rights-based representatives of larger Indigenous nations, are synthesized from the data as necessary components of culturally competent social work and educational legislation, policies and services for the burgeoning Urban Indigenous population in Canada.
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O'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.
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Rogerson, 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.
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In this thesis I have developed a theoretical framework using Michel Foucaults metaphor of the panopticon and applied the resulting discursive methodology to prominent risk assessment texts in Tasmanian Government child protection services. From the analysis I have developed an innovation poststructural practice of discursive empathy for use in child protection social work.
Previous research has examined discourses such as madness, mothering, the family and masculinity using Foucaults ideas and argued that each is a performance of social government. However my interest is in the best interests of the child as governmentality; risk as the apparatus through which it is conducted and child abuse its social effect. In applying a discursive analysis, practices of risk assessment are therefore understood to actually produce intellectual and material conditions favourable to child abuse, rather than protect children from maltreatment.
The theoretical framework produces in this thesis incorporates three distinct components of Foucaults interpretive analytics of power: archaeology, genealogy and ethics. These components provide a structure for discourse analysis that is also a coherent methodical practice of Foucaults notion of parrhesia. The practice of parrhesia involves social workers recognised that social power is subjectively dispersed yet also hierarchical. Using this notion I have analysed the best interest of the child as a panopticon and argued that child abuse is a consequence.
This thesis therefore demonstrates how child protection social workers can expose the political purpose involved in the discourse the best interests of the child, and in doing so challenge the hostile intellectual and material conditions that exist for children in our community. In concluding, I identify how discursive empathy is a readily accessible skill that social workers can use to practice parrhesia in a creative way.
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Chinwuba, 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.
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The study seeks to achieve the following: (1) Highlight the perception of the Batwa on the right to education (2) Make a case for the importance of education in the interest of the Batwa (3) Make conclusions and recommendations that will enhance the right to education of the Batwa child.
Conclusions and recommendations reached would not only assist Uganda in fashioning out a model that will not seek to treat education as a means to economic end but as an end in itself. In addition, an all-encompassing model of education that will encourage quality education and training of the indigenous child to erase any form of disadvantage or inferiority already experienced by the indigenous child is proposed. Thus, the benefit of this research is not just to the Batwa but also other indigenous peoples’ in the world generally and Africa in particular<br>Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2008.<br>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<br>http://www.chr.up.ac.za/<br>Centre for Human Rights<br>LLM
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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.
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This multi-modal dissertation examines the historical hegemonic making of U.S. education, and how compulsory schooling has framed acceptable notions of culture, language/literacy, and knowledge production. Through this criticism of colonization and education, theoretical and practical alternatives are explored for the opportunities outside mainstream schooling in the US. In examining the literary work on decolonizing education, these efforts can engage in unlearning of coloniality by finding examples from a time before colonization. In contemporary society, the practice of de/unschooling can hold the possibilities for decolonizing education. To demonstrate how families of color in the U.S. engage with unschooling, interview questions serve as the sharing of knowledge and experience so as to ground the research in lived reality. A brief survey of critical education and critical pedagogy broadens those already critical of schools and/or receptive to the criticism of schools and the un/deschooling alternative then places student and family/community as the center of learning and teaching.
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Kruger, 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.
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Knowledge of Indigenous language and identity for Australian Indigenous children is vital. Despite this there has been little research into the effects that living culture practice affords Australian Indigenous children through learning heritage language. Yarrabil (to sing) is one way in which Indigenous youth can participate in learning Indigenous language. Through a series of surveys, wula bora (focus group) sessions, interviews and reflections, the jarjum (children) of the Yugambeh language region assisted to discover how the process of participation in an urban Aboriginal children’s language choir can play an integral part in youth leadership, language acquisition, well-being (self-efficacy), and Identity and Aboriginality. The research also demonstrates how a language choir can safe-guard language and culture whilst building socio-cultural capital within an Indigenous community. The National Indigenous Languages Survey Report of 2005 listed the Aboriginal language Yugambeh of the Gold Coast, Logan and Scenic Rim regions of South-East Queensland, Australia as endangered. This thesis investigates an alternate way to girrebba (wake up) a sleeping language and engage youth in the process of learning their heritage language. The ‘Yugambeh Language and Song project’ provides academic knowledge in a relatively unstudied field, supports living culture practice and provides a model to assist other Indigenous communities to sing their language alive.<br>Thesis (Masters)<br>Master of Arts Research (MARes)<br>School of Humanities, Languages and Social Science<br>Arts, Education and Law<br>Full Text
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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.
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Woolum Bellum KODE (Koorie Open Door Education) School is located at Morwell in the Latrobe Valley of Victoria. The school is unique in that its curriculum is centred on the Gunnai/Kurnai language and culture of the traditional owners. The aim of this thesis is to describe and tell the history of Woolum Bellum School. My research questions are: 1. what led to the establishment of the Woolum Bellum KODE School? What are the critical success factors of the school attaining autonomy within the Victorian State Education system? The story of Woolum Bellum and its journey is important in the context of sharing knowledge. It exemplifies how a school like Woolum Bellum can be autonomous and how it presents a challenge as it comes to terms with what works and why. As a community we can assess the overall success of the school in terms of outcomes for the community. The benefits are seen in the generation of young people who attended the school over the past fifteen years. Their experience of schooling at Woolum Bellum as opposed to their experiences in the mainstream system amounts to significant successes. My ways of knowing have informed how I have used a method of research that respects my knowledge gifted from my Elders and Ancestors. My indigenous ways respected in using Dadirri as a methodology for narrative inquiry in research underpins and informs respect for honouring an indigenous paradigm; with tools within that paradigm to guide and shape my research. My cultural ways of knowing, my guidance in reciprocal and respectful relationships, talking together in circles, telling stories in conversations, and understanding community are at the core of these ways of knowing. My quilts crafted with multiple layers of knowledge offer the community a visual representation of the journey. They share the narrative and knowledge in conversations and in stories. They are relational and interrelated and they interpret the issues from my ways of knowing. This is a story I have shared with others already who believed in the possibilities for a Woolum Bellum School. Like me, they welcomed the challenges, the responsibilities that came with it to our community and Elders. And like me, the community held on to the dream that time and through listening, through learning and with knowledge, the possibility remains.
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Walsh, 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.
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Maass, 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/.
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Indian Residential Schools (IRS) separated children from their families with the goal of acculturating them to dominant Canadian society by suppressing Indigenous languages, traditions, and spirituality. Enforced residential schooling was the determined assimilationist policy of the Canadian government for approximately 130 years, with boarding schools for Indigenous children in operation in all parts of the country from the 1880s to the mid 1990s. Despite these goals the schools were consistently underfunded and often badly managed by the government of the day; abuse and disease were rampant and death rates were high. The schools became the subject of litigation in the 1990s. The resulting 2007 IRS Settlement Agreement (IRSSA) between former students, and jointly; the Government of Canada and the churches that administered the schools was the largest legal settlement agreement in Canadian history. A truth finding and reconciliation process was one element of this multi-faceted agreement. The Truth and Reconciliation Commission of Canada (TRC) was tasked to investigate all aspects of the residential school experience and to address the past historic injustices of forced assimilation, including school deaths. School records are incomplete and recorded numbers are lower, however TRC Commissioners estimated that 6000 students, and likely more, did not survive long enough to benefit from their education. Most of these children were buried in small unofficial cemeteries on or near the school grounds. Often, parents were not notified about the death of a child and in many cases descendant families still don’t know where their relatives are buried. Over the past several decades these small, largely unmarked, burial places are increasingly disappearing from the landscape. In the context of Canada’s international obligations under the UN Declaration on the Rights of Indigenous People and recent interpretations of the Convention for the Prevention of the Crime of Genocide, I argue the case for a nationally funded, comprehensive, multi-disciplinary, archaeological program for the identification and commemoration of these spiritually important sites. With the signing of the IRSSA, many Indigenous communities have begun a healing journey to reclaim their histories, locate relatives’ unmarked burial places, and restore and commemorate lost cemeteries in ways that have meaning for them. The Indigenous communities most impacted by these deaths are leading this work. Not the least of these impacts is the lack of ‘knowing’ where the dead are buried. In the aftermath of the TRC there is much talk among Canadians about the need for reconciliation. Support for the identification and commemoration of IRS burial sites is a tangible and concrete way for the archaeological community to contribute to that endeavor.
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Kyaw-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 textAbstract:
Nontypeable Haemophilus influenzae (NTHi), Streptococcus pneumoniae and
Moraxella catarrhalis are common bacterial agents of otitis media which is a major
cause of morbidity in young children. Mucosal immune responses are an integral part
of the immune defense against middle ear infection and it is known that certain
populations, including Australian Aboriginal children, are highly susceptible to disease.
The current study focussed on the development of the mucosal immunity to the three
bacterial pathogens in Aboriginal and non-Aboriginal children from birth to two years
of age, living in the Kalgoorlie-Boulder region of Western Australia. Salivary and
breast milk IgA levels were measured by the enzyme Linked immunosorbent assay. The
measured IgA levels, combined with socio-economic, demographic and bacteriological
data were analyzed statistically to determine the influential factors on the mucosal IgA
response in these children over time.
This study found that each antigen-specific IgA examined followed a distinct ontogeny
pattern and IgA responses differed significantly according to age, indigenous status and
feeding type. Indoors smoke exposure, maternal smoking, and sibling day care
attendance had some impact on salivary IgA levels in the children. However, household
crowding and the presence of older siblings had the most significant impact on salivary
IgA levels for children of different age groups. These two factors were correlated to
increased nasophayrngeal colonization by H. influenzae, S. pneumoniae and M.
catarrhalis and colonization status was also found to influence salivary IgA levels in the
children. No correlation between maternal breast milk IgA levels and child salivary IgA
levels was observed.
The results suggest that the degree of exposure to environmental factors rather than
immunological deficit is responsible for the observed differences in salivary IgA
responses between Aboriginal and non-Aboriginal children and modifying these factors
could lead to a reduction in the burden of otitis media experienced by the children.
Further studies correlating specific salivary IgA levels to diseases such as otitis media
will reveal the role of specific salivary IgA responses in the prevention of infection by
respiratory pathogens.
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Greenwood, 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 textAbstract:
Places for the Good Care of Children is, broadly speaking, about Indigenous early childhood and the potential of understanding child development as a site for cultural rejuvenation and efforts to rebuild colonized peoples. More specifically, the project seeks to answer questions about linkages between early childhood, government policies, community visions, and the identity and rebuilding of Indigenous peoples and communities. I pursue this topic by examining two communities (Lake Babine and Tl'azt'en) within the Carrier Nation in Canada and two Tuhoe Maori Kohanga Reo sites in Aotearoa / New Zealand. Integral to this study is my own positioning as a Cree scholar, a long-time professional in the area of early childhood development, an advisor on multiple committees and tables concerned with Aboriginal issues in Canada, and a mother of three. From these multiple positions I have undertaken a qualitative inquiry employing focus groups, key informant interviews, and thematic analysis, all of which draw from multiple methodologies and a literature largely comprising works concerned with decolonization, Indigenous theory, early childhood development, and policy. The key findings of this research suggest that early childhood (and related educational considerations) is a critical site for cultural rejuvenation, for the rebuilding of community, and for the establishment of healthy Aboriginal communities in the future. Fundamental to this (rebuilding is autonomy by Indigenous communities over language and culture, over the care and education of their children, over their lives and futures, and over the lives and futures of their children.
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Paguay, 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.
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Various studies have been done to determine the prevalence of anemia in our country, but these studies don't reflect the true magnitude of this sickness, considered in Ecuador a problem of public health since these investigations correspond to urban sectors and margins and not to rural places where the care is very deficient and in certain cases useless, mainly because of the difficult access and the lack of economic resources of the government institutions. The current work was realized in coordination with the school of Nutrition and Dietetics and with the help of the Benson Agriculture and Food Institute was applied in rural communities of the Indigenous, "Mixed-Race" and African-American of Imbabura taking into account kids under the age of 5 as being a population group in constant risk of suffering specific deficiencies, such as Iron deficiency and its subsequent evolution towards Anemia. In this investigation we are going to find information about the prevalence of Anemia in the before mentioned groups of kids, their relationship with the deficiency of the consumption of Iron, influence of one of the most common sicknesses in these sectors as are Intestinal Parasitism. I am sure that the content will be of enormous interest to those that desire to know and better the critical situation of health and nutrition which unwinds this people, because of the provision of updated and truthful information will permit a better orientation of the different programs and projects that are implemented in these areas.
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Timm, Victoria Margaret. "Behaviour problems in primary schools in Mamelodi." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-11202008-182759.
Full text
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Vaca, 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 textAbstract:
The study conducted in the rural area of the province of Imbabura included a total of 518 families that when compared with the estimated sample of 96%, 42.7 % corresponding to the indigenous ethnic group, 28.15% to Black and 25% to mixed-race ethnic groups, these differences of involvement between ethnic groups is due to the fact that the indigenous population is greater than the two remaining populations. Of the 518 families studied they were able to obtain a total of 794 children younger than 5, in which 48.5% pertaining to the male sex and 51.4% to the female sex. In linking the number of participating families and the number of children studied we were able to find that mothers have 1 to 2 children younger than the age of 5 in every family. In evaluating the nutritional state of the 794 studied children, 47.09% were found to have global malnutrition (P/E), 67.26% presented a chronic malnutrition that is to say a lower height for their age, whereas 13.97% presented an acute malnutrition, a percentage that doesn’t attract attention due to what I have already noted previously with children presenting low height and weight for their age when using the indicated weight/height, the nutritional state of the children is appropriate. The nutritional state of children under the age of 5, by considering the indicators of weight/age and height/age, identified the indigenous ethnicity having major problems of malnutrition (54% and 80.97%) respectively, while the two remaining ethnic groups have presented similar percentages. The opposite occurs with the indicator of weight/height, which detected that the Black ethnic group presented a major nutritional deterioration (24%) unlike the other two ethnic groups, we believe that this difference is due to indigenous children presenting a diminished height, consequently when we use the indicator of weight/height, an adequate weight for height is presented. According to the magnitude of diarrheal processes we find that 28.34% of children presented EDA, the indigenous ethnicity being that with the highest percentage (12.84%) in relation to the other two ethnic groups. According to the severity of the diarrheal processes, light EDA presents the highest percentage with 62.67%, with the indigenous ethnicity being affected the most, moderate EDA presents a 34.22% similarly affecting the indigenous ethnicity and severe EDA presents a 3.11% with the mixed-race ethnicity being the most affected. Relating the nutritional state with acute diarrheal illnesses, considering the indicators of weight/age and height/age, we find that the indigenous population is mostly affected in nutritional state as well as in the presence of EDA. Malnourished children present a higher number of diarrheal processes. Considering the indicator of weight/height, diarrhea is more frequent in children with a normal nutritional state, with the Black ethnicity that which presents the greater percentage of EDA in normal and malnourished children. For this reason, it is urgent that national programs of health and alimentation are defined and implemented in order to combat the nutritional problem and ensure an adequate supply of food for the whole population, improving the conditions of health and environmental sanitation in order to reduce the high rates of malnutrition, diarrhea and acute respiratory infections.
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Beltrame, Camila Boldrin. "Etnografia de uma escola Xikrin." Universidade Federal de São Carlos, 2013. https://repositorio.ufscar.br/handle/ufscar/231.
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Previous issue date: 2013-08-29<br>Financiadora de Estudos e Projetos<br>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.<br>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.
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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.
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Orientador: Ana Lucia Goulart de Faria<br>Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-08T00:47:54Z (GMT). No. of bitstreams: 1
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Previous issue date: 2006<br>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<br>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<br>Doutorado<br>Educação, Sociedade, Politica e Cultura<br>Doutor em Educação
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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.
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Thesis (Ph.D.)--University of Wollongong, 2007.<br>"Including the plays Positive expectations and Waiting for ships." Title from web document (viewed 7/4/08). Includes bibliographical references: leaf 249-267.
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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.
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The purpose of this study was to identify the needs of the Purhepecha children, also referred to as Tarascan, and their families living in the Eastern Coachella Valley located in California. A questionaire was developed by the author in order to identify the population's specific needs. Ultimatley, it is with hope that the Purhepecha people's needs will be understood as relevant to their language and culture, and make these needs public for other professionals working with this population.
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Sterzuk, 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.
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This doctoral dissertation focuses on the negotiation of power in schools and the social and academic experiences of First Nations and Metis children who speak a non-standard variety of English called Indigenous English. Indigenous English is a dialect of English spoken by many Indigenous peoples in Canada; it is especially discernable in the Prairie Provinces, yet it is not widely recognized by the majority of the population. This thesis explores the experience of dialect speakers of Indigenous English in the standard English School and educator perceptions of their literacy and language abilities.<br>This 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.<br>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.<br>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.