Tesis: "Indigenous education"

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Hogarth, Melitta D. "Addressing the rights of Indigenous peoples in education: A critical analysis of Indigenous education policy". Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/118573/1/Melitta_Hogarth_Thesis.pdf.

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For far too long, Aboriginal and Torres Strait Islander peoples' voices have been silenced. This study critically analyses the National Aboriginal and Torres Strait Islander Education Strategy 2015 through the lens of the Coolangatta Statement on Indigenous peoples' rights in Education. Focus is placed on how the Strategy addresses the rights of Aboriginal and Torres Strait Islander peoples in education when seeking to improve the educational attainment of Indigenous primary and secondary students. In turn, the representations of Aboriginal and Torres Strait Islander students, parents and communities are explored and established.

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2

Kityo, Sylvester. "Primary education reform in Uganda : assimilating indigenous education". Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61672.

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3

Meston, Troy A. "Coloniality, Education and Indigenous Nation Building". Thesis, Griffith University, 2022. http://hdl.handle.net/10072/419474.

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This dissertation, “Coloniality, Education and Indigenous Nation Building”, is a post-qualitative meta-analysis that examines the continuing inability of the Australian schooling system to adequately service the needs of Indigenous learners. The concepts of coloniality, education and Indigenous nation-building are used to establish the distinct parameters of my research locale. These tropes outline diffuse subtleties orchestrated to constrain Indigenous self-determination. Coloniality signifies the shift of Australia toward a modern nation, with its continuing strength contingent upon the “large-scale economic, political, spatial and ecological marginalisation of First Peoples” (Middleton, 2015, p. 564). While Indigenous nation-building denotes the “political, legal, spiritual, educational, and economic processes through which Indigenous peoples engage in order to build local capacity” (Castagno et al., 2016, p. 242), I align these tropes to deconstruct the current Australian school system. My analysis is guided by the question, Why are Indigenous learners continuing to underachieve in Australian schools?, and three correlational research problems: (1) Schooling and its effect upon Indigenous learners; (2) Ineffectual Indigenous-themed education research; and (3) Australian education (coloniality) versus Indigenous nation -building (decolonisation). I interlink my research question with problems, so as to better disentangle subtle complexities I see associated with Indigenous learning in a constraining educational milieu. The question of continuing Indigenous underachievement anchors this work, as above all, despite inter-governmental investment and monitoring, and an ever- increasing corpus of educational research, large-scale Indigenous success fails to translate. Given the persistent failures of recent investments, monitoring and research, I argue that Indigenous researchers require new methodological tools to understand the persistence of failure. I argue that despite advancing access for Indigenous Peoples to the academy, we have, in a very short timeframe, shifted from objects of research to participants, and now increasingly, producers of research. Given the rapid shift across a diaspora of exclusion to inclusion and leadership, I advocate for more reflection, critique, and discussion to better understand if, and where, agency can be found within our institutional participation, and academic proximity. Primarily, this dissertation functions to resolve a range of methodological tensions associated with Indigenous learners and the relationship they share with school and educational research. Facilitating my examination of Indigenous learning is the development and application of Critical Indigenous Cartography, a multiple method innovation, that purposefully intertwines researcher within the world and the spaces of this research. I employ Critical Indigenous Cartography methodically, through staged, systematic processes, to chart intersections between Closing the Gap, the Australian Curriculum, the National Program: Literacy and Numeracy, and the Australian Professional Standards for Teachers. “Coloniality, Education and Indigenous Nation Building” concludes with a ‘map’ of Indigenous underachievement, revealing how schools operate to deliberately acculturate and stratify the Indigenous body politic. Emerging from this study, is a reaffirmation for Indigenous communities and our allies, to view schools as apparatuses of power and deceit; as such, they should be viewed with appropriate respect and caution.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Hum, Lang & Soc Sc
Arts, Education and Law
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4

Brady, Wendy. "Indigenous Australians and non-indigenous education in New South Wales, 1788-1968". Thesis, The University of Sydney, 1996. http://hdl.handle.net/2123/12822.

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5

Artieda, Teresa Laura, Yamila Liva, Victoria Soledad Almiron y Anabel Nazar. "Education for indigenous childhood at the Indigenous Reservation Napalpí (Chaco, Argentina. 1911-1936)". Pontificia Universidad Católica del Perú, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/80331.

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En este artículo abordamos la educación para la infancia indígena en la reducción napalpí (Chaco, Argentina) entre 1911 y 1936, donde se implementó el primer plan del estado nacional para el encierro y disciplinamiento de los indígenas sometidos, miembros de los pueblos qom, moqoit y shinpi’, en un escenario altamente conflictivo de campañas militares del estado nacional por el control territorial y político de los dominios indígenas, la expansión del capitalismo y la proletarización de esas poblaciones.Analizamos el proyecto de escolarización de la infancia indígena de la reducción, presentamos algunas notas sobre su devenir en las tres primeras décadas del siglo XX y las concepciones sobre esa infancia y los modos de educar atribuidos a los indígenas.el trabajo se inscribe en la historia social de la educación, antropología e historia regional y profundiza indagaciones previas de nuestra autoría. el corpus de fuentes se compone de normativas, informes de funcionarios estatales y memorias de organismos nacionales.
On this article we approach the education for indigenous childhood at the Indigenous Reservation napalpí (Chaco, Argentina) between 1911 and 1936, where the first plan of the national state for the confinement and discipline of the subjected natives, members of the Qom, moqoit, shinpi’ peoples, was implemented in a highly conflicting scenario of military campaigns of the national state for controlling the territorial and political indigenous domains of the territory, the expansion of capitalism and the progressive proletarian condition of those populations in the regional farms. We analyze the schooling project for the indigenous childhood in the Reservation, we present some notes on its development during the first three decades of the twentieth century and the conceptions on childhood and the educating forms attributed to the indigenous populations.this work is registered on the social history of education, it deepens previous inquiries of our authorship and it integrates anthropological and regional history researches. Our corpus of data is based in state’s legislations, civil servants reports and national organizations memoirs.

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6

Valencia, Mireya. "Restoring Reciprocity: Indigenous Knowledges and Environmental Education". Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/pomona_theses/224.

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Environmental education in the U.S. has been slow to incorporate Indigenous knowledges, with most pre-university curriculum centering around Western science. I believe incorporating Indigenous knowledges into environmental education can promote reciprocal, critical, and active human-nature relationships. While Indigenous knowledges should infiltrate all levels of environmental education, I argue that alternative forms of education which operate outside the formal school system might present the fewest immediate obstacles.

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7

Reid, O'Connor Bronwyn L. "Exploring a Primary Mathematics Initiative in an Indigenous Community School". Thesis, Griffith University, 2020. http://hdl.handle.net/10072/398092.

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An important focus in Indigenous education research focuses on equitable educational experiences to support student outcomes. This study explored the implementation of a mathematics education initiative in an Australian Indigenous community school aimed at raising students’ mathematics proficiency over a 7-month period. The initiative was informed by current scholarship focused on effective practices in mathematics education, and explored how teachers implemented a mathematics education initiative, and factors that influenced the development of students’ mathematical proficiency. To achieve the aims of the study, an innovative conceptual framework was developed integrating perspectives from sociology and psychology. A mixed methods research design was used, and data sources included standardised mathematics tests, adapted classroom diagnostic tests, problem-solving interviews, and classroom observations. The participants in the study included 50 primary school students (Years two to six) and four primary school teachers. Findings from the study indicated that students’ mathematical proficiency was below national means at the beginning of the initiative. At the end of the study, positive changes in students’ proficiency were found, with evidence of closing gaps in achievement noted on some measures (i.e., on standardised tests). Other findings indicated there were complex factors associated with students, teachers, the school, cultural-factors, and community factors that acted to influence the development of students’ mathematical proficiency. The findings inform curriculum recommendations including the need for early years mathematics programs to focus on key number concepts, as well as the inclusion of problem-solving heuristics into problem-solving programs. The importance of supporting Indigenous students’ productive dispositions towards mathematics, developing skills for success at school in the early years, and considering interpersonal interactions when assessing students was also highlighted in the study findings. Teaching practice recommendations include the use of balanced explicit instruction, a diagnostic teaching cycle with effective and immediate feedback, a mastery teaching approach, consistent lesson structures, and an expectation of high academic and behavioural standards with increased time on task. The findings support the value of mentoring models of professional development to support teachers’ capacity with pedagogical content knowledge, in addition to the need to focus on developing Indigenous students’ familiarity with the school discourse to enable them to engage successfully with this discourse in the early primary years.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School Educ & Professional St
Arts, Education and Law
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8

Nimmer, Natalie E. "Documenting A Marshallese Indigenous Learning Framework". Thesis, University of Hawai'i at Manoa, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10757762.

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While many Marshallese learners thrive in school environments, far more have struggled to find academic success, both at home and abroad. While this has been documented by educational researchers for decades, there is a dearth of research about how Marshallese students learn most effectively. Examining culturally-sustaining educational models that have resulted in successful student outcomes in other indigenous groups can inform strategies to improve educational experiences for Marshallese students. Understanding how recognized Marshallese experts in a range of fields have successfully learned and passed on knowledge and skills is important to understanding how formal school environments can be shaped to most effectively support Marshallese student learning.

This study examines the learning and teaching experiences of recognized Marshallese holders of traditional and contemporary knowledge and skills, in order to document a Marshallese indigenous learning framework. This research used bwebwenato (talk story) as a research method, to learn from the experiences of ten Marshallese experts in knowledge and skills ranging from sewing to linguistics and from canoe-making to business.

Key findings include the four key components of a Marshallese indigenous learning framework: • Relationships • Motivation for Learning • Teaching Strategies • Extending Networks Teaching strategies are comprised of the commonalities among the way Marshallese have learned and mastered both traditional and contemporary skills. Chief among these are: introducing the topic at a young age, scaffolding, demonstrating and observing, learning through relevant practice, and correcting learners constructively. To a lesser extent, and in a context in which the learner and teacher are not related in a familial way, learning and teaching occurs through visual aids and asking instructor for assistance.

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Santana, Colin Yasmani. "Indigenous Youth´s Experiences at the Undergraduate Program in Indigenous Education, Mexico. Professionalization and Identity". Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/112546.

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El presente trabajo busca contribuir, de un lado, a la discusión de la imagen homogénea, que en algunos casos se configura sobre quiénes son y somos los estudiantes indígenas, y por otro, al conocimiento de los retos y desafíos que enfrentamos los jóvenes indígenas en programas académicos. Presento las experiencias educativas de jóvenes provenientes de distintos grupos originarios, hombres y mujeres formados en la Licenciatura en Educación Indígena (LEI) en la Universidad Pedagógica Nacional - Unidad Ajusco, en la Ciudad de México. Y retomo algunas entrevistas realizadas a egresados de la generación 2007-2011 —de la cual formé parte— para examinar qué significa ser un estudiante indígena en la universidad, cuáles son las problemáticas que enfrentan en su proceso de formación, cuáles son las expectativas sobre su formación, cómo son vistos en sus comunidades de origen después de haberse convertido en profesionistas, y si el acceso a la universidad generó pérdida de identidad cultural. Metodológicamente, la investigación se realizó a partir de lo que en los últimos años se ha denominado como trabajo colaborativo o investigación dialógica. Formar parte de esta generación ayudó a entablar distintas conversaciones para tratar los temas antes mencionados.
This paper aims to contribute, on the one hand, to the discussion of the homogeneous image that is constructed regarding who we are, indigenous students; and on the other, to the knowledge of the challenges that we, indigenous youth, face in academic programs. I present the formative experiences of young men and women from different indigenous groups who attended the Indigenous Education Program at the National Pedagogical University - Ajusco Unit in Mexico city. I use interviews with graduates from the 2007-2011 cohort -of which I was part- to discuss what it means to be an indigenous student at the university, what their main problems and expectations are through their training, how they are seen in their communities of origin after becoming professionals, and if their access to the university caused loss of cultural identity. Methodologically, this research was carried out in the frame of collaborative work or dialogical research. Being part of this generation helped me to have the dialogues addressing the issues mentioned above.

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10

Sheehan, Norman. "Indigenous knowledge and higher education : instigating relational education in a neocolonial context /". [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17681.pdf.

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11

au, K. Trees@murdoch edu y Kathryn A. Trees. "Narrative and co-existence : mediating between indigenous and non-indigenous stories". Murdoch University, 1998. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070125.94722.

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Ths thesis demonstrates how theory and praxis may be integrated within a postcolonial, or more specifically, anticolonial frame. It argues for the necessity of telling, listening and responding to personal narratives as a catalyst for understanding the construction of identities and their relationship to place. Tlus is acheved through a theorisation of narrative and a critique of postcolonialism. Three 'sites' of contestation are visited to provide this critique: the "Patterns of Life: The Story of the Aboriginal People of Western Australia" exhibition at the Perth Museum; a comparison of Western Australian legislation that governed the lives of Aboriginal people from 1848 to the present and, the life story of Alice Nannup; and, an analysis of the Australian Institute Judicial Association's "Aboriginal Culture: Law and Change" seminar for magistrates. Most importantly, this work foregrounds strategies for negotiating a just basis for coexistence between indigenous and non-indigenous Australians.

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12

Soaladaob, Kiblas. "Cultivating Identities: Re-thinking Education in Palau". Thesis, University of Canterbury. Macmillan Brown Centre for Pacific Studies, 2010. http://hdl.handle.net/10092/5889.

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A plethora of cross-cultural research studies has been conducted and published on the conflict or collision between western models of education and indigenous knowledge and learning. Following on the visions of these studies, the research reported in this thesis explores how these tensions between differing bodies of knowledge impact youth identity in non-western societies. More specifically, the study examines the case of how western models of education impacts the Palauan traditional educational models and whether or not the privileging of western systems of learning over Palauan systems does in fact have a negative impact on the development of identity, well-being, and empowerment of Palauan youth today. Theoretical approaches in this study derived from the knowledge of Palauan elders and scholars as well as literature works of Freire, who argues for transformative education as a means of empowering people, and Lave and Wenger‟s theory of legitimate peripheral learning. Methodological approaches include narratives and a Palauan dialogic approach using questionnaires, unstructured and semi-structured interviews. Data were collected from June to September 2009 in Palau. Selected participants were the youth of Ulimang village in Ngaraard and a particular group of Palauan elders and scholars that are involved in Palauan education, knowledge, and research. Data were analyzed in two stages: a questionnaire for Ulimang youth and interviews for the Palauan elders. A range of concepts addressed in the analysis, such as cheldecheduch and relationships, strengthened the belief that Palauan knowledge was important in the lives of the Ulimang youth. The need to maintain Palauan knowledge to empower Palauan identities and to support the quality of life for Palauans was articulated by the Palauan elders. The importance of Palauan knowledge and values was stressed from the participants and emphasized how it informs identity development in Palau.

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Baker, Jeff Jordan. "Learning to relate : an exploration of Indigenous Science Education". Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/56803.

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This dissertation shares the story of my research exploring the transformative possibilities of Indigenous Science Education for catalyzing the emergence of more equitable and sustainable ways of living. It is an educational response to humanitarian and ecological crises, and draws on the holistic frames of complexity and Indigenous knowledges to balance the dominance of the mechanistic worldview in which these crises are rooted, and that permeates school science. Weaving participatory action research and Indigenous research methodologies into an Indigenous Métissage, my research sought to decolonize and Indigenize school science, eventually focusing on sharing my own story of change and transformation. The research was conducted through four years of participation and relationship building in the local Indigenous education community in my hometown of Saskatoon, Saskatchewan, particularly through ceremony, and employed conversation and anecdotal narrative as primary methods. These experiences led me to suggest miskasowin, a Plains Cree term meaning “to find one’s centre,” as a goal of Indigenous Science Education, which I interpret as a process of “learning to relate,” fostering more relational worldviews and identities that connect us in multiple ways with the dynamic, living, patterns of nature. I describe my process of miskasowin as shaped by complexity and Indigenous knowledges and occurring through a “slow pedagogy of relations” that involved ceremony, story, land, and language, and that fostered a deeper sense of humility and reverence for life.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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14

Rosado-May, Francisco Javier. "Intercultural higher education for indigenous Yucatec Maya in Mexico". Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/112544.

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Mediante una descripción vivencial de la construcción de la Universidad Intercultural Maya de Quintana Roo, este trabajo presenta importantes decisiones tomadas y caminos andados para la implementación de un modelo educativo, intercultural, en un contexto de alto rezago y pobreza de los indígenas mayas en Quintana Roo. Sin descuidar las normas y políticas que aplican a instituciones públicas en México, los esquemas de financiamiento, arreglo institucional y pedagogía intercultural, desarrollados en la UIMQRoo, tomaron en cuenta elementos de aprendizaje/transmisión y de construcción/ innovación de conocimiento que combinan aspectos de la cultura local con la educación convencional. Altos indicadores de retención, titulación, empleabilidad y calidad de los programas educativos, así como opiniones de egresados, alcanzados de febrero 2007 a febrero 2015, hacen pensar que las decisiones condujeron hacia la dirección correcta.
This work presents important decisions made during the implementationof the intercultural educational model at the UniversidadIntercultural Maya de Quintana Roo, Mexico, in a context of povertyand conditions of lagging behind the rest of the society of theindigenous Yucatec Maya population. Within the legal frameworkof public universities in Mexico, the financing of projects, thedeveloping of intercultural pedagogy and designing the institutionalsettings, rested on elements that included learning/transmission andconstruction/innovation of knowledge that combined aspects of thelocal culture with conventional education. High figures on indicatorssuch as retention, graduation rate, employability, and quality ofthe academic programs, along with opinions from alumni, achievedduring the period of February 2007 to February 2015, indicate thatthe decisions and actions taken in the beginning of the constructionof the intercultural model at UIMQRoo, were in the right direction.

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15

Bainton, David. "Suffering development : indigenous knowledge and western education in Ladakh". Thesis, University of Bristol, 2007. http://hdl.handle.net/1983/365ef4b2-e7aa-4be3-bec1-e753374d09c1.

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au, P. Mudhan@murdoch edu y 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.

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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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17

Miller, Colton Duane. "Biculturalism among Indigenous College Students". BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2763.

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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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18

Torres, Samuel B. "Beyond Colonizing Epistemicides: Toward a Decolonizing Framework for Indigenous Education". Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/895.

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American schooling and Indigenous peoples share a coarse relationship mired by devastating periods of forced removal, indoctrination, and brutal assimilation methods. Over the course of more than a century of failed education policy—though often veiled in good intentions—Indigenous peoples have yet to witness a comprehensive Indigenous education program that fundamentally honors the federal trust responsibility of the United States government. On the contrary, with a contemporary approach of apathy, invisibility, and institutionalization, it is not difficult to see the legacy of settler colonialism continuing to wield its oppressive influence on Indigenous communities. Wolfe’s (2006) claim that “invasion is a structure, not an event” (p. 388), prompts the recognition of the coloniality of power—referring to the interpellation of modern forms of exploitation and domination, long after the termination of formal colonial operations. This decolonizing interpretive approach of this dissertation served to: a) examine the historical and philosophical foundations of colonizing epistemicides and their impact on contemporary Indigenous education; and b) move toward the formulation of a decolonizing Indigenous curricular framework for contemporary Indigenous education. Grounded in Antonia Darder’s (2012, 2019) critical bicultural theory and a decolonizing interpretive methodology, this qualitative study examined the complex factors facing the indigenization of education, while implicating the pernicious impact of epistemicides and a culture of forgetting. The study provided a robust framework by which to situate a particular curricular approach through a set of five decolonizing principles that aim to shape a meaningful reflection of Indigenous consciousness. A commitment to these decolonizing principles necessarily means an emancipatory re-reading of Indigenous relations within the scope of contemporary education. It calls on educational leaders to paradoxically ground their decision-making in the ancestral teachings of Indigenous communities, for a genuine reimagination of self-determination and sovereignty in the contemporary moment.

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19

Zinyeka, Gracious. "The epistemological basis of indigenous knowledge systems in science education". Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/52979.

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Integration of indigenous knowledge into the school science curricula is useful for pedagogical reasons, particularly for improving learners performance in science. However, the lack of universal and specifically stated epistemology (ies) of indigenous knowledge (IK) is undoubtedly a major challenge for inclusive science-IK curriculum integration. In this study, with the aim to resolve this epistemological challenge, an epistemological framework based on truth theories was developed. Some IK practices were collected and the framework was tested with some science teachers to assess its effectiveness as a tool for identifying IK epistemologies for establishing suitable teaching methods for some specific IK practices. Argumentation was used in conjunction with the epistemological framework in the attempt to enhance teachers logical reasoning skills during focus group discussions. In detail, the study consisted of three parts. The first was an attempt to develop a truth-theory-based-knowledge-framework-for-identifying-epistemology(ies)-of-indigenous-knowledge systems. Desk-top philosophical analysis was undertaken with the aim of developing a framework for analysing and identifying IK epistemologies. Second, some selected local knowledge, technologies and practices from a rural community in Zimbabwe were systematically documented by means of personal observations and interviews with key informants and stakeholders from the participating community. The result was a collection of community-based IK practices that formed a coherent set of knowledge themes on health, agriculture and technology. A preliminary analysis using the framework was done to gain insight into the characteristic features that underpin the scientific way of thinking that manifest themselves in IK practices and would allow for the incorporation of the IK practices. Third, a group of secondary school science teachers used the framework to engage with and explore the ways in which the identified local knowledge and practices might be integrated into school science education in a valid and effective way. The views of the participating teachers on the usefulness and efficacy of the approach were explored. The main findings of the study showed the framework was useful and efficacious in addressing teachers philosophical concerns about the inclusion of IK in the science curriculum, moreover, the framework was useful in developing effective teaching approaches for integrating indigenous knowledge into science education for improved learner performance. IK-science curriculum integration, it is argued, provides contexts that are familiar and relatable to learners, thus those features are likely to enhance interest and improve performance and in turn increase the socio-cultural relevance of science and science education.
Thesis (PhD)--University of Pretoria, 2014.
Science, Mathematics and Technology Education
PhD

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20

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/.

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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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21

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/.

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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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22

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/.

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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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23

Leitch, Angela Maria. "The unexamined system: Indigenous students' secondary school attendance". Thesis, Griffith University, 2017. http://hdl.handle.net/10072/376519.

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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
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24

Walker, Roz, University of Western Sydney, of Arts Education and Social Sciences College y School of Humanities. "Transformative strategies in indigenous education : a study of decolonisation and positive social change : the Indigenous Community Management Program, Curtin University". THESIS_CAESS_HUM_Walker_R.xml, 2004. http://handle.uws.edu.au:8081/1959.7/678.

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This thesis is located within the social and political context of Indigenous education within Australia. Indigenous people continue to experience unacceptable levels of disadvantage and social marginalisation. The struggle for indigenous students individually and collectively lies in being able to determine a direction which is productive and non-assimilationist – which offers possibilities of social and economic transformation, equal opportunities and cultural integrity and self-determination. The challenge for teachers within the constraints of the academy is to develop strategies that are genuinely transformative, empowering and contribute to decolonisation and positive social change. This thesis explores how the construction of two theoretical propositions – the Indigenous Community Management and Development (ICMD) practitioner and the Indigenous/non-Indigenous Interface – are decolonising and transformative strategies. It investigates how these theoretical constructs and associated discourses are incorporated into the Centre’s policy processes, curriculum and pedagogy to influence and interact with the everyday lives of students in their work and communities and the wider social institutions. It charts how a group of Indigenous and non-Indigenous staff interact with these propositions and different ideas and discourses interrupting, re-visioning, reformulating and integrating these to form the basis for both Indigenous and non-Indigenous futures in Australia.
Doctor of Philosophy (PhD)

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25

Durmush, Georgia. "Empowering Indigenous thriving : Identifying conceptions of wellbeing and enabling the voice and agency of Indigenous youth in higher education". Phd thesis, Australian Catholic University, 2022. https://acuresearchbank.acu.edu.au/download/c9206bf6f58a1880c87478be2927c052cfcdf8d1db22c6733f5a9a16967aefd1/1476762/Durmush_2022_Empowering_indigenous_thriving_identifying_conceptions_of.pdf.

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First Nations youth in Australia are the future leaders of their communities and represent over half the Indigenous population; as such their voices and wellbeing needs are vital for their communities' brighter future. This thesis weaves together Indigenous and Western theoretical perspectives to identify the wellbeing needs of First Nations students’ attending university. The research put First Nations higher education youth’s voices and agency at the epicentre, enabling Indigenous higher education youth to define what their wellbeing needs are, thus providing future theory, research, and practice with new insights and directions.

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26

Sutton, Ann D. "Perspectives on Montessori| Indigenous Inquiry, Teachers, Dialogue, and Sustainability". Thesis, Prescott College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10746945.

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This research aimed to deepen understanding about effective Montessori teachers and broaden the context of the topic by examining aligning Montessori theory with Indigenous theory and sustainability theory. The research was guided by an Indigenous research paradigm and involved using appreciative inquiry and tapping into the wisdom of experienced Montessori educators, considered as coresearchers and elders. Using Bohm’s dialogue process, six small groups of elders pondered together about the essence of Montessori and their insights about teachers who effectively implement the Montessori concept. The total of 20 coresearchers concluded that the essence of Montessori was when Montessori became a way of life, a process, coresearchers believed, is lifelong. The elders determined effective Montessori teachers are those who can apply the Montessori concept in their classroom. Key attributes of effective Montessori teachers included ability to trust, exercise keen observation skills, and develop mindfulness. One insight offered for teacher educators included allowing more time for adult learners to practice implementation of the theory. For administrators, elders believed that teachers’ development unfolds just as students’ and requires in-kind support. Findings help inform prospective and current Montessori teachers, teacher educators, and school administrators. Findings show an alignment between Maria Montessori’s educational theory and how it is practiced, reveal the complex nature of the Montessori concept, and indicate Montessori education fosters a sustainability mindset.

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27

Williams, Shayne Thomas y shayne williams@deakin edu au. "Indigenous values informing curriculum and pedagogical praxis". Deakin University. School of Education, 2007. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20071130.095612.

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As an Indigenous research study into the cultural quality of Indigenous education this thesis focuses on the proposition that mainstream education marginalises Indigenous learners because of its entrenchment in the Western worldview. The thesis opens with an analysis of the cultural dynamics of Indigenous values, the politics of Indigenous identity, and the hegemonic constraints of West-centric knowledge. This analysis is then drawn upon to critically examine the cultural predisposition of mainstream education. The arguments proffered through this critical examination support the case that Indigenous learners would prosper culturally and educationally by having access to educational programmes centred within an Indigenous cultural framework, thereby addressing the dilemma of lower Indigenous retentions rates. This research study was conducted using a qualitative Indigenous methodology specifically designed by the researcher to reflect the values and cultural priorities of Indigenous Australians. Collective partnership was sought from Indigenous Australians, whom the researcher respected as Indigenous stakeholders in the research. Collegial participation was also sought from non-Indigenous educators with significant experience in teaching Indigenous learners. The research process involved both individual and group sessions of dialogic exchange. With regard to the Indigenous sessions of dialogic exchange, these resulted in the formation of a composite narrative wherein Indigenous testimony was united to create a collective Indigenous voice. Through this research study it was revealed that there is indeed a stark and deep-seated contrast between the value systems of Indigenous and non-Indigenous Australia. This contrast, it was found, is mirrored in the cultural dynamics of education and the polemics of knowledge legitimacy. The research also revealed that Australias mainstream education system is intractably an agent for the promulgation of Western cultural values, and as such is culturally disenfranchising to Indigenous peoples. This thesis then concludes with an alternative and culturally apposite education paradigm for Indigenous education premised on Indigenous values informing curriculum and pedagogical praxis. This paradigm specifically supports independent Indigenous education initiatives.

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28

Putra, Kristian Adi. "Youth, Technology and Indigenous Language Revitalization in Indonesia". Thesis, The University of Arizona, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10932510.

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The three studies in this dissertation were carried out with the intention of showing how Indigenous communities in critically endangered language settings can “bring their language forward” (Hornberger, 2008) by encouraging Indigenous youth participation and integrating technology into Indigenous language revitalization efforts in and out of educational settings. Indigenous youth play a pivotal role in determining the future of their languages (McCarty, et. al, 2009). However, youth are often situated in contexts where they no longer have adequate supports to learn and use their Indigenous languages (Lee, 2009; McCarty, et.al, 2006; Romero-Little, et.al, 2007; Wyman et al, 2013) and Indigenous languages are continuously marginalized and unequally contested by other dominant languages (Tupas, 2015; Zentz, 2017). The study within was situated in a multilingual and multicultural urban area in Indonesia marked by complex dynamics of language shift and endangerment in and out of school settings, where the teaching of Indigenous language at school was managed by the local government and limited as a subject to two hours a week. However, the study also documented multiple existing and potential resources for language revitalization, and demonstrated possibilities for building language revitalization efforts on youth language activism and the availability of technology in and out of schools. In the first study, I examined the implementation of Lampung teaching in schools in Bandar Lampung, looking at the outcomes, challenges, and achievements of existing programs, and available resources for further developing and improving the programs. In the second study, I present ethnographic vignettes of three Indigenous youth and young adult language activists from three different Indigenous communities in Indonesia, highlighting how study participants initiated wide-ranging language activist efforts, and suggested new ways to encourage other youth to participate in Indigenous language revitalization. In the third study, I invited eight young adult language activists to share their stories of language activism with students in three Lampung language classrooms in Bandar Lampung, Indonesia, and help facilitate students’ Lampung language learning and use in online spaces together with Lampung language teachers. In the three studies, I triangulated quantitative data from sociolinguistic surveys and writing and speaking tests with qualitative data from interviews, focus group discussions, observations and documentation of language use in on and offline contexts. Overall findings from the three studies show how positioning youth and young adults as a resource (Wyman, et. al, 2016), and building on young peoples’ engagement with contemporary technology as a tool (Thorne & Reinhardt, 2008; Reinhardt & Thorne, 2017), can help youth learn, use and advocate for their Indigenous languages, offering hope for supporting language vitality in the future. Findings also demonstrate the potential for top down and bottom up language planning initiatives (Hornberger, 2005) to support youth Indigenous language learning and use beyond classroom settings, and encourage youth participation in community efforts to reverse language shift.

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PAIXÃO, ANTONIO JORGE PARAENSE DA. "INTERCULTURALISM AND POLITICS IN SCHOLL EDUCATION INDIGENOUS VILLAGE TEKO HAW - PARÁ". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=17637@1.

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Este trabalho investiga a relação que a comunidade indígena Tembé, da aldeia Teko Haw, localizada à margem esquerda do Rio Gurupi, município de Paragominas (PA), divisa com o estado do Maranhão, mantém com a sua escola. Utilizando-nos da observação participante, de entrevistas junto aos professores indígenas e não indígenas e à coordenação das escolas, bem como da incursão a documentos e leis que fundamentam esta modalidade de ensino, buscamos compreender os significados e percalços locais assumidos por uma política educacional pautada pelo conceito de interculturalidade. Para isso, nos utilizamos do conceito de cultura da escola, de forma a investigar como a escola da aldeia Teko Haw constitui um território físico e simbólico separado da cultura da aldeia, tanto no que diz respeito às concepções e à gestão do tempo, quanto naquilo que os atores identificam como o objetivo da educação escolar. O trabalho discorre inicialmente sobre a legislação e contextualiza a Educação Escolar Indígena (EEI) no Estado do Pará e em Paragominas, sobre o povo Tembé, os conceitos de Interculturalidade e Cultura Escolar e finalmente apresenta a relação escola x comunidade. Deu-se especial atenção aos modos pelos quais a comunidade indígena faz uso simbólico e político da escola, tanto no contexto étnico das aldeias tembé, quanto no contexto interétnico, na sua relação com a sociedade regional. Tais usos nos servem para analisar tanto as condutas dos gestores e professores não indígenas que atuam junto às escolas indígenas, quanto o modo pelo qual as lideranças indígenas atuam junto à escola, de forma a tornar a relação intercultural menos assimétrica.
The thesis investigates the relation that the indigenous community Tembe, Teko Haw village, located on the left bank of the River Gurupi, county Paragominas (PA), border with the state of Maranhao, keeps with their school. Using the participant observation, interviews with teachers indigenous and non indigenous and the coordination of schools, as well as the incursion of documents and laws that support this type of education, we seek understand the local meanings and mishaps made by a educational policy based the concept of interculturalism. For this we use the concept of school culture in order to investigate how the village school Teko Haw constitute a physical and symbolic territory separated from the culture of the village, both with regard of the conceptions and the management of time, when what actors to identify how the goal of the school education. The paper deals initially with the legislation and sets the ERA in the state of Pará and Paragominas on the Tembe people, the concepts of Culture and Intercultural school and finally presents the relation x community school. Gave up a particular attention to the ways in which the Indian community makes use of the school in a symbolical and political way, both in the context of ethnic villages Tembe, as in the interethnic context of its relationship with the regional society. Such uses will help us analyze the behavior of both managers and non-native teachers who work with indigenous schools, and the way in which indigenous leaders make the school so as to make the intercultural relation less asymmetrical.

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Olivera, Rodríguez Inés y Gunther Dietz. "Higher education and indigenous peoples: national contexts to place the experiences". Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/112543.

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Con la intensión de ofrecer el marco de referencia para comprender y comparar las experiencias canalizadas en este número, el siguiente texto presenta la situación de los jóvenes indígenas en la educación superior en México y Perú. Esta descripción contextual ha sido construida desde la comprensión de que todo lo avanzado en esta materia ha sido el resultado de procesos de configuración de una demanda, su traducción como política pública y su re-traducción en la gestión, aplicación o uso de la misma. De esta forma, el texto presenta los casos de México y Perú en dos ejes: la formulación de la demanda y la construcción de la oferta de educación superior intercultural o para pueblos indígenas.
In order to provide a contextual frame to understand and to compare the experiences analyzed in this issue, this introductory text presents the situation indigenous youth is facing in higher education in Mexico and Peru. This contextual presentation has been shaped by our conviction that what has been achieved is a result of a larger process of indigenous struggles and claims, their translation into public policy and its implementation inside higher education institutions. Accordingly, this text introduces the cases of Mexico and Peru through two dimensions: the emergence of the specific claims, on the one hand, and the respective construction of intercultural higher education for indigenous people, on the other hand.

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31

Davis, Johnathon A. "Durithunga: Growing, nurturing, challenging and supporting urban indigenous leadership in education". Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/115810/1/Johnathon_Davis_Thesis.pdf.

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Community Durithunga is a step forward in the Australian context of Indigenous education praxis. The research focuses on embedding Indigenous Knowledges within the process of problematising Indigenous education, utilising Indigenous Knowledge and practices in the development of research and analysis of what works from an Indigenous community perspective. This research applies relationality theory to the complex challenge of Indigenous education. The research method used in developing relationality is a kinship research frame known as Tumba Tjina. Ultimately the research is envisioned to give further voice to the people who are constructed in this field of research, the Indigenous community.

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32

Hardison-Stevens, Dawn Elizabeth. "Knowing the Indigenous Leadership Journey: Indigenous People Need the Academic System as Much as the Academic System Needs Native People". Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1393513741.

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33

Tipton, Joshua C., Pamela H. Scott y William F. Flora. "Teacher Perceptions of Indigenous Representations in History: A Phenomenological Study". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3020.

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This phenomenological study addressed teacher perceptions of indigenous representations in United States history within a school district in East Tennessee. Teacher perceptions of indigenous representations in history were defined as teacher beliefs towards the inclusion and representation of indigenous peoples in United States history. Individual and focus group interviews were conducted from a purposeful sample of United States history teachers from multiple high schools in the school district. The analysis of data revealed three themes: (a) systemic challenges to multiculturalism within state course standards and textbooks, (b) teachers’ perceived self-efficacy in teaching their students using indigenous perspectives, (c) and the perpetuation of indigenous stereotypes. Furthermore, analysis revealed that U.S. history courses in the district perpetuate both the notion of indigenous peoples as historical bystanders and the racial stereotypes of Native Americans.

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34

Tipton, Joshua C., Pamela Scott y William Flora. "Teacher Perceptions of Indigenous Representations in History: A Phenomenological Study". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3038.

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35

Walker, Roz. "Transformative strategies in indigenous education : a study of decolonisation and positive social change : the Indigenous Community Management Program, Curtin University". Thesis, Click here for electronic access, 2004. http://handle.uws.edu.au:8081/1959.7/678.

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This thesis is located within the social and political context of Indigenous education within Australia. Indigenous people continue to experience unacceptable levels of disadvantage and social marginalisation. The struggle for indigenous students individually and collectively lies in being able to determine a direction which is productive and non-assimilationist – which offers possibilities of social and economic transformation, equal opportunities and cultural integrity and self-determination. The challenge for teachers within the constraints of the academy is to develop strategies that are genuinely transformative, empowering and contribute to decolonisation and positive social change. This thesis explores how the construction of two theoretical propositions – the Indigenous Community Management and Development (ICMD) practitioner and the Indigenous/non-Indigenous Interface – are decolonising and transformative strategies. It investigates how these theoretical constructs and associated discourses are incorporated into the Centre’s policy processes, curriculum and pedagogy to influence and interact with the everyday lives of students in their work and communities and the wider social institutions. It charts how a group of Indigenous and non-Indigenous staff interact with these propositions and different ideas and discourses interrupting, re-visioning, reformulating and integrating these to form the basis for both Indigenous and non-Indigenous futures in Australia.

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36

Phillips, Jean. "Resisting contradictions : non-Indigenous pre-service teacher responses to critical Indigenous studies". Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/46071/1/Donna_Phillips_Thesis.pdf.

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The study examines non-Indigenous pre-service teacher responses to the authorisation of Indigenous knowledge perspectives in compulsory Indigenous studies with a primary focus on exploring the nature and effects of resistance. It draws on the philosophies of the Japanangka teaching and research paradigm (West, 2000), relationship theory (Graham, 1999), Indigenist methodologies and decolonisation approaches to examine this resistance. A Critical Indigenist Study was employed to investigate how non-Indigenous pre-service teachers managed their learning, and how they articulated shifts in resistance as they progressed through their studies. This study explains resistance to compulsory Indigenous and how it can be targeted by Indigenist Standpoint Pedagogy. The beginning transformations in pre-service teacher positioning in relation to Australian history, contemporary educational practice, and professional identity was also explored.

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37

Harald, Patrice E. "Is it too late by eight? Recognising the protective factors of culture, education and family in raising resilient Aboriginal and Torres Strait Islander children". Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/112183/1/Patrice_Harald_Thesis.pdf.

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This study explores the development of resilience and cultural resilience and the strength of Aboriginal and Torres Strait Islander children in the early years 0-8 years. Cultural resilience is based on success and Indigenous worldviews. Participants indicated that culture, family and community play a significant role in growing up children. It enabled children to cope with transitioning between home, community and the school community. Factors such as a knowing one's culture, protocols, having respect for self and others builds strength,identity and ability to display empathy to others. Family and culture provide children from a young age that knowing where they belong, where they come from and in having strong connection to country and kin, and community enables them to navigate the many challenges in society they may face in a positive and respectful way.

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38

Heuvel, Lisa L. "Teaching at the interface: Curriculum and pedagogy in a teachers' institute on Virginia Indian history and cultures". W&M ScholarWorks, 2011. https://scholarworks.wm.edu/etd/1539791817.

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In the 1990s, as Virginia Indians faced the 2007 quadracentennial of Jamestown's founding, they initiated plans to publicly correct inaccuracies and omissions embedded in the historical narrative. The Beyond Jamestown: Virginia Indians Past and Present Teachers' Institute was one such initiative through the Virginia Foundation for the Humanities' Virginia Indian Heritage Program. Designed for educators' professional development regarding Virginia Indian history and cultures, the Institute's first two years (2007 and 2008) featured a Virginia Indian-developed curriculum with both Native and non-Native presenters.;This qualitative, interpretivist study sought evidence of teaching at the interface of cultures by these invited presenters using pedagogy and curriculum as units of analysis, and questioned whether they shared an educational vision or paradigm despite different cultural backgrounds. The study revealed that the Institute demonstrated effective collaboration among presenters influenced by both Indigenous and European-American paradigms It exposed participating educators to a little-known period in Virginia history--the era of the Racial Integrity Act of 1924 and segregation--through the stories of tribal experts who experienced the attempted eradication of cultural identity. These oral histories contributed to the distinct Virginia Indian epistemology that emerged in the program. The BJTI also demonstrated Virginia Indians' 21st-century agency in inviting its non-Native presenters and participating educators to collaborate in decolonizing Virginia education.

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39

Taieb, Belkacem. "Education as a healing process". Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112519.

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This master's thesis is written by an indigenous person who sees education as a healing process. In the tradition of narrative inquiry (Clandinin and Connelly, 2000) I interweave autobiographical texts with reflections on colonialism, indigeneity and multiculturalism. I am Amazigh (Kabyle) from the country now called Algeria, where my people have lived for some 5,000 years. I was raised in France, where I experienced a racism which I became conscious of when I arrived in Canada. I draw on the Medicine Wheel teachings given by First Nations Elders in Canada as the philosophical framework of my text, a framework based on the balance of spiritual/emotional/physical and mental dimensions of experience. I provide the context for my story, explain my methodology, and offer narratives that I then reflect on as part of my life-journey through societies, cultures, belief systems and educational contexts.

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40

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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41

Sarmiento, Paola. "Interculturalidad from below : an Indigenous movement's encounter with Peruvian intercultural education policy". Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/60178.

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This study examines the discursive encounter about the notion of Interculturalidad between the Chirapaq Indigenous organization of Peru and the official Peruvian intercultural education policy. Taking a multi-perspective approach, it addresses how an Indigenous organization discursively (re)constructs the notion of Interculturalidad and how this (re)construction challenges and resists the Peruvian government’s dominant construction reflected in an official policy. The study draws on a hybrid decolonial theoretical framework, which is informed by decolonial theory, conceptualizations of Interculturalidad, and the principle of interrelatedness of Indigenous knowledges. In terms of methodology, the study utilizes a dual Foucauldian-inspired critical discourse analysis approaches. This dual discourse analysis is applied to the Indigenous organization’s written and spoken texts on intercultural education and the text-based official policy document. The findings demonstrate that the Peruvian intercultural education policy is principally dominated by an instrumental conception of cultural diversity, one which does not address the root causes of racism, marginalization, exclusion, and social asymmetries in Peru. Furthermore, the study found that the policy language fails to recognize the holistic nature of Indigenous knowledge systems. On the other hand, the Indigenous organization’s intercultural discourse was found to be intrinsically related to the problem of the colonial power structures that have subordinated all dimension of Indigenous peoples’ lives, while its (re)conceptualization of Interculturalidad constitutes an opportunity to centre Indigenous views on knowledge, language, and territory. The gulf between these divergent intercultural discourses speaks to the different frameworks in which each is grounded and their different conceptions of education for Indigenous students in the Peruvian context. Taking this Indigenous organization’s conceptions and the study’s findings into account, recommendations are made for improving the Peruvian intercultural education policy. Some of these recommendations are to affirm the inseparability of Indigenous knowledge, language, and territory within the intercultural education policy, and to ground it in a decolonial framework.
Education, Faculty of
Graduate

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42

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.

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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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43

Ibhakewanlan, John-Okoria. "Contextual learning : education through inter-cultural dialogue of elite and indigenous-indigent". Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/30614/.

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Universal access to education has been an urgent concern since the establishment of the United Nations’ Millennium Development Goals or MDG. While aiming at ‘Education for All’, the MDG did not specify what kind of education nor how that education would be delivered. Besides the emphasis on access, apparent in the various attempts to ensure provision of education for the world’s poor, there has been also focus on material resources - especially a reliance on foreign aid. This author argues that what is needed in the long-term is a localized or Culturally Responsive approach that includes a consideration of the question of justice – particularly the issue of socio-economic inequality. The study evaluates some historical attempts towards Cultural Responsiveness (CR) in education, highlighting the efforts to filter curriculum content and teaching strategies through students’ cultural frames of reference. It eventually questions this curriculum-centred approach. Should CR not rather address the problem of elitism inherited via colonial education? The elite and the indigent, the study suggests, have become of different cultures. Hence part of the task of CR in education needs to be conceptualised as an elite-indigent dialogue. The CR dialogue is indeed of culture but must be framed in the context of justice, presented in terms of the author’s religious worldview, which includes eco-justice. To gather data on an elite-indigent interaction, the study adopts a decolonized methodology, as well as a qualitative approach employing unstructured interviews and open-ended questionnaires. Based on an interpretive case study of the relationship between an elite school in Africa and its indigenous-indigent host community, the study explores an alternative CR approach through the philosophical lens of Constructivism and the Ignatian Pedagogical Paradigm (IPP). The result is a three-fold learning hypothesis termed Costheanthropic Learning.

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44

Parkes-Sandri, Robyn Amy. "Weaving the past into the present : Indigenous stories of education across generations". Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/61010/1/Robyn_Parkes_Sandri_final_theis_11_April_2013.pdf.

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In Queensland, there is little research that speaks to the historical experiences of schooling. Aboriginal education remains a part of the silenced history of Aboriginal people. This thesis presents stories of schooling from Aboriginal people across three generations of adult storytellers. Elders, grandparents, and young parents involved in an early childhood urban playgroup were included. Stories from the children attending the playgroup were also welcomed. The research methodology involved narrative storywork. This is culturally appropriate because Aboriginal stories connect the past with the present. The conceptual framework for the research draws on decolonising theory. Typically, reports of Aboriginal schooling and outcomes position Aboriginal families and children within a deficit discourse. The issues and challenges faced by urban Murri families who have young children or children in school are largely unknown. This research allowed Aboriginal families to participate in an engaged dialogue about their childhood and offered opportunities to tell their stories of education. Key research questions were: What was the reality of school for different generations of Indigenous people? What beliefs and values are held about mainstream education for Indigenous children? What ideas are communicated about school across generations? Narratives from five elders, five grandparents, and five (urban) mothers of young Indigenous children are presented. The elders offer testimony on their recollected experiences of schooling in a mission, a Yumba school (fringe-dwellers’ camp), and country schools. Their stories also speak to the need to pass as non-indigenous and act as “white”. The next generation of storytellers are the grandparents and they speak to their lives as “stolen children”. The final story tellers are the Murri parents. They speak to the current and recent past of education, as well as their family experiences as they parent young children who are about to enter school or who are in the early years of school.

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45

Hogarth, Melitta Dorn. "A critical analysis of the Aboriginal and Torres Strait Islander Education Action Plan". Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/89754/1/Melitta_Hogarth_Thesis.pdf.

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This study involves the analysis of one of the most recent Indigenous Education policies, the Aboriginal and Torres Strait Islander Education Action Plan 2010-2014 (MCEECDYA, 2011). It examines how the language used within policy positions Aboriginal and Torres Strait Islander peoples. Articulating Rigney's (1999) Indigenist Research Principles with Fairclough's (2001) Critical Discourse Analysis provides a platform for critical dialogues about policy decision-making. In doing so, this articulation enables and emphasises the need for potential policy revision to contribute to the Aboriginal and Torres Strait Islander struggle for self-determination.

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46

Wikander, Lolita y lolita wikander@cdu edu au. "DIVERSITY MANAGEMENT IN AN EDUCATIONAL INSTITUTE SPECIALISING IN INDIGENOUS TERTIARY EDUCATION: A CASE STUDY AND CRITICAL REVIEW". Flinders University. Flinders Institute of Public Policy and Management, 2010. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20100603.131355.

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This thesis will examine the organisational culture and work context at Batchelor Institute of Indigenous Tertiary Education (BIITE) as it relates to diversity management and cultural safety/identity. This research will have wider relevance as a means to understanding organisational cultures in a globalising world where cross cultural collaboration is becoming commonplace. The philosophical underpinnings of this project are critical and deconstructionist with a framework based on the principles of Participatory Action Research while simultaneously incorporating an autoethnographic component. The key concepts considered in this research include Industrial relations, organisational structure, relevant policies, affirmative action, both-ways and diversity management including cultural safety and cross-culture/cross-paradigm communication. The term cultural safety is considered from the point of view of the literature and the participants. The types of situations the participants identified as culturally challenging are listed and the participants reactions to these cultural challenges are divided into two main categories: Isolationism and complementarism which is further divided into incommensurability and (in)commensurability. Parallels are drawn between isolationism and solipsism and between (in)commensurability and Intersubjectivity before examining the participants own recommendations for improving the management of diversity within BIITE. The effects my own interaction with the literature and the participants had on my thought process during this time are also explored. Recommendations for BIITE in relation to diversity are made. These recommendations incorporate the philosophy of both ways which underpins BIITEs current strategic plan and are based on the implementation of a more participatory management style utilising Flood and Romms (1996) triple loop learning model. Recommendations are also aimed at educators teaching content which may be threatening to their students cultural safety/identity.

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47

O'Connor, Kevin Barry. "Investigations into Indigenous research and education through an experiential and place-based lens". Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99737.

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The lack of Indigenous cultural knowledge and perspectives in the school curriculum has been identified as a significant factor in school failure amongst Indigenous students. This thesis includes a literature review of Indigenous education, as articulated by Indigenous scholars. Issues of identity, self-determination, local control, community, culture and a return to a traditional-holistic model of education are investigated. An analysis of experiential and place-based educational models is taken as these alternative practices have shown success in addressing Indigenous students needs. The fundamental significance story, narrative and the concept of place has in Indigenous culture and knowledge development is explored, as well as the effects colonial influences have had on Indigenous story, voice and sense of place. Using self-study methodologies and the formation of a "narrative identity" through reflexive writings, the author attempts to uncover his motives and reasoning as a non-Indigenous educator and researcher in pursuing research in Indigenous education and to develop principles that understand, are respectful and conducive to Indigenous thought.

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48

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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49

Diop, Ousmane. "Decolonizing Education in Post-Independence Sub-Saharan Africa: The Case of Ghana". Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1385073171.

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50

Inman, John Lawrence. "Another way to understand gifted and dyslexic| Hypothetical transformation via an indigenous worldview". Thesis, Fielding Graduate University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3685621.

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To address the daunting challenges we face as a global community, we need people who can see the world beyond an "either-or" dualistic perspective. This dissertation presumes such a dualistic perspective has been especially damaging to the twice-exceptional (2e) or gifted and learning disabled (Gifted and LD or GLD) children of the world, children who are growing up like I did, gifted and learning disabled. These children have so much potential to see the world as connected and to teach us to honor diversity and complementarity. Yet the Western educational paradigm typically thinks of these children as broken and in need of fixing. Twice-exceptional children often find themselves separated, provided remedial programs, medicated, and made to feel broken or just ignored as they can appear average. If 2e children are noticed at all, educators usually focus on 2e children's disabilities rather than on their gifts. If the pattern of medication and behavioral modification intervention causes these children to underperform or drop out of the educational system altogether, we have lost valuable members of society who can help us solve complex challenges.

I propose adding an Indigenous framework to the multi-tiered classroom to help move toward a more holistic approach for developing 2e children and honoring their gifts, regardless of the gifts the children bring to the classroom. With the introduction of traditional Indigenous approaches to education, mindsets can evolve allowing for a rethinking of educational structures. This borderland experience takes place at the intersection of Indigenous and Western worldviews. Just as cultures collide at their borders, so do worldviews. New un-envisioned cultures and possibilities emerge at these borderlands. By Indigenizing schools, classrooms, and curriculum, we can educate children with a more dialogic, holistic, culturally and historically sensitive, and connected approach to learning. Creating such an Indigenous context for schools can prevent the lifelong damage, which often comes from a mechanistic approach to education for 2e and learning disabled (LD) children. This autoethnography "imagines" how my own life's journey might have been different had the Indigenous perspectives been operational in the educational system within which I grew up.

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Tesis sobre el tema "Indigenous education"

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