Dissertations / Theses on the topic 'Indigenous engagement'
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Birrell, Carol L. "Meeting country deep engagement with place and indigenous culture /." View thesis, 2006. http://handle.uws.edu.au:8081/1959.7/20459.
Full textThesis submitted for the degree of Doctor of Philosophy to the University of Western Sydney, College of Arts, School of Education. Includes bibliographical references.
Cochrane, Krysta Leeanne. "An articulation of Indigenous and sociocultural approaches : theory, methodology, and application to Indigenous school engagement." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/10177.
Full textDurward, Anna, Iina Santamäki, Luong Nguyen, and Muthoni Nduhiu. "Exploring practitioner’s engagement with Indigenous communities to work towards sustainability." Thesis, Blekinge Tekniska Högskola, Institutionen för strategisk hållbar utveckling, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-18345.
Full textEckersley, Mark. "Signposts and messagesticks: An ethnographic study of non-indigenous drama teachers’ engagement with an indigenous drama text." Thesis, Australian Catholic University, 2019. https://acuresearchbank.acu.edu.au/download/c794a0bbc920b0dccbd1d1d653692286e42558ad76312d10462327ff49fa9c66/3588331/Eckersley_2019_Signposts_and_messagesticks_an_ethnographic_study.pdf.
Full textChief, Karletta, Alison Meadow, and Kyle Whyte. "Engaging Southwestern Tribes in Sustainable Water Resources Topics and Management." MDPI AG, 2016. http://hdl.handle.net/10150/622417.
Full textWashington, Shaneé Adrienne. "Family-School-Community (Dis)Engagement: An Indigenous Community's Fight for Educational Equity and Cultural Reclamation in a New England School District." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108518.
Full textThis exploratory case study examined family-school-community engagement in a small New England school district and town that is home to a federally recognized Indigenous Tribe that has inhabited the area for 12,000 years and whose children represent the largest group of racially minoritized students in the public schools. Using Indigenous protocols and methodologies that included relational accountability, individual semi-structured conversations, talking circles, and participant observation, this study explored the ways that Indigenous families and community members as well as district educators conceptualized and practiced family-school-community engagement and whether or not their conceptualizations and practices were aligned and culturally sustaining/revitalizing. Family-school-community engagement has been touted in research literature as a remedy to the problem of low achievement that prevails in many schools serving minoritized students, including Indigenous students. However, a more pertinent reason to study this topic is due to “ongoing legacies of colonization, ethnocide, and linguicide” committed against Indigenous families and their children by colonial governments and their educational institutions (Brayboy, 2005; Grande, 2015; McCarty & Lee, 2014, p. 103). This study was thus conducted and data were analyzed using a decolonizing lens and culturally responsive leadership (Johnson, 2014), culturally sustaining pedagogy (Paris & Alim, 2014), and culturally sustaining/revitalizing pedagogy (McCarty & Lee, 2014) as theoretical frameworks. Findings revealed distinctions in the priorities and engagement practices of educators versus Tribal members. While educators conceptualized and reported to practice an open-door model of engagement in which families have a plethora of opportunities to get involved in the schools, Indigenous parents and community leaders engaged as ardent advocates for the equitable treatment of their children and for the expansion of language and culture-based programming for tribal students in educational spaces within and outside of the public-school system. Also, Educators and Tribal members alike acknowledged that district staff lack cultural awareness and sensitivity and needed to be better educated. These findings and others offer important implications for local Indigenous communities and school districts serving Indigenous families
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Phillips, Jacqueline 1980. "Native title law as 'recognition space'? : an analysis of indigenous claimant engagement with law's demands." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=101825.
Full textHogarth, Melitta Dorn. "A critical analysis of the Aboriginal and Torres Strait Islander Education Action Plan." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/89754/1/Melitta_Hogarth_Thesis.pdf.
Full textNkhwashu, Tinyiko Enneth. "Creating a model of convergence and engagement between African indigenous health and biomedical system regarding tuberculosis (TB) treatment." Thesis, University of Pretoria, 2016. http://hdl.handle.net/2263/61666.
Full textThesis (PhD)--University of Pretoria, 2016.
Nursing Science
PhD
Unrestricted
Lee, Annette. "The effects on student knowledge and engagement when using a culturally responsive framework to teach ASTR 101." University of the Western Cape, 2020. http://hdl.handle.net/11394/7274.
Full textThe U.S. has a problem: it is not effectively utilizing all the bright young minds available to its science & engineering workforce. In 2012 the President’s Council of Advisors on Science and Technology (PCAST) reported that a million more STEM professionals in the U.S. workforce were needed over the next decade. PCAST reported that the situation is far worse for underrepresented students, who make up 70% of undergraduate students but only 45% of the STEM degrees. Recent reports suggest women in science and engineering have made small gains, while historically underrepresented ethnic groups (Blacks, Hispanics, American Indians) continue to be significantly underrepresented. The lack of diversity in the U.S. workforce is not reflected in the USA population nor is it reflected in the undergraduate student population. As the U.S. aspires to retain a leadership role in research and development in an increasingly diverse and globally interconnected society, this disparity is unsustainable. What if having more culturally interesting, more culturally responsive STEM classes is a way of increasing the diversity of the science and engineering workforce in the U.S.? This study focuses on a topic that has been generally overlooked by the STEM educational community, but one that is directly relevant to student engagement and learning outcomes: the role of culture as a variable in student learning. This study examines how different pedagogical approaches shape student outcomes in Astronomy 101 courses. In a comparative study two different pedagogical approaches were analyzed using both quantitative and qualitative methods in a semiexperimental nonequivalent group research design. The theories of culturally responsive pedagogy (CRP), active learning theory in STEM, and Indigenous knowledge systems (IKS) ground this approach. The findings of this study show important gains for all students. Underrepresented minority students (URM) in the course with increased culturally responsive pedagogy were exceptionally engaged and learning gains soared. By measure of the concept inventory, the URM students in the course with increased culturally responsive pedagogy outperformed all other students in the study. As the U.S. will have a non-white majority by the year 2045 and diversity in STEM faculty lags there is a need for tangible, evidence-based, culture-based curriculum and pedagogy. There is a problem and based on the evidence found in this study, there is a way to fix it.
The U.S. has a problem: it is not effectively utilizing all the bright young minds available to its science & engineering workforce. In 2012 the President’s Council of Advisors on Science and Technology (PCAST) reported that a million more STEM professionals in the U.S. workforce were needed over the next decade. PCAST reported that the situation is far worse for underrepresented students, who make up 70% of undergraduate students but only 45% of the STEM degrees. Recent reports suggest women in science and engineering have made small gains, while historically underrepresented ethnic groups (Blacks, Hispanics, American Indians) continue to be significantly underrepresented. The lack of diversity in the U.S. workforce is not reflected in the USA population nor is it reflected in the undergraduate student population. As the U.S. aspires to retain a leadership role in research and development in an increasingly diverse and globally interconnected society, this disparity is unsustainable. What if having more culturally interesting, more culturally responsive STEM classes is a way of increasing the diversity of the science and engineering workforce in the U.S.? This study focuses on a topic that has been generally overlooked by the STEM educational community, but one that is directly relevant to student engagement and learning outcomes: the role of culture as a variable in student learning. This study examines how different pedagogical approaches shape student outcomes in Astronomy 101 courses. In a comparative study two different pedagogical approaches were analyzed using both quantitative and qualitative methods in a semiexperimental nonequivalent group research design. The theories of culturally responsive pedagogy (CRP), active learning theory in STEM, and Indigenous knowledge systems (IKS) ground this approach. The findings of this study show important gains for all students. Underrepresented minority students (URM) in the course with increased culturally responsive pedagogy were exceptionally engaged and learning gains soared. By measure of the concept inventory, the URM students in the course with increased culturally responsive pedagogy outperformed all other students in the study. As the U.S. will have a non-white majority by the year 2045 and diversity in STEM faculty lags there is a need for tangible, evidence-based, culture-based curriculum and pedagogy. There is a problem and based on the evidence found in this study, there is a way to fix it.
Onciul, Bryony Annette. "Unsettling assumptions about community engagement : a new perspective on Indigenous Blackfoot participation in museums and heritage sites in Alberta, Canada." Thesis, University of Newcastle Upon Tyne, 2012. http://hdl.handle.net/10443/1401.
Full textKyakuwa, Julius. "Exploring African musical arts as community outreach at the University of Pretoria." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60374.
Full textLepage, Candis. "An Evaluation of the Ottawa Hospital Viral Hepatitis Telemedicine Program and Increasing Hepatitis C Virus Care Engagement of Indigenous Peoples Through Telemedicine." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/38342.
Full textHalsall, Tanya. "Evaluation of a Sports-Based Positive Youth Development Program for First Nations Youth: Experiences of Community, Growth and Youth Engagement." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35598.
Full textKennedy, Amber L. "Pedagogical considerations for a culturally responsive reading program for Indigenous students: Reflections from a critical participatory action research study." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/225973/1/Amber_Kennedy_Thesis.pdf.
Full textHughes, Charlotte Degener. "Indigenous-led Resistance to Environmental Destruction: Methods of Anishinaabe Land Defense against Enbridge's Line 3." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/pitzer_theses/91.
Full textFreilich, Emily. "Restoration of Mauri (Life-Force) to Okahu Bay: Investigation of the Cultural, Social, and Environmental Restoration." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/pomona_theses/188.
Full textTruscott, Keith. ""More than three "Rs" in the classroom" : a case study in Aboriginal tertiary business education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/925.
Full textDaly, Lewis. "The symbiosis of people and plants : ecological engagements among the Makushi Amerindians of Amazonian Guyana." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:6bb0c864-68d3-4909-b6d1-362e653229b1.
Full textBirrell, Carol L., University of Western Sydney, College of Arts, and School of Education. "Meeting country : deep engagement with place and indigenous culture." 2006. http://handle.uws.edu.au:8081/1959.7/20459.
Full textDoctor of Philosophy (PhD)
Yao, Tsung-Wei, and 姚宗威. "A Study of Indigenous Student Engagement in Place-Based Education." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/2562cq.
Full text國立彰化師範大學
科學教育研究所
105
Through the orientation of phenomenology and micro-ethnographic (discourse analysis), this study explores indigenous students' learning in four indigenous Place-Based Education (PBE) science learning modules. With the modules, we found the features of the indigenous students' learning, the learning outcomes, the factors of affecting student engagement, and the impact of indigenous students’ ethnic identity. In the study were two indigenous schools in the middle of Taiwan, each with two classes. There were 48 indigenous fifth and sixth graders, including the Atayal, Bunun and Sediq. The teaching themes of the four PBE modules were about landslide, weaving, botanic and biological diversity. The findings showed that the learning characteristics of the indigenous students in the PBE module included the willingness to participate in the practical curriculum and the “Samba School” learning community, both of which enhanced the indigenous student engagement. In the three modules pretest-posttest statistical analysis, two of the modules showed that students made significant progress, and one of them was not significant. However, with the analysis of the concept map and the assessment of the indigenous teacher, we found that the indigenous students could learn through the PBE curriculum module to obtain positive learning results. The factors that affected indigenous students' learning input included the local elements of teaching aids or Indigenous Knowledge (IK) provided by the elderly and even the elderly themselves as well. Indigenous teacher changed the focus in class owing to the questions related to IK raised by the students and guided the students to the in-depth discussion. The indigenous teacher possessed the acculturative dual cultural identity and the positive emotion in the IK of the PBE module. Thus, in the practice of the PBE, the teacher can played the competent cultural guide, became the key factors of enhancing the indigenous student engagement and provided the basic conditions of the indigenous students to cross the boundary of IK and Western Modern Science (WMS). Through the interview, it assumed that the indigenous students had a high degree of ethnic identity before the course. Therefore, there was no significant difference existed in ethnic identity survey between the before and after the PBE course.
McGinnis, Gabrielle. ""We speak for country": Indigenous tourism development options for community engagement in Australia." Thesis, 2019. http://hdl.handle.net/1959.13/1402923.
Full textIndigenous communities around the world are becoming involved in tourism development to gain the social, economic, cultural and environmental benefits that the sector can offer. However, limitations in accessing resources, funding, support and skill-training may reduce many of the possible benefits of tourism development. These limitations may lead Indigenous communities to either not engage in tourism development or engage in options that may not best suit Indigenous people. The lack of suitable engagement options with Indigenous communities can lead to issues such as: commodification of culture; inauthenticity of cultural representation; loss of Indigenous knowledge, heritage and values; as well as the continuous deficit of social benefits, such as education and skill-training. This study aims to examine how alternative, digital options for engagement in, and control over, tourism development may mitigate these limitations and issues for Indigenous peoples and communities, while increasing the benefits of tourism development. The research for this study was conducted with the Wagiman community of Pine Creek in the Northern Territory (NT) of Australia, who possess distinct representations of culture, identity and knowledge of country, as well as a broad range of data resources, including: collections of placenames; geographic data; ethnobiology data; interviews; and access to already established tourism infrastructures. These data resources support the evaluation of digital mapping and marketing of Wagiman knowledge through Google maps, websites and mobile apps as well as the feasibility of Indigenous tourism development, the conservation of local heritage, and potentially positive social benefits and political influence for the long term. The objective of this research is to determine: 1.) The options for engaging with the Wagiman participants in ways that benefit and empower the wider Wagiman and Pine Creek communities. 2.) Whether the Wagiman people of Pine Creek wish to engage in tourism development, and if so, what the options for engagement might be. 3.) Whether digital options for engagement in tourism development are viable for the authentic sharing, conservation and promotion of Wagiman heritage to tourists, younger generations of Wagiman people as well as the wider Pine Creek community. 4.) If tourists visiting Pine Creek are interested in local and Aboriginal tourism attractions and/or would access Wagiman knowledge on digital platforms while travelling. 5.) How should digital tourism and heritage products be managed to advance longer-term sustainability. This study finds that adopting Wagiman methodologies of research, such as oral knowledge-sharing on-site in Wagiman country, as well as through digital interpretation off-site, may help promote and conserve Wagiman, and wider community, heritage in Pine Creek. Digital options of Wagiman engagement in tourism may: 1.) foster local pride and empowerment by providing access to tourism and heritage resources, education and skill-training in research and development 2.) create stronger bonds of trust and friendship with outside researchers while conducting Wagiman-led research on-site and on-line 3.) promote awareness and authentic Wagiman heritage to tourists and locals 4.) diversify local tourism developments and 5.) create an integrated Wagiman and non-Indigenous co-management system for maintaining digital tourism products and heritage promotion for the long-term. The findings of this study suggest that adopting Indigenous methodologies may help engage Indigenous people and communities in leading research and development through culturally appropriate options thus decolonising tourism research and development while promoting trust between researchers and communities for long-term heritage conservation and social empowerment. This research is partly funded by an Australian Research Council (ARC) grant that focuses more broadly on providing practical, digital outputs for archiving spatial, biocultural knowledge of Aboriginal communities in Australia.
Tamang, Asha Lal. "Experiences of the 1996-2006 civil conflict in Nepal: narratives of engagement of Tamangs (indigenous people) and Bahun-Chhetris (non-indigenous people)." Thesis, 2013. http://hdl.handle.net/1959.13/1036131.
Full textThis thesis explores people’s experiences of the recent political insurgency in Nepal that impinged upon, and transformed everyday life in rural communities. Since 1996, the civil conflict has killed more than 13,000 people, injured thousands, displaced many others, and damaged innumerable properties. Employing qualitative techniques: focus group discussions, in-depth interviews and extended family case studies - the study has generated knowledge from two groups: a marginalised indigenous people - the Tamangs; and the dominant non-indigenous people - the Bahun-Chhetris. Findings imply that poor governance and injustice was the root cause of the conflict, and that was fuelled by pervasive discrimination and low socio-economic status, especially for those in rural areas, and for members of marginal groups. The civil conflict severely affected livelihoods and national development. Access to basic social services, especially health and education, was restricted. Overall, livelihood opportunities were reduced. Rural people adopted various coping strategies to maintain their survival; among them: silence, avoidance and adaptation. The impact of the conflict was different for Tamangs and Bahun-Chhetris, and so were some of the coping strategies. The higher socio-economic status and better networking skills of the Bahun-Chhetris gave them a distinct advantage. Both men and women participated in the civil conflict. The bravery of female rebels convinced the government to recruit women into the national military forces. Through the Maoist rhetoric and promises, the civil conflict raised the people’s awareness overall and increased expectations, leading to the post-conflict emergence of some intensified ‘identity politics’ based on ethnicity, religion and geographical differences. Neither the Maoists nor the government gained an ultimate victory in the war. Nonetheless, post-conflict, Nepal became a 'Federal Democratic Republic' with the Maoist Party in control. The main leaders of the new government in the New Nepal came from among the Bahun-Chhetris with the inclusion of a few ethnic elites. Post-conflict transformation in the New Nepal has been very slow, particularly in establishing peace and security, and institutionalising democracy and human rights. Indigenous groups and marginalised minorities feel that their needs and demands have not been met, despite the promises of Maoist rhetoric during the civil war, and continuing policy initiatives of the current government. There is still a risk of local and perhaps widespread civil insurgency, especially if people’s expectations and the post-conflict issues are not addressed appropriately as the years go by. Beyond the contribution to knowledge about contemporary Nepal, this thesis makes a contribution to our knowledge about the experience of ordinary people in civil insurgencies in South Asia. It also contributes to the epistemology of people’s movements, political insurgencies and violent events that have impacted on and transformed the society of developing countries. Most importantly, the thesis has made visible the roles played by rural people in the process of making histories or bringing changes in a state governance system, an area of enquiry that has suffered from under-acknowledgement, and a lack of research.
"Attaching Your Heart: Community Engagement and Innovative Youth Programming with Pueblo Communities." Doctoral diss., 2015. http://hdl.handle.net/2286/R.I.29865.
Full textDissertation/Thesis
Doctoral Dissertation Justice Studies 2015
Aluko-Kpotie, Oluwabukola Omolara. "Staging sustainability : an indigenous performance approach to development communication." Thesis, 2012. http://hdl.handle.net/2152/26612.
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Bussing, Greg Austin. "Albeit with misgivings : applying actor network theory to the contested case of the South Lawrence Trafficway." Thesis, 2014. http://hdl.handle.net/2152/28525.
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"Maya scripta: applying technology to foster indigenous awareness in Guatemala, a case study with community engagement at Dolores, Petén." Tulane University, 2020.
Find full textA large gap between indigenous and non-indigenous people exist in Guatemala. I propose that this gap exists in part due to the intentional exclusion of indigenous related content, such as indigenous languages and pre-Columbian history, from the national curriculum. Ladinos see Maya and other indigenous groups as inferior mainly because they ignore their customs, languages, and cultures. In order to remediate this issue, the Maya Scripta project developed an online database containing Maya hieroglyphic inscriptions. This brings to the public information usually available only in specialized professional journals and mostly in English. Maya Scripta allows professionals, students, amateurs, and curious to access Maya inscriptions and their translation in Spanish for free and in a friendly and interactive display. This compensates for the lack of information in the school system. A community-engaged project developed with the Regional Museum of Southeastern Petén, Juan Pedro Laporte Molina, in Dolores, Petén, tested this hypothesis. The project consists of three axes: Marketing and Exposure, Exhibition, and Education. Through the first two axes we increased the number of visitors to the museum and improved the overall visit experience. The third and most important axis consisted of pairing with the museum and Universidad del Valle de Guatemala to develop workshops for local students from Dolores using the online platform of Maya Scripta. Through them, they learned about ancient and modern Maya, alongside with how the Maya hieroglyphic writing system works. As students attended more workshops, they increased their knowledge about the Maya and also had a more positive perception, proving the usefulness of Maya Scripta as a teaching tool and the importance of including indigenous related content in the classroom. Surveys also found that the environment where students interact plays an important role in how they understand Maya groups and also on what ethnic filiation students show. The project proved how a community-engaged approach can yield better results for all the parties involved in a collaborative, effective, and successful way.
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Ruben Morales Forte
Lester, John. "Why do Aboriginal kids switch off school?" Thesis, 2016. http://hdl.handle.net/1959.13/1318450.
Full textThis case study in one rural district in the state of NSW in Australia with high Indigenous enrolments was initiated by the local Indigenous community and Regional Education Authority to directly address serious concerns they had about Indigenous completion rates in their district. The study aimed to provide the first comprehensive holistic Indigenous examination of why Aboriginal students switch off school, when this takes place, and to propose key interventions to address the problem. The study was longitudinal and followed 43 students, across two cohorts (Year 5 and 7) from six high schools, one central school and six primary feeder schools in the district over a four year period. Key informants and data were drawn from education systems (drilling down to regional level), schools and their staff, and the Indigenous parents/community from the district. The research is grounded in Indigenous Methodologies which prioritize Indigenous voices including the author’s unique perspectives as a leading Indigenous educator and his journey in the study as Indigenous researcher. It further utilises mixed-mode tools with an emphasis on qualitative data collection including over 160 interviews embracing the storied nature of Indigenous experience in their community and schools/district, alongside supporting data collected from survey and questionnaire and existing statistical databases. Outcomes from the study clearly demonstrated the diversity of Indigenous students, their backgrounds, school results and consistently strong cultural family backgrounds. Defined engagement levels were established for the case students, namely engaged, disengaged and unengaged. These levels of Indigenous Engagement (‘ie’) call for specific strategic approaches if outcomes around retention are to be significantly improved. The research further highlighted the great strength and resilience in the Indigenous community in the face of what has become a deeply entrenched problem of misrepresentation of community by the system and schools and underestimation of both Indigenous students and community, which typically has resulted in stereotypical responses from schools and their staff. The Indigenous researcher’s own journey through the study and the impact of the research on his varied, high level, Indigenous educational leadership roles provided a further layer of personal and cultural dialogue throughout the study that offered a space for continuous reflection, analysis and interpretation. Through this reflection a level of clarity emerged which is captured through a critical use of traditional ‘Rarrk’ painting analogy possibly extending Indigenous interpretive approaches and the discourse around Indigenous research method. The findings challenge the unproblematic interpretation of state level policy and opinions generated on limited or no data.
Brown, Amy D. "Collaborative management, differential discourse, and youth engagement; a case study of Auyuittuq National Park, Nunavut." 2016. http://hdl.handle.net/1993/31834.
Full textOctober 2016
Donovan, Michael Joseph. "What form(s) of pedagogy are necessary for increasing the engagement of Aboriginal school students?" Thesis, 2016. http://hdl.handle.net/1959.13/1321369.
Full textThis thesis was developed on the basis of Aboriginal educational practices that have been acknowledged in the field as best practice when engaging Aboriginal school-age students in their education. Within my history of engaging with Aboriginal school-age students and preparing pre-service teachers to work with Aboriginal students I have consistently supported many of the Aboriginal pedagogical theorists’ understandings of what stands for best practice when working with Aboriginal students. Some of these pedagogical understandings came as standard pedagogical practices as an Aboriginal person working with younger Aboriginal students. The recognition of these standard best pedagogical practices came from my working with Aboriginal students in a primary school setting as an Aboriginal Educational Assistant (AEA) and were later refined through exposure to other educational professionals and through my own studies as a teacher which I undertook whilst working as an AEA. I entered higher education as an academic in 1996 and started teaching pre-service teachers about working with Aboriginal students in 1997; this is a role I have continued to the present date. During this time I have extended my reading and my professional networks to include many of the authors who have developed the foundational understandings of what is considered best practice when working on the engagement of Aboriginal students in their schools. Whilst examining the existing research, I noted that many of these studies had been conducted on a small scale. The majority of them included single class or school samples, with some involving only teachers and administrative staff who were directly interviewed about which practices most effectively engage Aboriginal students in their schooling. There has been a more recent change in the approach to this process with Aboriginal parents now being interviewed about what they believe is best for their children. But, to date, there have been very limited research-based inquiries that have targeted Aboriginal students as the primary source of inquiry in gaining an understanding of what best engages Aboriginal school-age students in their schooling. This is where my research study fits within the current literature: it examines which form(s) of pedagogy are necessary for increasing the engagement of Aboriginal school students. I have used research practices that are grounded within Aboriginal cultural understandings that consider a culturally safe inquiry process and targeted school-age Aboriginal students from a variety of social, economic, geographical, and cultural settings and asked them what best engages them in their schooling. This study uses the Aboriginal students’ standpoint and understandings as the primary point of reference to ascertain which practices are most effective in engaging Aboriginal students.
Fang, Yi-Jie, and 方宜潔. "A Study of Relationship between English Learning Interest and Learning Engagement of 5th and 6th Graders Taught by Indigenous and Foreign Teachers." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/4888jb.
Full text國立彰化師範大學
教育研究所
106
The study explored the relationships between English learning interest and learning engagement in 5th and 6th graders in Taichung City and Changhua County. Questionnaire survey was adopted as the research method. There were 928 participants stratified sampled from elementary schools in Taichung and Changhua to complete a survey. The instruments included English learning interest Scale and English learning engagement Scale. Through the descriptive statistics, t-test, Pearson's correlation and multiple linear regression analysis, the findings of the study are as follows: 1. English learning interest and English learning engagement were at intermediate–to-high level. 2. The girls’ scored in English learning interest is higher than boys . 3. There were no significant differences on graders in English learning interest and foreign teachers. 4. There were some differences on gender, grader, and foreign teachers in English learning engagement. 5. There were positive correlations between English learning interest and learning engagement. 6. Foreign teacher’s teaching cannot predict English learning engagement. 7. English learning interest can positive predict English learning engagement. According to the findings of this study, suggestions are provided to elementary schools, English teachers and researchers in the future. Keywords:learning interest, learning engagement, foreign English teachers
McCann, Elisabeth. "The Seven Cs Ethical Model of Communication: Environmental Communication and Indigenous Knowledge Management Strategies in International Agricultural Development." Thesis, 2012. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11702.
Full text"Epistemological Stretching and Transformative Sustainability Learning: An Intuitive Inquiry." Thesis, 2014. http://hdl.handle.net/10388/ETD-2014-09-1760.
Full textChow, Winnie. "Three-partner dancing: placing participatory action research into practice within and indigenous, racialised & academic space." Thesis, 2007. http://hdl.handle.net/1828/190.
Full textMellor, Andrea Faith Pauline. "“Day by day: coming of age is a process that takes time”: supporting culturally appropriate coming of age resources for urban Indigenous youth in care on Vancouver Island." Thesis, 2021. http://hdl.handle.net/1828/13118.
Full textGraduate
Nyman, Sheila A. "Indigenous Ceremony and Traditional Knowledge: Exploring their use as models for healing the impacts of traumatic experiences." Thesis, 2014. http://hdl.handle.net/1828/5875.
Full textGraduate
0452
0622
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sheilanyman@shaw.ca
Wenstob, Stella Maris. "Canoes and colony: the dugout canoe as a site of intercultural engagement in the colonial context of British Columbia (1849-1871)." Thesis, 2015. http://hdl.handle.net/1828/5971.
Full textGraduate
"How to be a student: Students who identify as Aboriginal and their experiences mediating identities at university." Thesis, 2014. http://hdl.handle.net/10388/ETD-2014-03-1444.
Full textBoiteau, Jesse. "The National Centre for Truth and Reconciliation and the pursuit of archival decolonization." 2017. http://hdl.handle.net/1993/32225.
Full textMay 2017
Schaeffer, Erin. "Comparative Analysis of Maori of Aotearoa and James Bay Cree of Eeyou Istechee Cultural Heritage Values and Political Histories of Land Tenure Systems." 2012. https://scholarworks.umass.edu/theses/828.
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