Dissertations / Theses on the topic 'Indigenous students'
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1
Miller, Colton Duane. "Biculturalism among Indigenous College Students." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2763.
Full textAbstract:
Indigenous* college students in both Canada and the United States have the lowest rates of obtaining postsecondary degrees, and their postsecondary dropout rates are higher than for any other minority (Freeman & Fox, 2005; Mendelson, 2004; Reddy, 1993). There has been very little research done to uncover possible reasons for such low academic achievement and high dropout rates for Indigenous students. Some of the research that has been done indicates that one challenge for Indigenous students is the difficulty in navigating the cultural differences between higher education and their Indigenous cultures. Biculturalism is the ability of an individual to navigate two different cultures (Bell, 1990; Das & Kemp, 1997). Several scholars have suggested that biculturalism is an important construct in understanding academic persistence among Indigenous students (Jackson, Smith & Hill, 2003; Schiller, 1987). This study explored biculturalism among Indigenous college students and how it impacts their higher education experience. Indigenous college students (n=26) from the southwestern United States and central Canada participated in qualitative interviews for the study. The interviews were transcribed and interpreted using a synthesis of qualitative methods. Several themes related to the participants' experience of biculturalism emerged from the qualitative analysis: institutional support for transition to college, racism, types of relationships to native culture, career issues, and family issues. The findings suggested that more needs to be done in terms of providing Indigenous students centers at universities, implementing mentor programs for incoming students, and educating future Indigenous college students, families, and communities about biculturalism and the culture of higher education.
*Author's note: The term Indigenous will be used to describe Native American/American Indian, First Nation and Métis student participants. Interviews were collected both in the United States and Canada. The terminology used to describe these populations differs across cultures; therefore, Indigenous will be used as a more general term, to describe the participants. The terminology used by cited authors was retained.
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Kerr, Sharon. "White Questions—Black Answers: Effective Inclusion of Indigenous Students with a Disability into Higher Education in Australia." Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/27386.
Full textAbstract:
Australian higher education has its roots deep in the soil of colonisation and European imperialism. Therefore, it has developed as a system that is exclusive rather than inclusive of social and cultural diversity. The poor levels of higher education participation and outcomes for Indigenous students and students with a disability indicate the need to examine current practices and their impact on Indigenous people with a disability. This study aimed to explore how the higher education sector can mitigate barriers faced by Indigenous students with a disability and scaffold their successful engagement with and outcomes in higher education.
Founded on Indigenous Standpoint Theory, as presented by Gilroy (2009a), the methodology of this research foregrounds the central role of Indigenous people with lived experience of disability—in the study design, its implementation and in the validation of the results. This research applied a mixed methods convergent parallel design. As described by Creswell and Plano Clark (2011), the study involved collecting and analysing two distinct datasets. The Quantitative Track comprised an audit of Australian university websites and a review of Disability Action Plans to ascertain the nature of service delivery. The Qualitative Track comprised listening to the stories and truthtelling of five Indigenous people with a disability who had undertaken higher education in Australia. Following the collection and analysis of the unique datasets, a process of comparison and identifying relationships between the two Tracks was undertaken.
The study revealed the following six key findings:
1. Systemic barriers for Indigenous students with a disability were created by variable and bureaucratic institutional processes. Examples include the widespread requirement for medical diagnosis of a disability before the provision of assistance and lack of flexibility in course design, delivery and assessment.
2. The Indigenous perspective of on disability was found to be a dual consideration with Indigenous students not presenting for disability support and Indigenous staff not accessing disability services and supports for their students.
3. Institutional supports for Indigenous students and students with a disability were siloed into different areas, creating a lack of clarity for Indigenous students regarding where to go for help and placing them at risk of missing out on services and supports available to non-Indigenous students.
4. Systems were not cognisant of the additional barriers faced by students who were both Indigenous and had a disability.
5. The ineffective transition from higher education to employment was a major frustration. Participants found themselves in a continuous loop of attempting further qualifications to improve their life opportunities.
6. There was a desire for and appreciation of supportive and respectful communications from support services. Further, a spirit of resilience, determination and the desire to succeed was observed in participants.
This study has identified a need for both public and private providers in the higher education sector to effectively coordinate their support services for Indigenous students with a disability. Within the current institutional funding model, this cohort may be better served by ensuring the following:
• Services are coordinated and easy to navigate within the institution.
• Students can present for supports without requiring supporting documentation to verify disability.
• All staff are committed to the principles of person-centredness to ensure that individual student needs are recognised and supported.
• Materials are produced following the principles of Universal Design of Learning to mitigate the need for students to declare that they have a disability.
• There is institutional commitment to cultural safety to ensure that knowledge of and respect for Indigenous culture, community and knowledge is embedded throughout all facets of the institution.
This thesis presents a framework to provide a pathway for institutions to achieve these desired outcomes and embed the processes in their Disability Action Plans.
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Leitch, Angela Maria. "The unexamined system: Indigenous students' secondary school attendance." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/376519.
Full textAbstract:
Since 2008, various Prime Ministers of Australia have used the “closing the gap” report to focus on the low level of school attendance and educational achievement of Indigenous students. Consequentially, new strategies focusing on schools, Indigenous parents and students are implemented, and the following year the Prime Minister repeats the call for improvement. It seems that nothing changes.
This cyclical issue raises fundamental questions, “Why does a gap in attendance between Indigenous and non-Indigenous students persist, and are there unexamined factors that perpetuate the ‘wicked’ problem?” Perhaps it is not the individual school, teacher, parent or student who is the largest impediment to Indigenous student attendance and academic success. Are there other factors that remain unexamined, including the values and beliefs upon which the practices of the education system are built?
Using the methodological approach and tools generated from critical race theory (CRT) this study critically examines Queensland state school data and identifies systemic factors that are preventing or impacting on Indigenous student attendance. Data sets are predominantly reviewed using quantitative analysis techniques, aligning with the current educational focus on policy informed by quantitative rather than qualitative research (Lingard, Creagh, & Vass, 2012). In addition, qualitative methods are used to examine how racism is endemic in educational policies.
Key results from this study indicate that, in Queensland, educational policy, decision- making, and practices maintain the white dominant ideology that impacts on Indigenous students’ success, and renders them invisible. The results also demonstrate that Indigenous parents/caregivers and secondary school students’ opinions of school differ from those of their non-Indigenous peers. The thesis presents new understandings of how race continues to impact on the education system and facilitates a rationale for why Indigenous students have a higher rate of non-attendance than their non-Indigenous peers. The evidence base has the potential to change the way blame is apportioned for Indigenous student non-attendance, by shifting the focus from Indigenous parents and students to the education system.
The study recommends two practical changes within the education system. Firstly, that an accredited professional development program for both policy makers and senior officers and above within the public service occurs, focusing on unconscious racial bias. Secondly, that a review of public sector policies be undertaken to address the part that seemingly neutral language plays in enabling the ‘wicked’ problem to persist, beginning with the qualitative analysis methods presented in this thesis.
Finally, the study suggests that future research should focus on how the legacy of colonisation, in addition to race, impacts on Indigenous students’ educational outcomes. More detailed qualitative research should be undertaken to explicate the reasons for unexplained absences of Indigenous school students. Understandings about unexplained absences will assist in the development of alternative, targeted, evidence based strategies focusing on all areas affecting Indigenous students’ attendance.Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
Full Text
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Mudhan, Parmesh. "Participation of Indigenous students in education: an exploration of the significance of place in an Indigenous community school." Thesis, Mudhan, Parmesh (2008) Participation of Indigenous students in education: an exploration of the significance of place in an Indigenous community school. PhD thesis, Murdoch University, 2008. https://researchrepository.murdoch.edu.au/id/eprint/693/.
Full textAbstract:
This study explores the pedagogical significance of life experiences of Indigenous students from an Australian community school and its relation to school participation. In particular the study focuses on the implications of students’ associations with ‘place’ on school curriculum. With the rate of participation of Indigenous students in education currently lower compared with non-Indigenous students, this study further informs our understanding of this phenomenon.
The study is interpretive, based on the perspectives of students, staff and parents of an Indigenous community school successful in improving participation of Indigenous students to Year 10, and informed by the researcher’s own lived experiences teaching Indigenous students in three different countries. During this time, it was observed that Indigenous students’ association with place was a significant factor in their participation in education.
Gruenewald’s multidimensional framework for place-conscious education is employed to guide the analysis and interpretation of data as it provides a means of addressing two important issues revealed in the review of literature on participation. First, participation is examined and interpreted in different ways, and second, a common thread in the differing interpretations is the concept of place. Analyses of the data reveal two overarching dimensions: Place and Aboriginality. Further analysis, informed by notions of place-conscious education reveal five identifiable elements for enhancing participation of Indigenous students in education: Curriculum Method, Curriculum Content, Careers, Partners and Identity. Educational programs that recognise how these elements are related to place and action them are likely to be more effective in enhancing participation of Indigenous students in education.
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Mudhan, Parmesh. "Participation of Indigenous students in education: an exploration of the significance of place in an Indigenous community school." Mudhan, Parmesh (2008) Participation of Indigenous students in education: an exploration of the significance of place in an Indigenous community school. PhD thesis, Murdoch University, 2008. http://researchrepository.murdoch.edu.au/693/.
Full textAbstract:
This study explores the pedagogical significance of life experiences of Indigenous students from an Australian community school and its relation to school participation. In particular the study focuses on the implications of students’ associations with ‘place’ on school curriculum. With the rate of participation of Indigenous students in education currently lower compared with non-Indigenous students, this study further informs our understanding of this phenomenon.
The study is interpretive, based on the perspectives of students, staff and parents of an Indigenous community school successful in improving participation of Indigenous students to Year 10, and informed by the researcher’s own lived experiences teaching Indigenous students in three different countries. During this time, it was observed that Indigenous students’ association with place was a significant factor in their participation in education.
Gruenewald’s multidimensional framework for place-conscious education is employed to guide the analysis and interpretation of data as it provides a means of addressing two important issues revealed in the review of literature on participation. First, participation is examined and interpreted in different ways, and second, a common thread in the differing interpretations is the concept of place. Analyses of the data reveal two overarching dimensions: Place and Aboriginality. Further analysis, informed by notions of place-conscious education reveal five identifiable elements for enhancing participation of Indigenous students in education: Curriculum Method, Curriculum Content, Careers, Partners and Identity. Educational programs that recognise how these elements are related to place and action them are likely to be more effective in enhancing participation of Indigenous students in education.
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Chou, Hui-Min. "Educating urban indigenous students in Taiwan six teachers' perspectives /." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/3092.
Full textAbstract:
Thesis (Ph. D.) -- University of Maryland, College Park, 2005.Thesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Corporal, Stephen. "The influence of Identity, Roles and Expectations on Indigenous students studying at university which impacts on building the Indigenous health workforce." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/399431.
Full textAbstract:
The health of Aboriginal and Torres Strait Islander peoples has been problematic since colonisation. At present, Indigenous health has been prioritised nationally in Australia through initiatives such as the Close the Gap policy and many related activities led by Government, non-government, and Indigenous community organisations. There is a strong move toward Indigenous community led responses to promoting better health and wellbeing for our people. A key part of such community led responses is generating a sustainable Indigenous health workforce. This workforce needs to carry not only the knowledge and skills associated with formal mainstream study and qualifications but also the identity, roles, and expectations of Indigenous people, families and communities themselves.
Aboriginal and Torres Strait Islander people have been historically excluded from universities and there remain tensions. The attrition rates of Aboriginal and Torres Strait Islander students in health degrees at Australian universities have been problematic over the past decades. There are many aspects of students’ experiences that can affect their success including institutionalised racism and deficit thinking and the level of academic, cultural, and financial support. Yet, there are deeper aspects of Indigenous students’ cultural identities and associated roles and expectations – extended from both Indigenous and non-Indigenous people – that shape their success. In my role as an Indigenous social worker, student support worker, teacher researcher and student over the past 30 years I recognised the need to understand the ways that students’ cultural, community, and family identities intersect with the identities, roles, and expectations sometimes imposed upon them in universities.
The purpose of this study was to explore the significance and effects of identity, roles, and expectations for Indigenous students undertaking health degrees. Indigenous health students navigate a complex range of identities, roles, and expectations that come from community, family members, university staff and teaching academics. In many cases, the identities, roles, and expectations of and upon Indigenous students in their community and family contexts contrast with those launched upon them in university systems. This adds additional pressures to Indigenous students who are seeking to enter the health workforce. Many teaching academics and university staff are completely unaware of – and hence unresponsive to – Indigenous identities and roles.
My study explores the complex but often inspiring realities of the student experience in navigating their different worlds of community, family, and university. Using an Indigenous Research Methodology, I interviewed 17 Indigenous health students at different stages of their degrees across diverse disciplines including social work, nursing, medicine, psychology and exercise science in one urban university in Australia. I also interviewed 10 non-Indigenous teaching academics at the same university to develop a rounded perspective on the kinds of experiences Indigenous students might have in the health classroom. Staff interviewees were from health disciplines including social work, medicine, nursing, dietetics, and psychology.
I undertook thematic analysis of the interview data to determine key themes relating to identity, roles, and expectations. This process focussed on the Indigenous student experience but also explored teaching academics’ own identities, roles, and expectations and how they may directly or indirectly affect Indigenous students. The sub-themes under identity related to place, kinship, race, colour, and teaching academics’ awareness of student cultural identities. The sub-themes identified under roles were connection to identity, family commitment, community role, transition between community to university, university role, leadership role and health professional role. The sub-themes for expectations included achieving goals, expectations linked to bettering one’s self; high expectations, student perceptions of how academics see them, how academics saw students, academic expectation the same as other students’, expectations lower for Indigenous students. These major themes have crossover which contributes to the complexity of the research of Indigenous people.
The findings show that Indigenous students and teaching academics need to be aware of the significance of identity when studying at university. The study shows that identity, roles, and expectations are interlinked in shaping student experience, success, and their developing sense of self as both an Indigenous person and health professional. If an academic is unaware of a student’s identity it may lead to problems that affect the student’s sense of self and welcome at the university. Likewise, if a student is still developing their identity as an Indigenous person, being institutionally identified as an Aboriginal or Torres Strait Islander person at university and by academics and other students can add extra pressure and stigmatisation to the student’s experience of university. Academics, students, and other staff members hence all have a role to play in making a space for Indigenous students to feel welcome and to succeed at university. This includes being aware of the dual roles and universal responsibility.
If Indigenous students can be supported to reconcile and build strength from their diverse identities and roles, and resist negative and false expectations, they are better placed to complete their studies and succeed as health professionals. If Indigenous students encounter low expectations of their abilities from teaching academics and other students, they may succumb to negative self-expectations and attrition. If universities, teaching academics, staff and other students can make space for Indigenous students to be stable and strong in their identities throughout their studies, we have a far stronger opportunity to build this workforce to also be stable and strong, connected to Country, and people, and contribute to better health in our communities. This thesis offers some key understandings that will help us and universities to facilitate such spaces for Indigenous health students.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Human Serv & Soc Wrk
Griffith Health
Full Text
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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.
Full textAbstract:
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.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.
This paper takes the position that generalisations, assumptions and stereotypical negative images of Indigenous students as disengaged and noncompliant students can be curtailed when teachers acknowledge that Indigenous students are active language learners with rich cultural and linguistic ‘funds of knowledge’ (Moll & Greenberg, 1990). These funds can support students’ new learning of literate discourse which is defined and used throughout this study as: the language used in schools to read, write and talk about texts used for educational purposes. Significantly, difficulties Indigenous students experience with literate discourse have been identified as contributing to the educational underachievement of this group of Australian students (Gray, 2007; Rose, Gray & Cowey, 1998, 1999).
The findings from this small scale study indicate that within the context of Reading Recovery teaching, teacher-student interaction and contingent teacher scaffolding, centred on text reading and writing experiences can support Indigenous students to code-switch between home languages and dialects, Standard Australian English and literate discourse.
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Bingham, Jennie L. "Indigenous Women College Students' Perspectives on College, Work, and Family." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3038.
Full textAbstract:
Native American and First Nations (hereafter referred to as indigenous) women college students are faced with a challenge to balance both their culture and the demands of the dominant Western culture in family, school, and work/employment roles. The presence of indigenous women in higher education and in the work force has increased since World War II. While there is an abundance of literature on work-family balance and work-family conflict, with some focus on the perspectives and expectations of college-aged students, there is a dearth in both of these areas with regards to indigenous populations. In order to begin to explore the experiences and perspectives of work and family, this study analyzed unstructured qualitative interviews of 11 Native American and 9 First Nations female college students. Themes resulting from the hermeneutic analysis of texts that describe the tensions around career, family and education were (a) honoring indigenous culture and community, (b) living in two worlds, (c) pursuing individual fulfillment and goals, and (d) acknowledging the importance and influence of family.
This paper was later published in the Journal of College Student Development. You can access the paper here.
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Amprako, Francis. "Culturally Responsive Teaching of Indigenous Students in Canada's Northwest Territories." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3585.
Full textAbstract:
The purpose of this qualitative narrative inquiry was to describe the teachers' perceptions of pedagogy and examine their cross-cultural strategies regarding culturally responsive
teaching of K-12 students. Indigenous students of the Northwest Territories (NWT) face academic challenges in a Eurocentric educational system. Tribal critical race theory and Eurocentric diffusionism provided the conceptual framework in this study. Six participants were interviewed and their narratives were triangulated by a 5-member focus group. The research questions focused on the teachers' strategies for building bridges between the Eurocentric and Native ways. Participants were interviewed and their responses created individual stories, which added to the meaning making. Fifteen themes were identified using open and axial coding. The findings showed a teacher proclivity for pedagogy infused with Indigenous thought, and an understanding that residential schooling was intrusive to Indigenous life. Participants presented an anti-Eurocentric diffusionist stance, advocating for schooling that matches Indigenous life and is devoted to a dynamic home-school culture directed at closing the achievement gap with the rest of Canada. This study contributes to social change by providing supporting evidence for the need to involve Indigenous students in the development of their education.
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Matthews, Aaron Richard. "Navigating two worlds: Indigenous Australian students' transitions into higher education." Thesis, Matthews, Aaron Richard (2020) Navigating two worlds: Indigenous Australian students' transitions into higher education. Masters by Research thesis, Murdoch University, 2020. https://researchrepository.murdoch.edu.au/id/eprint/60411/.
Full textAbstract:
While participation is slowly increasing, Indigenous Australian students are still significantly under-represented in higher education. The reasons for this are complex and varied, including: Cultural unfamiliarity with Western-dominant university epistemology; historical exclusion from participation in higher education; and socioeconomic factors. However, little is known about the lived experiences and collective narratives of Indigenous Australian students as they transition into university.
This study was designed to address this gap, by exploring the narratives, experiences and perceptions of Indigenous students who are transitioning – or have transitioned – into a medium sized university in Western Australia. To better understand how Indigenous students negotiate the transition into higher education, in depth individual yarning sessions, facilitated by an Aboriginal researcher, were conducted with a total of eight Indigenous students- five enrolled in a pre-university enabling course and three in undergraduate degrees. Thematic analysis was then applied to the yarning data to elucidate synthesis and dissonance in the Indigenous students’ stories of transition, providing a shared narrative of negotiating the interface between Indigenous and university-student identities.
The findings illustrate that Indigenous identity was a core strength for participants, but it was fragmented through disruptions to connections to country and kinship. In addition, negotiating trauma played a large role in the collective narratives of all participants. Thus, this study suggests that pathways for Indigenous participants into higher education bring unique challenges, as well as opportunities for growth and self-development. On a practical level, it highlights that, while there has been much work in developing support mechanisms for Indigenous students, there are further opportunities to strengthen support in the areas of peer mentoring, equity support plans and consistent financial support, whilst studying.
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au, P. Mudhan@murdoch edu, and Parmesh Mudhan. "Participation of Indigenous students in education: an exploration of the significance of place in an Indigenous community school." Murdoch University, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20080730.151937.
Full textAbstract:
This study explores the pedagogical significance of life experiences of Indigenous students from an Australian community school and its relation to school participation. In particular the study focuses on the implications of students associations with place on school curriculum. With the rate of participation of Indigenous students in education currently lower compared with non-Indigenous students, this study further informs our understanding of this phenomenon.
The study is interpretive, based on the perspectives of students, staff and parents of an Indigenous community school successful in improving participation of Indigenous students to Year 10, and informed by the researchers own lived experiences teaching Indigenous students in three different countries. During this time, it was observed that Indigenous students association with place was a significant factor in their participation in education.
Gruenewalds multidimensional framework for place-conscious education is employed to guide the analysis and interpretation of data as it provides a means of addressing two important issues revealed in the review of literature on participation. First, participation is examined and interpreted in different ways, and second, a common thread in the differing interpretations is the concept of place. Analyses of the data reveal two overarching dimensions: Place and Aboriginality. Further analysis, informed by notions of place-conscious education reveal five identifiable elements for enhancing participation of Indigenous students in education: Curriculum Method, Curriculum Content, Careers, Partners and Identity. Educational programs that recognise how these elements are related to place and action them are likely to be more effective in enhancing participation of Indigenous students in education.
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Cook, Rebecca C. "First Peoples' Perspectives on Engagement at University: What Keeps Students Coming Back to Indigenous Education Units?" Thesis, Griffith University, 2021. http://hdl.handle.net/10072/403244.
Full textAbstract:
The purpose of this study is to investigate the factors which influence First Peoples students’ decisions to access and engage with GUMURRII Student Success Unit, the Indigenous Education Unit at Griffith University, Queensland, Australia. Higher education plays a critical role in improving socioeconomic outcomes in First Peoples communities; however, First Peoples are underrepresented, with lower participation and higher attrition rates than non-Indigenous students. Engagement with Indigenous Education Units can improve student progression, retention and success; however, the nature of engagement with Indigenous Education Units has not been widely examined. This research adopts an interpretive case study approach using concurrent mixed methods including survey, focus groups, individual interviews, and document analysis to examine students’ engagement with GUMURRII. The incorporation of Nakata’s Cultural Interface and Indigenous Standpoint Theory into the research design privileged First Peoples students’ voices, and allowed experiences to be shared from their perspectives. There were six clear findings identified in this study, indicating that students access and engage with GUMURRII for reasons far beyond seeking traditional forms of support. Findings include (a) making the initial connection to GUMURRII, (b) becoming part of the First Peoples’ student community, (c) understanding the full resource potential of GUMURRII, and (d) knowing how to access these resources. Finally, there were (e) additional factors identified as contributing to student success, and (f) new, creative suggestions from First Peoples students that should be pursued. Through understanding why students initially access and engage with GUMURRII and continue to do so, recommendations surrounding targeted programs and opportunities that contribute to retention, progression and success of students could be made. This research could be used to not only improve First Peoples students’ success and work toward parity, but more broadly could inform university-wide support and the work of Indigenous Education Units across Australia.Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
Full Text
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Larson, Colleen Edith. "Creating a sense of belonging for Indigenous students in British Columbia?" Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/61725.
Full textAbstract:
This dissertation tells the story of partnership between myself, a doctoral student at UBC Okanagan, the Taku River Tlingit First Nation (TRTFN) and School District 87 (Stikine). Although the research is a partial fulfillment for my doctoral degree, I have attempted to emphasize the partnership aspects of the process throughout the writing of this document. I have been challenged to find ways to word sentences without using the phrase, my research. This was important to me because the first goal of this research is to decolonize research about Indigenous peoples by partnering with the Indigenous people.
With regards to the second goal, Indigenous peoples worldwide and Aboriginal peoples in Canada advocate for changes to education for Indigenous students that will nurture Indigenous identity while preparing students and Indigenous communities for a prosperous future. This research supports initiatives to changes education for Indigenous students by sharing information from Indigenous students, parents, and community members about the ways in which Indigenous culture and language in schools can enhance sense of belonging and achievement. The aim of this research is to bridge the gap between European and Indigenous approaches to education through these two goals. To accomplish this, the research follows a Métis methodology based upon principles from Indigenous methodologies, appreciative inquiry, and grounded theory.
The results of our research indicate that the children of TRTFN enjoy school, but have challenges to overcome for attendance in school and for access to secondary education. Students in Atlin have a strong sense of belonging to the land, to ancestors, to family, and to community. Students and their families and teachers believe that learning Tlingit culture and language is important to pass knowledge on to future generations. Students enjoy making choices about what they will learn and having opportunities for leadership. Finally, learning Indigenous culture and knowledge benefits all students.
This is, of course, my dissertation. However, the learning that I acquired and the story of the research process are a shared journey with my partners in the research, TRTFN and SD87. It is my research for my dissertation, but our research for the community.Graduate Studies, College of (Okanagan)
Graduate
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Yen, Shu-Huei. "Teaching Taiwanese indigenous students case studies of three Han Chinese teachers /." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/4113.
Full textAbstract:
Thesis (Ph. D.) -- University of Maryland, College Park, 2006.Thesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Miller, Jodie. "Young indigenous students' experiences in mathematics: An exploration in pattern generalisation." Thesis, Australian Catholic University, 2014. https://acuresearchbank.acu.edu.au/download/95ba456271573846d3acd2f29e66572006611670eb86786e0642e855d57e2e64/68350680/MILLER2014.pdf.
Full textAbstract:
There is limited research that focuses on young Australian Indigenous students learning specific mathematical concepts (Meaney, McMurchy-Pilkington, & Trinick, 2012). To date, there has been no study conducted within an Australian context that considers how young Australian Indigenous students engage in mathematical generalisation of growing patterns. Mathematical growing patterns are a sequence of shapes or numbers characterised by the relationship between elements, which can increase or decrease by a constant difference (linear growing pattern). Additionally, growing patterns can also exhibit quadratic and exponential growth. The purpose of this study is to explore how young Australian Indigenous students generalise growing patterns. Patterns are a common route for young students to engage with in early algebraic thinking. Algebra has been labelled as a mathematical gatekeeper for all students, having the potential to provide both economic opportunity and equal citizenship (Satz, 2007). It has been proposed that algebra is one link in reducing the exacerbated inequalities between ethnicity and socioeconomic groups (Greenes, 2008). Concerns about students’ poor understanding of algebra in secondary school have contributed to early algebra becoming a focal point for mathematics education. Early algebra is its own unique subject, and is not to be confused with the teaching of algebra early. Rather, the concept of early algebra is integrated with other early mathematical concepts as students engage in the gradual introduction to formal notation (Carraher, Schliemann, & Schwartz, 2008). In addition, early algebraic thinking leads to a deeper understanding of mathematical structures (Blanton & Kaput, 2011; Carraher, Schliemann, Brizuela & Ernest, 2006; Cooper & Warren, 2011). Recent studies indicate that young students are capable of engaging with early algebraic concepts (e.g., Blanton & Kaput, 2011; Cooper & Warren, 2011; Cooper & Warren, 2008; Radford, 2010a; Rivera, 2006)...
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Nelson, Melanie. "Indigenous parents of students with special needs in education : the lived experience." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/60962.
Full textAbstract:
Parents of students with special needs may experience stressors in association with their interaction with the education system. Meetings with multiple professionals can be intimidating, the process of assessment can be confusing, terminology used may be unfamiliar, and realizing their child is having challenges may be upsetting. Following the designation, navigation of special education services can also be challenging. Parents of Indigenous children may experience additional stressors. There is an incompatibility between traditional Indigenous cultural values and mainstream education, constructs that exist in special education may not exist in the same way in Indigenous culture, and some parents believe assessment is attempted assimilation. In addition, many parents have previous involvement with residential schools. Students who attended experienced loss of language and culture, and many also experienced abuse. These factors may impact how Indigenous parents perceive the current education system.
In the present study, the experiences of seven Indigenous parents of students with special needs in education were explored. The aim was to better understand the experience of Indigenous parents regarding the processes that lead to their child’s designation and their navigation of special education services. Semi-structured interviews were conducted with parents from the Lower Mainland of British Columbia. Six broad themes emerged following data analysis using Interpretative Phenomenological Analysis. Findings indicate some commonalities between Indigenous and non-Indigenous parent experiences. The use of special education terminology may be upsetting, feelings of guilt and intimidation may arise when interacting with educators, learning how to navigate the system can be time consuming, and parents may experience stress as a result of their child being bullied.
In addition, findings identified which are specific to Indigenous parents and supported by previous studies include: significant parent involvement in their child’s education, the importance of relationships with educators, the inclusivity of Indigenous communities, possible cultural discontinuity between the home and school, the construct of special needs not existing or existing in a different way in traditional culture or language, and the possible impact having a family member who attended residential school may have on the current view of schools for children and their parents.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Wiseley, Adelle Dyane. "Factors affecting the retention of adult students within an indigenous tertiary institution." Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/1161.
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This study sought to identify influences on the retention of Māori students, and adult students in general within Te Wānanga o Aotearoa. Te Wānanga o Aotearoa is a Māori-led tertiary institution in New Zealand. A mixed method research design was employed and data were collected by qualitative methods (focus group) and quantitative methods (72-item questionnaire). Inductive and deductive analytic techniques were employed including Rasch Rating Scale model estimations (Andrich, 1978). Seven retention variables were identified. These were student retention attitudes and behaviours, kaiako (teacher) characteristics, whānau (family) features, integration processes and institutional culture, employment and financial situation, student motivation, and pre-enrolment and induction processes. The variables were qualified and quantified by plotting item difficulty measures and person ability measures on the same scale. Additionally, associations between variables were examined by a multiple regression analysis and analysis of variance. Student retention attitudes and behaviours were shown to be positively associated with kaiako (teacher) characteristics and student motivation. Also the ethnicity of the student (Māori or non-Māori) was shown to weakly account for variance in integration processes and institutional culture.After highlighting the key factors affecting the retention of students at Te Wānanga o Aotearoa, four propositions were made regarding ways to improve their retention. These were: Kaiako (teachers) need retention related training; External motivation for kaiako (teachers) will improve student retention; Improved student retention requires a change in institutional culture; The measurement of retention attitudes and behaviours could provide data essential for increasing retention. The study has led the way for future research in the following areas: Using the student voice to provide a grounded view of retention; Researching the area of kaiako (teachers) and pedagogy with regards to their ability to positively affect retention; Researching the role of whānau (family) features to effectively configure support programmes to positively affect retention; Identifying significant factors that contribute to adult students feelings of pressure, negatively affecting their retention.
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Bunker, Alison M. "Conceptions of learning identified by indigenous students entering a University preparation course." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1370.
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The increase in Indigenous participation in university courses in recent years has not been matched by an increase in graduation. In the mainstream university population, student success has been linked to approaches to learning, which are linked to conceptions of learning. This study investigates what conceptions of learning Indigenous students identify at the beginning of their university career. Thirty six students completed a 'Reflections on Learning Inventory' developed by Meyer (1995). Nine of these students were interviewed in depth about what they thought learning was and how they would go about it. The interview analysis for each of the nine students was compared with their individual inventory profile. It was anticipated that the use of such complementary methods would increase the validity of the findings, but this was not the case. The participants identified a range of conceptions comparable with those identified by mainstream students, but with a greater emphasis on understanding. However, the descriptions of how learning happens were undeveloped and not likely to result in the kind of learning described. The findings will be useful in making curricula decisions in an Indigenous university preparation course that encourage students to adopt successful strategies for learning. In addition, it will also be useful information for the participants themselves as they become reflective learners.
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Rioux, Joël. "Two-way strong: A study of vertebrates using Queensland Indigenous knowledges and Montessori Linnaean materials to engage Indigenous secondary school students." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/85053/1/Joel_Rioux_Thesis.pdf.
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The marginalisation that Indigenous secondary students experience in zoology science lessons can be attributed to a chasm they experience between their life in community and the classroom. The study found that the integration of Indigenous and Western science knowledge can provide transformative learning experiences for students which work to strengthen their sense of belonging to community and school. Using action research, the study investigated the integration of both-ways science education into students' zoology lessons. It privileged the community's cultural expertise, practices and connections with students and their families, which worked to enhance student engagement in their learning.
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Parent, Amy. "Bending the box : learning from Indigenous students transitioning from high school to university." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/46127.
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The purpose of this study was to understand how the unique social, historical, cultural, and Indigenous knowledge contexts of Aboriginal communities in British Columbia shaped high school to university transitions for Aboriginal youth. To this end, the Northwest Coast bentwood box acted as a metaphor that framed the theoretical inquiry and methodology for this study, which examined four Aboriginal Early University Promotion Initiatives (AEUPI) and three Aboriginal University Transition Programs (AUTP) in British Columbia. In addition, I utilized Archibald’s (2008) storywork and Kirkness and Barnhardt’s (1991) 4Rs of Indigenous methodologies, with an additional 5th R (relationships). The study also drew upon Martin Nakata’s (2007) concept of the cultural interface, to analyze 32 interviews conducted with Aboriginal youth, and faculty and staff from the AEUPIs and AUTPs.
Key findings from the Aboriginal youth in this study suggest that learning about university through real-life experience offered by the initiatives/programs was meaningful. Second, both the AEUPIs and AUTPs provided youth with concrete opportunities to explore future academic and career pathways. Third, ensuring that the youth were provided with opportunities to develop relationships with positive Aboriginal role models in the university was seen as a success factor. Fourth, the AEUPI youth shared stories about the important leadership skills they developed as role models and mentors to younger youth in the initiatives, which in turn assisted them with their visioning process for university. Fifth, the students’ sense of belonging at university was fostered by relationships with AEUPI and AUTP staff, Indigenous student support staff, Elders, and faculty. Sixth, the AEUPI youth overwhelmingly agreed that the experiences they had in these initiatives led them to feel wholistically successful. However, the AUTP youth had a conflicting experience. Ultimately, insights from the youths’ stories suggest that the future of AEUPIs and AUTPs is a promising one if universities take heed. To this end, all participants in the study critically detailed how Canadian universities can apply a wholistic conception of the 5 Rs to Indigenous high school to university transition programs.
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Popova, Dyanis Aleke. "Storying Our Experiences: Caribbean Students at U.S. Universities." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/81450.
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In this qualitative research project, I explore the daily lived experiences of five Caribbean students studying at a rural university in the Blue Ridge Mountains. I investigate the personal challenges encountered by young adult Caribbean students and focus on their perspectives and coping strategies as they negotiate the racial binary and sociocultural norms found in the United States. I present my research here in two manuscripts. In manuscript one, Transcultural Adaptations: Caribbean Students at U.S. Universities, framed both by my use of testimonio as method (Haig-Brown, 2003; Pérez Huber, 2009) and the composite lens formed by my use of bricolage (Kincheloe, 2001; Kincheloe, 2004; Kincheloe, McLaren, and Steinberg, 2012), I look at how all these factors influence their academic experiences and their perception and performance of the Self. In doing so, I highlight key aspects of the community experience and add to the conversation surrounding the adaptation of international students to U.S. universities.
In manuscript two Interrogating Whiteness: The View from Outside, I delve more deeply into one aspect of their adaptation by interrogating one participant's perspectives on whiteness. I use critical autoethnography (Boylorn and Orb, 2014; Tilley-Lubbs, 2016), and the call-and-response tradition (Hebdige, 1987; Toussaint, 2009) common in Trinidad and Tobago and in the African diaspora to present my exploration of his perspectives. I present his perspectives using the third person voice, followed by an examination of my own ways of knowing, to highlight the questioning and internal conflict that emerged as a result of these conversations on whiteness. I share my epiphanic experience (Denzin, 2013; 2014) in the hopes of establishing discourse and resonance with my reader in this deconstruction of my way of understanding the world.Ph. D.
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Mapi, Thandeka Priscilla. "Incorporating indigenous knowledge in the teaching of isiXhosa to pharmacy students at Rhodes University." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1007469.
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Traditional healing is one of the most trusted methods of healing in South Africa, especially in rural areas, where health-care infrastructure is inadequate. People have depended on this method of healing since time immemorial. That belief has been strengthened by the fact that this method keeps people in touch with their ancestors. Traditional healers are trusted and believed to be the link between people and their ancestors. The Dwesa community is amongst the areas that still have strong belief in traditional healing. Traditional healers have a variety of methods of healing that they use, these methods have been trusted for people of all age groups. These methods are ukugabha, ukufutha and ukucima. Traditional healers prescribe them for both major and minor illnesses. They are believed to play a role in cleansing people from inside and outside. These methods together with other methods that are used in traditional healing are being explored in this study. This exploration is based on the fact that this information will be integrated into the teaching of isiXhosa to Pharmacy students at Rhodes University. This is an initiative to create awareness amongst health-care practitioners about traditional healing methods, so that they can caution and advise their patients about medicine taking behaviours, also to make them approach the subject in a sensitive manner. An isiXhosa course has been taught to Pharmacy students, as a pilot in 2007 and as an elective in 2008 onwards. This course deals with cultural issues in a broad manner, the issue of traditional healing specifically, and these methods of healing are outlined in the course, such that students have an understanding first of what a traditional healer is and their role in providing health-care services.
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Barrett, Peter. "Factors enabling a successful transition to boarding school for Australian Aboriginal students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2253.
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Boarding school has been and continues to be an important stage in the educational experiences of many Aboriginal people living in remote communities in Northern Territory, Australia. The experience of moving away from family, land and community presents many challenges for students moving to boarding school and managing the dramatic transition between two vastly different cultures. This study focused on identifying the factors that help students successfully transition from a remote community to boarding school.
The study used an explanatory sequential mixed methods approach to investigate and analyse the experiences of Aboriginal students at a regional boarding school in the Northern Territory. Critical race theory was used as a theoretical lens throughout the study design, data collection, analysis and discussion.
Quantitative enrolment data from 108 boarding students was analysed to identify aspects that correlated with a successful transition to boarding school. These findings were incorporated into two focus group discussions and one semi structured interview with students from a boarding school in Darwin, Northern Territory. The qualitative data was thematically analysed to draw themes and sub themes for further discussion.
The findings indicate that the transition from small, remote communities is highly challenging. In particular the impact of being away from family and community led to feelings of homesickness and a loss of cultural knowledge and connection to land. Students recognise in the need to return to country, family and community to maintain cultural connections which questions the often assumed benefits of boarding school. Both the quantitative and qualitative data indicate that parents, family and community members provide important mechanisms of support and ensure a successful transition. In particular family support helps students to deal with homesickness, provide encouragement and help maintain a connection to culture.
This thesis, provides an important addition to an emerging area of research about the important transition from Aboriginal communities to boarding school. The study focused on the experiences of students at one school in the Northern Territory and records and presents student voices and experiences undertaking the transition to boarding school. Hearing more student voices will enable all of us to gain a clearer appreciation of the impact of transitioning to boarding school for young Aboriginal people, and what can be done to improve it.
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Georgiyeva, Natalya. "Impact of Indigenous Language on Achievement and Emotional Conditions: A Case Study of East European Students in Utah." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3194.
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The importance of using an indigenous language as a medium of school instruction has been discussed in world education for a long time. This study focuses on the influence of the presence of a native language in the learning process of the students and the impact on their academic achievement, emotional conditions, and post-school lives. A qualitative method of research was used in the study, comprising 12 interviews among Ukrainian/Russian adopted and nonadopted students who attended Utah schools. Information obtained through interviews presented language levels of students (both native and English), academic achievement, and emotional conditions of students during the period of adaptation and after several years' living in the U.S. Interviews also provided information about the roles of schools, friends, and families in the learning process for Language Learning Students and their development of native and English languages. All data in this research is the students' perception of their languages skills, academic achievements, emotional conditions, and support (provided or not) from schools and families. In the chosen cases, the study intends to see if presence of the native language during the learning process in the school keeps influencing students' lives after graduating high school and whether it has an effect on continuing education and job opportunities. This work provides some recommendations on how schools can arrange a positive environment for Language Learning Students, support their native language development, and interact with students' families to achieve the common goal of high academic success and emotional stability of students.
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Macdonald, Mary-anne. "Examining the perceived benefit of education for Aboriginal secondary students in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2018. https://ro.ecu.edu.au/theses/2087.
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Indigenous and remote Australians have lower education and employment levels than non- Indigenous and urban Australians and face continued socio-economic disadvantage. Many contemporary voices have called for quantitative evidence for Indigenous education policy. The current thesis responds to this gap in the literature by developing a factor model of Indigenous education engagement, and supports this with regression equations and qualitative interviews exploring the impact of various experiences on Indigenous engagement with secondary school. The current study found that, despite gap in attendance rates, Year 12 completion rates, and tertiary education enrolment and completion, Indigenous and non-Indigenous participants alike ascribed a high value to the benefit of completing secondary education. For both groups, students were more likely to attribute benefit to schooling when they encountered a Positive School Culture, Promotion of Indigenous Culture, Pathway Development, and opportunities to develop Self-Efficacy. Yet, Indigenous secondary students in this study who ascribed benefit to secondary education appeared to make that decision at an earlier age, and did not often ascribe equal benefit to higher education. Compared with non-Indigenous participants of the current research, Indigenous students make education decisions with the belief that it will be harder for them to attain success in post-secondary education due to lower academic achievement, social discourse and discrimination surrounding Indigenous identity, geographic remoteness, and economic concerns. Furthermore, qualitative analysis revealed that non-Indigenous secondary teachers are likely to look to more superficial aspects of culture, rather than the epistemological and ontological aspects desired by Indigenous students, when developing a culturally inclusive environment. Finally, the Revised Factor Model developed in this thesis explained 46% of the total variance amongst variables measuring student experiences of and attitudes toward the utility of education.
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Lovegrove, Jacky. "See me, hear me: from teacher belief and pedagogy to classroom practice for indigenous students." Thesis, Lovegrove, Jacky (2010) See me, hear me: from teacher belief and pedagogy to classroom practice for indigenous students. Professional Doctorate thesis, Murdoch University, 2010. https://researchrepository.murdoch.edu.au/id/eprint/3617/.
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This research examines the links between teachers’ understandings, professional learning and government policy with regard to improving literacy outcomes for students of Indigenous descent in a metropolitan school in the southern suburbs of Perth Western Australia. This particular school has had a ten percent Indigenous cohort since it was founded and has an Aboriginal Education policy in place. While the focus on Indigenous education has been on closing the gap for students of Indigenous descent, research has tended to focus on the students rather than investigating the knowledge base of teachers. In this study, the specific focus is on a group of metropolitan teachers and the system rather than the students themselves. This study critiques what research and policy deem to be good practice for the time period between 2003 and 2006 then goes on to investigate if these programs and strategies are actually being utilised in professional learning and classroom practice.
Carspecken’s (1996) five stages of a Critical Ethnographic Case Study provide the platform from which to critique and observe the culture of the school. The teachers at the school agreed to be part of an in-depth investigation of their beliefs, knowledge base and classroom practices. Twenty-six teachers completed the study questionnaire, with five teachers participating in the follow-up interview. Using themes developed from the questionnaires and interviews, classroom observations were utilised to support or interrogate teacher perceptions. Analysis of the data gave a voice to these teachers, putting forward the changes they thought needed to be developed at a school and systems level to help them improve opportunities for their Aboriginal students.
This research indicates that the Case Study teachers believed there were ways to improve their access to professional learning and knowledge of programs and cultural aspects that would help improve the literacy opportunities for their Aboriginal students. They felt that the links between major professional learning strategies, such as Getting It Right Literacy, and the programs highlighted as good practice by the Creating a Vision document (2001-2004) needed to be made clearer. They commented on the number of programs that came into the school professional reading section of the library without professional learning strategies. Giving these teachers a voice draws attention to their needs and concerns. Moreover, through this thesis, their combined voices provide an alternate perspective to the issue of improving literacy outcomes for Aboriginal students.
One of the most important messages this study gives to the system is that the Case Study teachers do not believe they have acquired enough information or professional learning to adequately assist Aboriginal and Torres Strait Islander students with literacy in their metropolitan classrooms. Neither funding nor the ability of Aboriginal students to learn were seen as key issues. Rather it was the distinct lack of articulation among policy, funding and professional learning, in addition to the failure to make Aboriginal Education part of core business, that is highlighted by these metropolitan teachers.
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Cochise, Acacia. "Multi-Perspective, Culturally Responsive Students Within Experiential Education Paradigms: A Case Study of Select Programmes in Samoa." Thesis, University of Canterbury. Macmillan Brown Centre for Pacific Studies, 2013. http://hdl.handle.net/10092/8200.
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The following study was conducted over 21 months in the South Pacific. I served as Academic Coordinator for World Learning’s SIT’s Study Abroad program in Samoa for three semesters. While overseeing independent study projects, facilitating working relationships, and promoting cross-cultural communication among the American and Pacific Islander/Samoan tertiary students, I concluded that -- through cultural immersion, experiential education and deliberate, academically fostered communication and discussion both Western and Indigenous identities are capable of converging to better mutual and lasting understanding.
I spent ten months in Samoa completing my field research and five months in New Zealand completing my library research. Over the course of three academic semesters, this study evolved through my volunteer work with the group Rotaract Samoa, my research and teaching experiences with an experiential education programme, and indirectly incorporating 36 American students from various US tertiary institutions participating in the SIT Study Abroad’s Pacific Communities and Social Change semester in Samoa, and over 120 Pacific Island students and staff on the University of the South Pacific (USP) campus in Alafua, Samoa.
Encouraging American students to foster relationships with indigenous peoples offered insights into the process and progress of the students’ shared interactions. Students were uncomfortable and awkward in their initial associations, however, over time, through the program’s immersion techniques, the students learned valuable lessons, about Samoan culture and themselves as human beings. I found the use of experiential education programmes and convergence methodology in multicultural learning environments ultimately promoted multi-perspective, culturally responsive student development.
I collected my data through interviews, participant-observations, surveys, questionnaires, volunteering and teaching. I analysed my data using a self-reflexive anthropological perspective.
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Mira, Tapia Alejandro. "Academic knowledge and intercultural strategies among students and graduated from the Instituto Intercultural Ñöñho." Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/112538.
Full textAbstract:
Este artículo se basa en una investigación etnográfica de dos años que analiza el proceso de profesionalización y las experiencias de trabajo comunitario de estudiantes y egresados del Instituto Intercultural Ñöñho (IIÑ), una pequeña universidad indígena ubicada en la región ñöñho (otomí) del sur del estado mexicano de Querétaro. Entre los principales hallazgos se muestra que estos actores, a través del uso sociocultural de sus saberes escolares, construyen y despliegan colectivamente un conjunto de estrategias interculturales (Bertely, 1997) para intervenir comunitariamente en tres aspectos: (i) las condiciones locales de marginación socioeconómica, (ii) el desplazamiento cultural y lingüístico, y (iii) la presencia de violencias en los espacios de socialización juvenil. En un inicio, el texto pone en perspectiva histórica las distintas rutas de profesionalización indígena que han existido en el contexto mexicano. Posteriormente, se ofrece una contextualización del IIÑ y del perfil pedagógico de su programa de licenciatura en Economías Solidarias. Finalmente se describen las estrategias interculturales que producen estudiantes y egresados de esta universidad indígena, a partir de una mirada que contempla la afirmación de su etnicidad en el marco de procesos de escolarización.This article is based on a two-year ethnographic research that analyzes the process of professionalization and community work experiences of students and graduates of the Instituto Intercultural Ñöñho (IIÑ), a small indigenous university located in the ñöñho (otomí) region of the southern Mexican state of Querétaro. Among the main findings it presents that these actors collectively build and display a set of intercultural strategies (Bertely, 1997) to intervene in three issues: (i) the local socio-economic marginalization conditions, (ii) the cultural and language shift, (iii) and the violence within the socialization spaces of the youths.; all these through the sociocultural application of their academic knowledge. Firstly, this study puts in historical perspective the different paths of indigenous professionalization that have existed in the Mexican context. Subsequently, it offers a contextualization of the IIÑ and of the pedagogical profile of its degree program in Solidarity Economics. Finally, it describes the intercultural strategies produced by the students and graduates from this indigenous university, departing from the assertion of their own ethnicity within their schooling process.
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Lai, Cristina Afán. "A pilot project to design culturally-relevant curriculum for Movima indigenous students in the Bolivian Amazon." Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/2517/.
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The legacy of a colonialist, assimilationist educational system in countries such as Bolivia is the under-representation of the indigenous in the large sphere encompassed by the schools - knowledge, teachers, and modes of instruction. Many indigenous students feel alienated from schooling and experience limited academic success. The calculated intervention of transforming traditional knowledge into culturally-relevant curriculum material has been suggested as a way to fortify their identities. Once students are solidly grounded in their indigenous selves, they may have a greater chance to perform better in the academic indices of formal schooling. This thesis describes a pilot study aligned with the mandates of a UNICEF project (EIBAMAZ) to bring intercultural bilingual education to schools in the Bolivian Amazon. Applying the principles of Participatory Action Research and adopting an anti-colonial stance, I explored the traditional knowledge of the Movima indigenous people and codified some of this into culturally-relevant curriculum material. The material was trialed in schools and feedback was obtained from all the participants. Results, implications and reflections from the pilot serve as recommendations to a larger scale indigenous education project. The investigative stage of the pilot revealed story-telling by community elders to be a natural method for them to exchange information. They saw themselves recording the narratives for their children from whom they felt a widening generational gap. When creating curriculum material in the second stage of the project, the needs of both student and teacher were kept as the focal point. Accessing students' prior knowledge and catching their interest were of utmost importance. The culturally-relevant lessons were ‘put to the test' in classrooms in semi-urban and rural schools. Differences between the two groups with respect to participation structure and interaction were noted. Teachers discovered their need for more professional training and cultural congruence between teacher-student to be important in imparting such curriculum. The last stage of the project heard voices from different segments of the population on the topic of culture and culturally-relevant curriculum. The study concludes that it is not possible to create an idealised indigenous curriculum because the Movima people are no longer living in a way that makes it possible to identify a singular culture which is outside and separate from the dominant national culture of Bolivia. Traditional knowledge is difficult to characterise. Rather than being fixed, it is mutable. It derives not just from the knower but from the interaction of the knower and the inquirer. It is dialogic and the research has shown that bringing it into the curriculum might involve a process of dialogue. Indigenising curriculum is possible to do but it requires full community participation which is precisely what makes it difficult. It is not possible to have a place-based curriculum prescribed from the centre. Because it is context based on the locale, it becomes less the role of the Ministry and more the role of the teacher and the community. Though local epistemologies and culture are domains that influence the content and purpose of schooling, there are other complex relationships (political, cultural, religious, social and organizational) involved in educational development. Top-down and bottom-up cooperation and reinforcement are necessary for the provision and sustainment of a culturally-relevant indigenous education. The research suggests that the success of an indigenising project such as this would depend on the extent to which communities can be facilitated and enthused, whether it can offer sufficient development to teachers to reconceptualise their practice and whether these teachers would have the motivation to persist.
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Grote, Ellen. "An ethnography of writing : the writing practices of female Australian indigenous adolescents at school." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/1675.
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The lack of success in addressing the educational needs of Aboriginal English (AbE) speaking adolescents is evidenced by consistently lower outcomes in literacy than those of their non-Indigenous peers. Differences in literacy levels between Indigenous girls and boys suggest that gender is an influential factor in literacy achievement. This ethnographic study explores cultural and gender influences on the writing practices of a group of female Indigenous adolescents in the cross-cultural context of an urban Western Australian secondary school.
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Seymour, Destiny. "Indigenous student village: housing option for indigenous post-secondary students." 2013. http://hdl.handle.net/1993/22130.
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This practicum project uses a holistic approach for the culturally sensitive design of a housing option for Indigenous post-secondary students. This project addresses the role that interior design can play in creating a supportive work-live environment. The proposed student accommodations will differ from what is offered at the University of Manitoba campus by incorporating design elements that will: reflect Indigenous cultural values; use a holistic approach to space planning; offer flexible space options that supports community ties and relationship building; create designs that speak to the local cultures; and honour the past students of the Canadian residential school system.
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LI-KUEI, CHEN, and 陳麗貴. "The Study of Indigenous Students." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/d8xjux.
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Hsian, Hsieh Mei, and 謝美璇. "Enhancing Fifth Grade Indigenous Students." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/h368da.
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CHUAN, YEN-HAN, and 全彥翰. "The indigenous college students’ space performance and." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/89236600417679215814.
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碩士國立彰化師範大學
地理學系
99
Studying in urban is a kind of spatial impact for indigenous college students who move from village to urban area. They move and swing among the center of urban area and the margin. The aim of this study is realizing how indigenous college students who move from a village to an urban area, their interaction patterns. Regarding to the space issue, I choose Taipei City as my research subject. Through analyzing the space issue, realizing the interactions pattern and the change of identification in moving process of indigenous college students in urban area. The method of research has adapted in-depth interview of quality research. First of all, discussing how the indigenous college students to be marginalized as a “other” ,in the concept of postcolonial theory? At the same time ,how they find their subject by using the marginality space of the difference and the identification. Second, the study investigates the relation of spatial interaction among the indigenous college students through Lefebvre’s triad of space : spatial practice, representations of space, and spaces of representation with discussion to the interactions among indigenous college students , meanwhile , there are the same disposition between the representations of space and the marginality space mentioned by bell Hooks. The research has discovered that the performance of the marginality space is more than a sort of space of representation but a resistant space which is approaching to indigenous reality life. Finally, indigenous college students who influenced by both disposition of different spaces and different colonial methods in a moving process, their identity would develop assimilation and acculturation this two forms. Therefore, in my research, I would like to indicate the plural features of indigenous college students in urban area through the concept of space.
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Lin, Ching-wei, and 林靜微. "Han students’ impression of and intention to interact with indigenous students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/48352383125087617448.
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碩士慈濟大學
公共衛生學系碩士班
99
In order to investigate Han students’ impression of and intention to interact with indigenous students, 137 female and 141 male Han high school students were asked to view one of the eight pre-recorded staged interviews with a transfer student. After the viewing, participants indicated their impression of and the intention of interaction they expected to have with the transfer student. The participants were also asked to predict the academic performance of the transfer student. Whether the transfer student was perceived as indigenous was manipulated through the transfer student’s facial features and/or accent. Analyses revealed that participants’ intention to interact with the transfer student was unrelated to whether or not the transfer student was an indigenous people, but was related to their own level of universal-diverse orientation. Nevertheless, participants who believed the transfer student to be an indigenous student rated the student as more outgoing, naïve, and cheerful. As for the academic performance, participants’ prediction did not differ as a function of the transfer student’s ethnicity. However, profile analysis revealed that the profile of attributions made for the transfer student by those participants who believed the transfer student was indigenous and would have poor academic performance, was different from ones made by other participants. In discussion, I discussed how one’s level of universal-diverse orientation and the previous experiences in interacting with indigenous people might affect Han’s students’ impression and intention to interact with an indigenous fellow student. The possible effect of facial features and accent had on Han people’s judgment on one’s ethnicity was also discussed. Implications in the different causal attributions made by the participants were discussed as well
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張育欽. "Research of the 6th grade students’ Indigenous Knowledge and Indigenous Identification in Chaozhou Town." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/10819103119566995426.
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碩士國立花蓮師範學院
社會科教學碩士班
93
Abstract To perceive the connection and the present situation of Indigenous Knowledge and Indigenous Identification to the 6th grade students in Chaozhou Town, the study adopted the employment of the questionnaire method to collect the demonstration to process the general investigation in Chaozhou Town which contained 920 6th grade students in the sample and in effect 872 ones available. For one thing, as for the research, it searched and collected the materials to be bound to the document and to make the comprehension to the Indigenous Knowledge and Indigenous Identification as the basement to the employment of the questionnaire. The data related were thereby obtained and analyzed via t test, one-way ANOVA, and canonical correlation analysis. To ultimate of above resources and bring up suggestions as below to be applied to take effect the indigenous education. The determinations through discussions are as below: 1. The ratio is 60.3% of the proper answers to the subject of the Indigenous Knowledge Scale from the elementary school students in Chaozhou Town. From the Indigenous Identification Scale, the uppermost is up to 5 points while the minimum is down to 1 point, the average that derived by each student are 3.92. And it shows that each student is supposed to reach the significant level of the identity of their own country. 2. In view of the Indigenous Knowledge and Indigenous Identification aspects, students live in urban areas are superior to those live in suburbs. 3. In the test of student’s Indigenous Knowledge Scale and Indigenous Identification Scales, no distinct odds appear in different races from one to another. 4. In the entirety of Indigenous Knowledge, students’ fathers who graduated from “college or university” and “the graduated school and above” are higher than those graduated from “junior high school” and “elementary school and below”. Further, in Indigenous Identification, students present no distinctions. 5. AS the same point of view as above one, students with mothers who are well-educated would reveal good performance in Indigenous Knowledge understanding and show no differences in Indigenous Identification. 6. The boy students show no conspicuous differences from girl students in Indigenous Knowledge nor in Indigenous Identification. 7. Students move into Chaozhou Town as residents in different times directs no distinguishability in Indigenous Knowledge and Indigenous Identification. 8. In participating various communities, students do not present dissimilar diversities either in Indigenous Knowledge and Indigenous Identification. 9. The frequency of students taking tours presents no distinct odds in Indigenous Knowledge and Indigenous Identification. 10. Students with various knowledge also reveal no obvious differences in Indigenous Knowledge and Indigenous Identification. 11. The Complete “Indigenous Knowledge” and “Indigenous Identification” come to notable differences. In each aspect of Indigenous Knowledge, only “Indigenous Geography” reached to remarkable odds. Also, only “Preserving Natural and Culture Environments”, “The Complete Indigenous Knowledge”, “Indigenous Geography”, “Indigenous Natural” and “Indigenous Arts” get up to conspicuous variations. 12. In canonical correlation analysis, the Indigenous Knowledge of students was greatly affected by the learning sections, parents’ level of education and the frequency the students taking tours. Students’ Indigenous Knowledge is just influenced by the learning sections.
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Yi-Tien, Huang, and 黃義添. "Research of Indigenous Knowledge and Indigenous Identification of the Sixth Grade Students in Yilan County." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/56753769999065997967.
Full textAbstract:
碩士國立花蓮師範學院
社會科教學碩士班
94
Research of Indigenous Knowledge and Indigenous Identification of the Sixth Grade Students in Yilan County Abstract Through the employment of the questionnaire method, the purpose of the research was to perceive the connection and present situation of Indigenous Knowledge and Indigenous Identification to the sixth grade students in Yilan County. The sample contained 975 sixth grade students in Yilan County and in effect 945 samples. Based on the literatures collect and survey, the instrument was self-designed with questionnaires employed in this research were the Yilan County elementary student’ Indigenous Knowledge Scale and Indigenous Identification Scale. The data related were thereby obtained and analyzed via test, one-way ANOVA, and canoncial correlation analysis. To ultimate of above resources and bring up suggestions as below to be applied to take effect the indigenous education. The determinations through discussions are as below： 1.The ratio of the correct answers to the questions of the Indigenous Knowledge Scale is up to 70.8﹪which reaches the significant level. In each question of the Indigenous Identification Scale, the uppermost is up to 5 points while the minimum is down to 1 point, the average that derived by each student are 4.28. It shows that each student is supposed to reach the significant level. 2.In Indigenous Knowledge and Indigenous Indentification, the grades of girl students are better than boy students. 3.Students of the races of southern Fujian and other provinces are better than aboriginal in Indigenous Knowledge, and those of the race of southern Fujian are also better than aboriginal in Indigenous Indentification. 4.In the entirety of Indigenous Knowledge and Indigenous Identification, students’ fathers who graduated from “collage or university” and “the graduated school and above” are higher than those graduated from “junior high school” and “elementary school and below”. 5.As the same point of view as above one, students with mothers who are well-educated would reveal good performance in Indigenous Knowledge understanding and show no differences in Indigenous Identification. 6.In view of the Indigenous Knowledge and Indigenous Identification aspects, students’ school located in urban areas, south of Lanyoung River, not aboriginal township are superior to those school located in suburbs, north of Lanyoung River, aboriginal township. 7.Students move into Yilan County as resdents in different times directs no distinguishability in Indigenous Knowledge and Indigenous Identification. 8.The students participating in community activities more times do obtain higher grades than the students who have never participated in Indigenous Knowledge and Indigenous Identification. 9.Students with various knowledge also reveal no obvious differences in Indigenous Knowledge and Indigenous Identification. 10.Students in Indigenous Knowledge and Indigenous Identification reach the positive correlation. 11.In the factors effect the sixth grade students’ Indigenous Knowledge, it is “aggregative Indigenous Knowledge” shows most significant effect to students, and in the factors effect the sixth grade students’ Indigenous Identification, it is “aggregative Indigenous Identification” shows most significant effect to students. Based on the above-mentioned findings, suggestions are addressed as to the current indigenous education： 1.The education authority and unofficial organization should forward students’ indigenous education steady and continually. 2.The education authority should subsidize expenses to the suburb areas or aboriginal township school in a planned way to help the development of Indigenous Education. 3.The teachers should understand the differences of students’ background when teaching Indigenous Knowledge. 4.Emphasis should be put on the instruction of Indigenous Natural Knowledge to promote students’ aggregative Indigenous Knowledge. 5.The attempt should be made to encourage students attend indigenous activities in Yilan County, to enrich students’ Indigenous Knowledge and promote students’ Indigenous Identification. 6.We should also have an eye on attending people, activities content, transacting time and advertising , before conducting indigenous activities. 7.Transact indigenous teaching demonstration or visiting to improve the effect of indigenous teaching.
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Zeng, Zi-Kai, and 曾子愷. "The Environmental Awareness and Responsibility of Indigenous and Non-indigenous Students in Vocational School in Hualien." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/ng7kba.
Full textAbstract:
碩士國立東華大學
教育與潛能開發學系
105
To balance indigenous traditional wisdom and western science has always been the direction of sustainable development. This study investigates the environmental awareness and environmental responsibility of indigenous and non-indigenous students in vocational schools in Hualien County, as well as the Correlation between the two concepts. Other issues addressed include how environmental awareness and environmental responsibility each relates to the students’ different school years, genders, ethnicities, academic majors, and life experiences. This survey questionnaire-based research focuses on 371 students from three vocational schools in Hualien, with indigenous and non-indigenous populations as two distinct ethnicities. Academic majors include agriculture, industrial studies, business, and food and beverage services. This research yields the following major findings: I. There is no significant variation in levels of environmental awareness and environmental responsibility among students of different ethnicities, school years, and genders. II. There is no significant variation in levels of environmental awareness among students of different academic majors, but significant variation exists in levels of feel discovery, with mechanical engineering students displaying comparatively low levels of feel discovery. III. In terms of life experiences, there is no significant variation in levels of environmental awareness among IV. There is a positive correlation between environmental awareness and environmental responsibility. Other factors related to student backgrounds are also discussed in detail.
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wei-chia, Tsai, and 蔡緯嘉. "Labor Market Exclusion of Urban Indigenous Peoples：A Case Study of Indigenous College Students in Taipei Area." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/18794153592733105733.
Full textAbstract:
碩士中國文化大學
社會福利學系碩士班
97
Labor Market Exclusion of Urban Indigenous Peoples：A Case Study of Indigenous College Students in Taipei Area Abstract Taiwan's indigenous' disadvantaged position in the job market in nation has been the concerned subject to all people, but when we explored the plight of indigenous people in employment in the pass, we lessly use the cultural differences as the core of exploration, and the highly educated indigenous ethnic groups of students, are also a group easy to be ignored. This study uses the viewpoint of social exclusion, goest with the Indigenous students' the ethnic identity and subjective feelings,to analysis the following research questions: 1. In the mainstream society of Taiwan, how do the ethnic differences and ethnic identity caused the Aborigine in the city excluded or included by the labor market ? 2. How do the aborigine students workers think and aware themself on such exclusion or inclusion phenomenon? And what measures do they take to react ? 3. What impact could The phenomenon of the labor market's exclusion or conclusion that caused by Ethnic differences cause to the obtaining employment of the aborigine students? 4.How is the situation about those exclusion and conclusion caused by The Government's employment promotion policies? How do the Policies respond to the employment characteristics of indigenous culture? This study is used the Depth Interviews Method, with purposive and snowball sampling, totally interviews 11 Indigenous students workers and four Indigenous employment promoting attendant . The key findings of this research are: 1. The Aborigine Students' employment are half felt worse than their original expectation. 2. Regardless of work or life, they still do not encounter as being treated by the stereotyped image from the outside . 3. When indigenous students met the exclusion of labor market, the most used ways to reply are non-response, and no resistance. 4. The strong or weakness of the identity of aborigine students' group will affect whether they can integrate into the labor market well. 5. The employment promoting service in public sectors can not timely respond the demand for Indigenous students.
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Hellkvist, Maja, and Beatrice Nordgård. "Translocal experiences of indigenous migrant students in Monterrey, Mexico." Thesis, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53428.
Full textAbstract:
Rural-urban migration has been increasing and is commonly seen in northern cities of Mexico. Indigenous students do not always have opportunities to receive higher education in their communities, and therefore migrate to urban areas. After migrating they can face certain challenges navigating the urban lifestyle. With the help of the translocality concept, this study employed a questionnaire and semi-structured interviews to explore the reason behind five indigenous students' migration and their experiences of different translocal circumstances. The results and analysis indicated that the students had both similar and different experiences in the various translocal arenas. The analysis showed the reasons behind the students’ migration were often linked to educational opportunities, but they also expressed different aspirations and plans for the future Further, adjusting to their new city environment proved to be challenging. They experienced both a negative and positive sense of place in Monterrey, but Mision del Nayar, the university and other indigenous students helped them feel a sense of belonging. The experiences the students had in the different translocal arenas shaped their narrative, and hence, impacted their sense of place and sense of belonging. Lastly, the students experienced translocal identities on a daily basis.Migration från landsbygd till städer har ökat och har blivit vanligare i norra städer i Mexiko. Studenter från ursprungsbefolkningar har inte alltid tillgång till högre utbildning i sina samhällen och migrerar därför till stadsområden. Efter migrationen kan de genomgå vissa utmaningar med att navigera sig i den urbana livsstilen. Med hjälp av translokalitetskonceptet tillämpade denna studie ett frågeformulär och semistrukturerade intervjuer för att undersöka orsakerna till fem inhemska studenters migration och deras erfarenheter av olika translokala omständigheter. Resultatet och analysen tydde på att studenterna hade både liknande och olika upplevelser i de olika translokala arenorna. Analysen visade att anledningarna till studenternas migration ofta var kopplade till utbildningsmöjligheter, men de uttryckte också olika ambitioner och planer inför framtiden. Vidare visade sig anpassningen till deras nya stadsmiljö vara utmanande. De upplevde både en negativ och positiv känsla av plats i Monterrey, men Mision del Nayar, universitetet och andra inhemska studenter hjälpte dem också att känna tillhörighet. De erfarenheter som studenterna hade av de olika translokala arenorna formade deras berättelse och påverkade därmed deras känsla av plats och känsla av tillhörighet. Avslutningsvis påvisade studien att studenterna dagligen upplevde translokala identiteter.
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Wang, Hsin-hui, and 王薪惠. "The Investigation on Creativity Related Factors ofUrban Indigenous Students." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/8v4mfz.
Full textAbstract:
碩士國立中山大學
教育研究所
97
The purpose of this study was to explore th relationship between urban indigenous students’ creativity and their growing environments. One hundred and two junior high school students, 52 senior high school students, and 126 vocational high school students were selected by convenience sampling. The participants complete the “Creativity Environment Scale” and “Torrance Creativity Thinking Test”. Descriptive statistics, t tests, and analysis of variance were conducted on the quantitative data. In addition, 4 targeted students with the high creativity scores were tested for performance assessment and were interviewed after the survey. The main findings in this study were as follows: 1. Urban indigenous students in junior and senior high school has significantly higher scores in creativity than urban indigenous students in vocational high school. 2. Urban indigenous girl students has significantly higher scores in creativity than urban indigenous boy students. 3. Urban indigenous students of junior high school reported that their “family provided creativity opportunities” score was significantly higher than senior and vocational high school indigenous students. 4. Urban indigenous girl students’ scores of “emotion support in family”, “emotion exchange in school” and “encourages exchange in school” were significantly higher than boys’. 5. The urban indigenous students whose parents has high education level scored higher in the category of ‘’family provided opportunity’’ than students whose parents were less educated. 6. Urban indigenous students whose teacher were non-indigenous has higher scores in “school provided opportunity” than urban indigenous students with indigenous teachers. 7. Urban indigenous students has significantly higher scores in “fluency”,“originality”, and “elaboration” than non-indigenous students, while non-indigenous students has significantly higher scores in “verbal” than urban indigenous students. 8. After interviewing and performance assessment, it was found that there was significant relationship between their early childhood upbringing environment and creativity. 9. The urban indigenous students from better family and school environment has significantly higher scores in creativity than those from less fortunate environment. . The findings and suggestions from this research may be used for future researches on urban indigenous students.
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Cheng, Yu-Ping, and 鄭玉平. "Research on Indigenous Knowledge and Indigenous Identification for the Sixth Grade Elementary School Students of Kaohsiung City." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/79603213001097372033.
Full textAbstract:
碩士國立屏東教育大學
教育行政研究所
95
ABSTRACT The main purpose of this study is to investigate the relationships between indigenous knowledge and indigenous identification and its corresponding effect after the implementation on 9-year consistent curriculum. It is including the present situations, differentiations and correlations within the applications of indigenous knowledge and indigenous identification on the primary school students due to various background variables and applicable indigenous resources. Getting through the literature review, we arranged the testing questionnaires of indigenous knowledge and tables of indigenous identification as the necessary instruments in order to fulfill this study. The effective samples were 971 based on the implementation of elementary school students in Kaohsiung city. The raw data were analyzed and the results were presented in the forms of frequency distribution 、percentage、 mean 、standard deviation、 t- test、factor analysis 、one-way ANOVA analysis、k. pearson product-moment correlation and canoncial correlation analysis. Some conclusions are made as followings: 1.Indigenous knowledge of elementary school students is commonly insufficient. The great confusions for them are “tribe” and ”vicissitudes of the name of the location”. 2. Indigenous knowledge of students in elementary school is still insufficient and it is needed reinforcement. The great confusions for them are the names of the locations by “tribe” and ”vicissitudes”. 3. Girl students have the superior levels of indigenous knowledge and indigenous identification than the ones of boy students. 4. Good agreement between the education level of parents and the indigenous knowledge of students, but not for the trends of indigenous identification. 5. The length of reside、favorite of country travel and the read of TV news of the students express the positive and constructive trends on indigenous identification, however they have little functions on the expressions of indigenous knowledge. 6. The indigenous knowledge of non-native elementary school students is superior to the one of native elementary school students, yet the trend on indigenous identification is not such a significant differentiation. 7. There are still some problems on intensive indigenous education of 9-year consistent curriculum. 8. More than half of the students never read the auxiliary indigenous material of Kaohsiung City. 9. The more the teachers give auxiliary indigenous material and the students read much, the higher levels the indigenous knowledge and indigenous identification are. 10.The more the indigenous knowledge of students, the higher the indigenous identification level.
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Richard, Audrey L. "Setting good footprints: reconstructing wholistic success of Indigenous students in higher education." 2012. http://hdl.handle.net/1993/5033.
Full textAbstract:
The study explores why some Indigenous students succeed in higher learning despite challenges faced and to what extent was wholistic success impacted by efficacy of wholistic learner supports. Through Indigenous Wholism that integrates the Circle Teaching (Rice, 2005, p. xi) and Mino-Pimatisiwin defined by Hart (2002), experiences of seven graduated and present post-secondary Indigenous students were explored. Special attention was focussed on strengths and challenges. Primary data collection methods consisted of Sharing Circles that provided group learning interaction; and semi-structured interviews that provided personal space for in-depth conversations. The factors that affect and promote wholistic success were grouped under three main areas: systemic and structural, social and cultural, and personal. Findings indicate six areas affecting wholistic success: (1) colonial relationships; (2) financial barriers; (3) fear of failure; (4) disempowerment; (5) sense of belonging; and (6) identity. Main factors promoting wholistic success are relational that include engaging interactions in safe learning spaces.
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"Successful Transitions to Post-Secondary School: Perspectives of Indigenous Students." Thesis, 2015. http://hdl.handle.net/10388/ETD-2015-06-2170.
Full textAbstract:
Basic interpretive qualitative research design (Merriam, 2002) was used to explore the experiences and events that Aboriginal students reported during the transition from a rural to an urban setting and attend post-secondary school. Three participants, who were both Aboriginal and successful in completion of their first year of post-secondary education, were interviewed. Data was analyzed and five common themes emerged that contributed to their success. These were academic, family and community, culture, financial and social. These findings are discussed in relation to the current research in the area of Aboriginal education, including the First Nations and Métis Lifelong Learning Models. As well, recommendations and implication for future practice are included.
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Lynch, Andrea Jane. "Seeking visibility: action research with teachers of mobile Indigenous students." Thesis, 2012. https://researchonline.jcu.edu.au/24022/2/02whole.pdf.
Full textAbstract:
In Australia, Indigenous students' education outcomes, as represented by assessments that accompany the current neo-liberal performativity and accountability agendas, are well below those of their non-Indigenous counterparts. While there has been a flurry of policy and rhetoric around 'closing the gap', one aspect of the lived experience of some Indigenous Australian Peoples – temporary mobility – goes largely ignored by education systems that, through policy and its enactment, represent schooling stability as 'normal'. While not all mobility has a negative effect, existing research shows that when accompanied by other risk factors such as low socio-economic status, mobility can have a 'compounding' effect (KPMG Consulting, Australian Council for Education Research, Department of Defence, & Commonwealth Department of Education Science and Training, 2002) and, when multiple school moves occur in the early years, learning is highly likely to be disrupted (Heinlein & Shinn, 2000; KPMG Consulting et al., 2002; Rumberger, 2003). Indigenous mobility, as an educational issue, is largely absent from education policy and this absence, coupled with ongoing literacy policy reform in Queensland, serves to provide little guidance for teachers and schools in regional urban communities working to meet the literacy learning needs of this underserved cohort of students.
This case study was conducted as a critical participatory action research project exploring teaching practices that support the literacy learning of mobile Indigenous students. It was undertaken in a state primary school serving a regional Queensland suburban community characterised by low educational outcomes and low socio-economic status. The study formed part of a larger collaborative action research project investigating Indigenous student mobility, with a focus on literacy and numeracy outcomes, and trialling targeted interventions in 14 low socio-economic primary schools in a range of locations across Queensland. While the larger project actively focused on responding to the needs of mobile Indigenous students by building school capacity and engaging with the local community, this study, working in parallel, has focused sharply on the work of teachers in relation to supporting literacy learning for mobile Indigenous students. Through all phases of both research projects, an Indigenous reference group from within the Queensland Department of Education and Training provided guidance and support. Additionally, extensive consultations with Indigenous stakeholders were undertaken to ensure the research was consistent with the concerns and interests of the local community.
Over four school terms in 2009 and 2010, I facilitated a participatory action research project involving three classroom teachers working in Years 1 and 3, the school's Community Liaison Officer, the Mobility Support Teacher and the Curriculum Coordinator. Data were gathered and generated through a range of methods including, but not limited to, professional learning activities, professional conversations within whole group meetings, classroom observations and semi-structured interviews.
The methodology was informed by a critical theory approach, underpinned by Habermas' (1984, 1987, 1996) theories of knowledge constitutive interests, communicative action and the public sphere. I also drew upon the notion of 'Disciplined Dialogue' (Swaffield & Dempster, 2009) to ensure professional conversations retained both their focus on literacy teaching practice and on the data that were generated through the participatory action research cycle.
Data collected and generated from the project were managed through the use of QSR NVivo software. This software was used to code the collective data. Over time, as analysis progressed and patterns and ideas took shape, these were organised and reorganised into hierarchical, branching structures or 'tree' nodes which allowed the researcher to organise the coding according to conceptual relationships – as one way of identifying patterns in the data.
This research identified that the practice architectures of the neoliberal state serve as a barrier to teachers' work with mobile Indigenous students through a reduced and narrowed curriculum (Lingard, 2010) and a focus on testing as accountability (Luke & Woods, 2008) that is removed from classroom purposes. Additionally, the lack of a coherent literacy policy in Queensland marginalises this cohort of students and reduces teachers' capacity to support their literacy learning needs. These practice architectures shape teachers' work in ways that draw their work away from the cultural interface (Nakata, 2007a, 2007b) and provide spaces for deficit discourses and low expectations of mobile Indigenous students and their families.
Within this action research project it was found that when temporal and discursive space supported by 'Disciplined Dialogue' is made available, teachers and specialist support staff are able to 'see' local and systemic practice architectures (Kemmis & Grootenboer, 2008) and, in doing so, strategise critical place-based (Gruenewald, 2008) pedagogical responses that meet the needs of students in the school at that time. Evidence demonstrated that providing this space for praxis can serve to render visible the lived experiences of mobile Indigenous students and their families. Coming to "see" mobile Indigenous students and their families can reshape aspects of teachers' habitus (Bourdieu, 1990) and provide professional renewal and growth that has, potentially, positive impact for the literacy learning of mobile Indigenous students.
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Chin, Yeou-Wei, and 秦有為. "The Correlation between the Indigenous Knowledge and the Indigenous Identification of the Fifth Grade Students in Hualien City." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/42034023886965398522.
Full textAbstract:
碩士國立花蓮師範學院
國民教育研究所
89
Through the employment of the questionnaire method, the tree-fold purpose of this study was (a) to explore the indigenous knowledge and the indigenous identification of the 5th grade students in Hualien City, (b) to compare the different effects of the various factors of the 5th grade students’ backgrounds on their indigenous knowledge and indigenous identification, and (c) to analyze the correlation between the 5th grade students’ indigenous knowledge and indigenous identification. The samples included 767 fifth grade students in Hualien City and in effect 536 available samples were retrieved. The questionnaires employed in this study were the Hualien City Elementary Students’ Indigenous Knowledge Scale and the Indigenous Identification Scale. The data related were thereby obtained and analyzed via t test, one-way ANOVA, and canonical correlation analysis. The findings are as follows: 1.The ratio of the correct anwsers to the questions of the Indigenous Knowledge Scale is up to 71.2% which reaches the significant level. As to each question of the Indigenous Identification Scale, the highest grades of which are five points, the average grades obtained by each student are 4.42 which likewise reach the significant level 2.The grades of the girl students as to both the Indigenous Knowledge Scale and the Indigenous Identification Scale are higher than those of the boy students. 3.The grades of the non-aboriginal students as to the Indigenous Knowledge Scale are higher than those of the aboriginal students, while there is no significant difference between the grades of the non-aboriginal students as to the Indigenous Identification Scale and those of the aboriginal students. 4.The earlier the students moved into Hualien City, the higer grades they obtain as to both the Indigenous Knowledge Scale and the Indigenous Identification Scale. 5.The earlier the teachers instructing indigenous curricula moved into Hualien City, the greater effects they do produce on the grades of students as to both the Indigenous Knowledge Scale and the Indigenous Identification Scale. 6.The children’s participation in community activities with the accompaniment of their parents on holidays do produce significant effects on the grades of the students as to the Indigenous Knowledge Scale and the Indigenous Identification Scale. 7.The higher social economic status the students come of, the higher grades they do obtain as to both the Indigenous Knowledge Scale and the Indigenous Identification Scale. 8.The correlation between the grades of the students as to the Indigenous Knowledge Scale and those of the students as to the Indigenous Identification Scale do reach the significant level. Based on the above-mentioned findings, suggestions are addressed as to the current indigenous education: 1.The attempts should be made to enrich students’ indigenous knowledge, especially the indigenous art. 2.The complementary indigenous education should be imposed on boy students, aboriginal students, and those who moved into Hualien City later, for they get lower grades as to both the Indigenous Knowledge Scale and the Indigenous Identification Scale. 3.Opportunities to get access to the trainings of instruction of indigenous knowledge should be offered to teachers who teach indigenous curricula but moved into Hualien later. 4.Parents should be kept informed of the actual situations and significance of indigenous education through parent education. 5.Emphasis should be put on the instruction of indigenous history knowledge with a view to enhancing students’ indigenous identification.
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Yu, Ru-Yun, and 喻如妘. "Research of Indigenous Knowledge and Indigenous Identification of the Sixth Grade Students in Taya Shiang of Taichung County." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/89842365067652664961.
Full textAbstract:
碩士國立臺北教育大學
社會科教育學系碩士班
97
Research of Indigenous Knowledge and Indigenous Identification of the Sixth Grade Students in Taya Shiang of Taichung County Abstract In order to perceive the relation and present the situation of Indigenous Knowledge and Indigenous Identification to the sixth grade students of elementary school in Taya County, the questionnaire method is employed for this research. There are 841 out of 849 samples included are of in effect. This research was first beginning with the literatures collecting and surveying, then the self-designed questionnaires are employed for the Yilan County elementary student’ Indigenous Knowledge Scale and Indigenous Identification Scale Test. The data related were thereby obtained from via test, one-way ANOVA, and canoncial correlation analysis method with SPSS software package. The summaries and suggestions coming out from this search as belows will be used as reference and to improve the indigenous education. 1. The ratio of the correct answers to the questions of the Total Indigenous Knowledge Scale is up to 61.08﹪with the significant level. In each question of the Indigenous Identification Scale, the uppermost is up to 5 points, the minimum is down to 1 point and the average scale derived by student is 3.86. It shows that each student is supposed to reach the significant level, but there is still some effort to improve Indigenous Identification. 2. In Indigenous Knowledge, the grades of girl students are better than boy students, and in Indigenous Identification, the grades of boy students are better than girl students. 3. Students of the races of southern Fujian、Haka and other provinces are better than aboriginal in Indigenous Knowledge, and in Indigenous Identification, the aboriginal students are on the top. 4. In the entirety of Indigenous Knowledge, the students whose fathers were graduated from “collage or university”, and “the graduated school and above” are higher than those whose fathers were graduated from “junior high school” and “elementary school and below”. and there are no evident difference in the Indigenous Identification. 5. In the entirety of Indigenous Identification, the students whose mothers were graduated from “collage or university” and “the graduated school and above” are higher than those whose mothers were graduated from “junior high school” and “elementary school and below”. and there are no evident difference in Indigenous Knowledge. 6. Students moving into Taya County as residents more than 10 years are superior to those living in Taya less than 5 years in Indigenous Knowledge and Indigenous Identification. 7. Of the Indigenous Knowledge, students studying in school located in urban areas are superior to those in suburb areas, and there are no evident differences in Indigenous Identification. 8. In Indigenous knowledge, the students getting knowledge from TV or Newspaper is superior to those from other ways, but there are no evident difference for the Indigenous Identification. 9. The students participating in county and community activities more than 5 times do obtain higher grades in Indigenous Identification than the students who have never participated in county and community activities. There are no evident differences in Indigenous knowledge. 10. Students in Indigenous Knowledge and Indigenous Identification reach the positive correlation. Based on the above conclusions, suggestions are addressed as belows to the current indigenous education and future study.
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He, Ya-Rong, and 賀雅蓉. "A Study of Indigenous Geographic Knowledge and Indigenous Identification Attitude of the Fifth Grade Students in Taichung City." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/23418518644275319245.
Full textAbstract:
碩士國立新竹師範學院
國民教育研究所
91
Through the employment of the questionnaire method, the tree-fold purpose of this study was (a) to explore the indigenous geographic knowledge and the indigenous identification attitude of the 5th grade students in Taichung City, (b) to compare the different effects of the various factors of the 5th grade students’backgrounds on their indigenous geographic knowledge and indigenous identification attitude, and (c) to analyze the correlation between the 5th grade students’indigenous geographic knowledge and indigenous identification attitude. The samples included 558 fifth grade students in Taichung City and in effect 462 available samples were retrieved. The questionnaires employed in this study were the Taichung City Elementary Students’Indigenous Geographic Knowledge Scale and the Indigenous Identification Attitude Scale. The data related were thereby obtained and analyzed via t test, one-way ANOVA, and pearson correlation analysis. The findings are as follows: 1.The ratio of the correct anwsers to the questions of the Indigenous Geographic Knowledge Scale is up to 59.4% which don’t reach the significant level. As to each question of the Indigenous Identification Attitude Scale, the highest grades of which are five points, the average grades obtained by each student are 3.41 which likewise reach the significant level. 2.Girls students showed better knowledge on indigenous geography than boys.In respect of attitude,no significant difference was shown. 3.Differences in students’races, no significant difference was shown in their indigenous geographic knowledge and indigenous identification attitude. 4.Habitation time is no significant difference in students’Indigenous Geographic Knowledge Scale ；differences in students’ habitation time made difference in their Indigenous Identification Attitude Scale. 5.Fathers’educational levels were no significant difference in students’indigenous geographic knowledge and indigenous identification attitude. 6.Mothers’educational levels were no significant difference in students’indigenous geographic knowledge and indigenous identification attitude. 7.Differences in students’enjoying traveling, no significant difference was shown in their indigenous geographic knowledge. In respect of indigenous identification attitude,have significant difference. 8. Differences in students’ traveling times, no significant difference was shown in their indigenous geographic knowledge. In respect of indigenous identification attitude,have significant difference. 9. Differences in students’sources of indigenous geographic knowledge, no significant difference was shown in their indigenous geographic knowledge and indigenous identification attitude. 10. Among the 5th grade students ,there existed a positive correction between their indigenous geographic knowledge and indigenous identification attitude. Based on the above-mentioned findings, suggestions are addressed as to the current indigenous geographic education: 1.The attempts should be made to enrich students’ indigenous geographic knowledge, especially the indigenous humane geographic knowledge . 2. The attempts should be made to enrich students’identity of econormical life, for they get higher grades on the Indigenous Identification Attitude Scale. 3.The design of Taichung City’s indigenous teaching material be strengthened. 4.Teach indigenous geographic activities must to understand the differences of students’background. 5. The attempts should be made to enrich children travel with parents,for they get higher grades on the Indigenous Identification Attitude Scale. 6.AII sources of indigenous geographic knowledge be emphasized and promoted. In addition,some suggestions on research topics,research objects, research tools and research methodologies for forthcoming researchers’reference were also proposed in this paper.
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Yu-Kuang, Lin, and 林有光. "Research of Indigenous Knowledge and Indigenous Identification of the high Grade Students in the Liuqiu Township of Pingtung county." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/63031816091307279816.
Full textAbstract:
碩士國立臺東大學
社會科教育學系碩士班
101
Abstract In order to perceive the relation and present the situation of Indigenous Knowledge and Indigenous Identification to the high grade students of elementary school in Liuqiu Township, the questionnaire method is employed for this research. There are 107 out of 111 samples included are of in effect. This research was first beginning with the literatures collecting and surveying, then the self-designed questionnaires are employed for the Liuqiu Township elementary student’s Indigenous Knowledge Scale and Indigenous Identification Scale Test. The data related were thereby obtained from via t test, one-way ANOVA, and Pearson product-moment correlation method with SPSS software package. The summaries and suggestions coming out from this search as belows will be used as reference and to improve the indigenous education. 1. The elementary school high grade students in Pingtung Liuqiu Township have a excellent performance in Indigenous Knowledge. 2. The elementary school high grade students in Pingtung Liuqiu Township have a high degree of Indigenous Identification. 3. The information source of Indigenous Knowledge in elementary school high grade students in Pingtung Liuqiu Township is noticeable differentiated by the Indigenous history and Indigenous lifestyle. 4. The Mother’s nationality in Indigenous Identification of elementary school high grade students in Pingtung Liuqiu Township is noticeable differentiated by the Indigenous allegiance and Indigenous Identification questionnaire. 5. The Indigenous Knowledge of elementary school high grade students in Pingtung Liuqiu Township is not noticeable correlation by the Indigenous Identification.