Bibliografías temáticas / Indigenous training and learning

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Literatura académica sobre el tema "Indigenous training and learning"

Autor: Grafiati

Publicado: 8 de marzo de 2025

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Artículos de revistas sobre el tema "Indigenous training and learning"

Grant, Megan. "‘Building Bridges’ and Indigenous Literacy: Learning from Indigenous Families". Contemporary Issues in Early Childhood 2, n.º 1 (marzo de 2001): 95–103. http://dx.doi.org/10.2304/ciec.2001.2.1.11.

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This article outlines the Australian Early Childhood Association project Building Bridges: literacy development for young indigenous children, funded by the Australian Commonwealth Department of Education, Training and Youth Affairs. Building Bridges was a highly innovative project designed to develop resources for improving literacy competence in indigenous young children.

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Chibuwe, Albert y Abioudun Salawu. "Training for English language or indigenous language media journalism: A decolonial critique of Zimbabwean journalism and media training institutions’ training practices". Journal of African Media Studies 12, n.º 2 (1 de junio de 2020): 137–56. http://dx.doi.org/10.1386/jams_00016_1.

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There is growing academic scholarship on indigenous language media in Africa. The scholarship has mostly tended to focus on the content and political economy of indigenous language newspapers. The scholarship also suggests that much needs to be done in inculcating indigenous languages and indigenous language journalism in journalism education. Grounded in decoloniality, this article explores journalism training practices in selected institutions of higher learning in Zimbabwe. The intention is to unravel the absence or existence of training for indigenous journalism and perceptions of lecturers and attitudes of students towards indigenous language media and journalism. The article also seeks to establish whether there are any attempts to de-westernize journalism, media and communication studies. Methodologically, in-depth interviews were used to gather data from lecturers and students of journalism and media studies at colleges and universities in Zimbabwe. Findings show that the colleges surveyed do not offer any indigenous media journalism-specific modules or subjects. The lecturers, who include programme designers in some cases, have a low regard for indigenous language media. This, the article concludes, will have a knock-on effect on journalism students’ and journalists’ misgivings towards a career in indigenous language media.

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Kingi-Ulu’ave, Denise, Chris Framptom, Tania Cargo, Karolina Stasiak y Sarah Hetrick. "Evaluating the Impact and Cultural Relevance of LifeKeepers Gatekeeper Training Across Three Training Modalities". Crisis 45, n.º 6 (noviembre de 2024): 417–24. http://dx.doi.org/10.1027/0227-5910/a000977.

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Abstract: Background: While Gatekeeper Training (GKT) is an accepted component of suicide prevention strategies, there is little evidence about its effectiveness with Indigenous populations and online. Aims: This study examined the effects of LifeKeepers, a novel GKT, comprising three modalities: General, e-learning, and a culturally tailored Māori (New Zealand Indigenous) training. Methods: A total of 5,981 participants completed measures of declarative knowledge, perceived knowledge, and self-efficacy pre- and post-training. Participants rated satisfaction with LifeKeepers, its safety considerations and cultural acceptability post-training. Results: There were statistically significant improvements across all outcome measures (declarative knowledge 1.3 [95% CI 1.3–1.4], perceived knowledge 10.9 [95% CI 10.7–11.1], and self-efficacy 2.5 [95% CI 2.5–2.6]), including across all modalities. More than 90% of participants rated satisfaction, cultural acceptability, and safety considerations highly. Limitations: Without a control group, changes may not be solely due to engagement in LifeKeepers. Conclusions: This study offers preliminary evidence of the immediate effectiveness of LifeKeepers, across its in-person, Indigenous Māori, and e-learning modalities. It addresses a critical literature gap by exploring participants’ safety perspectives and strongly supports LifeKeepers as a primary suicide prevention intervention in New Zealand, especially for Indigenous Māori communities. Comparable outcomes for e-learning participants indicate wider accessibility, bolstering suicide prevention efforts.

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Schwieter, John W. y J. Luis Jaimes-Dominguez. "Maximizing Indigenous Student Learning In The Mainstream With Language And Culture". Contemporary Issues in Education Research (CIER) 2, n.º 3 (10 de enero de 2011): 39. http://dx.doi.org/10.19030/cier.v2i3.1085.

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In this paper, we explore the importance of being conscious of the needs of indigenous students within the education system in order to increase their learning process and decrease their dropout rates. Specifically, we discuss how Mayan language, culture, and ideologies affect the educational outcome of Mayan students in mainstream classes in Guatemalan schools. From this discussion, we highlight the impact that these factors have on both teacher training and the education of the indigenous student population. A simple “teaching to learn – learning to teach” model is explained which discusses the importance of multilingual and multicultural aspects of teacher training and real-life implications in the indigenous student learning process.

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Koller, Katalin Eve y Kay Rasmussen. "Generative Learning and the Making of Ethical Space: Indigenizing Forest School Teacher Training in Wabanakik". Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 7, n.º 1 (2 de junio de 2021): 219–29. http://dx.doi.org/10.15402/esj.v7i1.70065.

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This reflection on community-driven research in process is written from the perspective of graduate student co-researchers collaborating with Wabanaki community co-researchers on a pilot project involving a Wabanaki and a non-Indigenous organization. Three Nations Education Group Inc. (TNEGI) represents three Wabanaki schools and communities in Northeast Turtle Island. The Child and Nature Alliance of Canada (CNAC) offers a Forest and Nature School Practitioner Course (FNSPC) for educators seeking to operate forest schools. These diverse organizations have developed a pilot FNSPC training for a group of TNEGI educators, with the purpose of Indigenizing the FNSPC. This is necessary to address the Eurocentric forest and nature school practices in Canada, which often fail to recognize the herstories, presence, rights, and diversity of Indigenous Peoples and places. TNEGI educators envision a land-based pedagogy that centers Wabanaki perspectives and merges Indigenous and Western knowledges. In the FNSPC pilot, the co-researchers generated course changes as they progressed through the pilot, decolonizing the content and format as they went. Developing this Indigenized version of the FNSPC will have far-reaching implications for the CNAC Forest School ethos and teacher training delivery. This essay maps our collaborative efforts thus far in creating an ethical research space within this Indigenous/non-Indigenous research initiative and lays out intentions for the road ahead.

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Durán Kairies, Javiera-Violeta, Emma J. Rice, Sterling Stutz, Sharon W. Y. Tan, Anne Simard, Heather Ross y Angela Mashford-Pringle. "Transform[ing] heart failure professionals with Indigenous land-based cultural safety in Ontario, Canada". PLOS ONE 19, n.º 5 (23 de mayo de 2024): e0302816. http://dx.doi.org/10.1371/journal.pone.0302816.

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Cardiovascular disease is a leading cause of death worldwide, with disproportionate impacts on Indigenous Peoples in Canada. In Spring 2022, a land-based learning program was piloted and evaluated as an Indigenous cultural safety training for professionals at a cardiac care centre and university in a large urban city. Baseline and endline surveys showed an increase in knowledge of Indigenous histories, cultures, and practices; increased reflection on positionality and intention to create change; and strengthened relationships with the land. Future work should explore the long-term effects of land-based cultural safety training on participant behaviours, and health outcomes for Indigenous Peoples.

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Yekple, Sampson L. K., Innocent Yao Vinyo y Maxwell Seyram Kumah. "Developing Literacy and Numeracy in Early Childhood Education in Ghana: The Role of Traditional Ewe Play Games". International Journal of Progressive Sciences and Technologies 25, n.º 1 (22 de febrero de 2021): 215. http://dx.doi.org/10.52155/ijpsat.v25.1.2786.

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There is the need for the training of Early Childhood Education Teachers to appreciate and exhibit the integration of indigenous knowledge in the teaching and learning process. This paper aims to create the awareness in policy makers that the time to encourage and support Early Childhood Educators to use indigenous knowledge in facilitating themes and concepts is ripe. This knowledge is common in our Traditional Ewe Play Games hereafter called TEPG. The integration of traditional play games in teaching and learning at the Early Grade Level is one sure means of arousing learning interest in children. Traditional play games, sustain their interest towards learning and opens up multi- sensory learning behavior in them. Educational benefits of traditional play games cannot be overemphasized. Indigenous plays allow a multisensory spectrum of scaffolding, assessment and responsive feedback for coaching. The paper suggests that when Pre-service Teachers are properly trained to acquire the knowledge and skills in the use of indigenous play games at their training levels, they would be well equipped to facilitate the Pre-tertiary Education Curriculum hence producing functional citizens for the nation. This qualitative research adopted exploratory design to collect data through observation, interview and available literary materials. Descriptive approach was used to analyze the data.

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Roberts, Lisa R. y Barbara A. Anderson. "Simulation Learning Among Low Literacy Guatemalan Traditional Birth Attendants". International Journal of Childbirth 7, n.º 2 (2017): 67–76. http://dx.doi.org/10.1891/2156-5287.7.2.67.

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Guatemalan maternal and infant mortality rates remain high, particularly among indigenous populations. In remote areas, traditional birth attendants (TBAs), without formal midwifery education, are frequently the only maternal care providers. We conducted a mixed methods study to evaluate knowledge, skills, and attitudes of 26 TBAs in western Guatemala. The purposes of this study were to evaluate the efficacy of a community-based midwifery training program and to determine how the knowledge, skills, and attitudes of TBAs influence the care provided to indigenous mothers and infants. Themes from 5 key informant interviews included survival of mother and baby, facilitating referrals, and community pressure not to refer. We offered a 2-week simulation-based training designed for low resource settings. Participants completed pre- and posttests and demonstrated midwifery skills. Knowledge scores and objectively measured skills improved significantly. Attitude outcomes included increased endorsement regarding importance of pre- and postnatal visits, recognizing risk/complications, and partnering with medical providers. Potential effects discussed include safe TBA practice, training value, and intent to disseminate learnings in their communities.

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Helme, Sue. "Indigenous Students and Vocational Education and Training in Schools: Ladder of Opportunity or Corrugated Iron Ceiling?" Australian Journal of Education 49, n.º 2 (agosto de 2005): 169–81. http://dx.doi.org/10.1177/000494410504900205.

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Indigenous students complete secondary education at about half the rate of non-Indigenous students, yet are twice as likely to participate in Vocational Education and Training (VET) in Schools subjects. This paper explores the reasons for this phenomenon. It draws on data from two national studies: a survey of 20 000 young people and their experience of vocational learning, and a qualitative study that included interviews with 118 Indigenous VET in Schools students and 160 school staff and other stakeholders. It discusses the role of VET in addressing the needs and aspirations of Indigenous students, and identifies key aspects of good practice in the provision of VET for Indigenous students. The paper argues that VET in Schools cannot succeed as a ‘stand alone’ solution to the problem of Indigenous educational disadvantage, but must be offered within the context of educational provision that accommodates the diverse educational needs and aspirations of Indigenous students.

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Kutay, Cat y Janet Mooney. "Linking Learning to Community for Indigenous Computing Courses". Australian Journal of Indigenous Education 37, S1 (2008): 90–95. http://dx.doi.org/10.1375/s1326011100000417.

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AbstractSince its inception, Problem-based learning (PBL) as a process for learning and teaching has been used to enhance many skills based courses, including education programs at Bachelor College and the Aboriginal Technical Health Worker training program at the Centre for Appropriate Technology in Alice Springs. While PBL is an approach to learning and teaching which has been designed to provide a more holistic educational process for all students, Foster and Meehane (2007) suggest that many aspects of the courses are ideally suited for Indigenous students. In particular, this approach is useful when introducing students to a subject matter which is new both in being derived from another culture and not being accessible to Indigenous parents in the past. PBL provides a flexible approach to enable motivation and involvement of the students and their community. This paper considers the benefits of PBL for learning Information Technology and presents some course templates developed to support teaching Indigenous students at school.

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Tesis sobre el tema "Indigenous training and learning"

Ondobo, Jean. "Enseignement et fοrmatiοn en éducatiοn au dévelοppement durable des peuples autοchtοnes exclus de la scοlarisatiοn classique prοmulguée dans le cadre fοrmel : cas des peuples riverains au cοmplexe binatiοnal Sena-Οura au Τchad et Bοuba Νdjidda au Camerοun". Electronic Thesis or Diss., Normandie, 2024. http://www.theses.fr/2024NORMR114.

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L’éducation est un droit universellement proclamé dans la Déclaration universelle des droits de l’Homme (1948) et dans le Pacte international relatif aux droits économiques, sociaux et culturels (1966). Mais, même si ces textes juridiques et normatifs et ces engagements réitérés de la communauté internationale impulsent une nouvelle perception sociale, politique et philosophique de la démarche éducative, la question demeure entière. Comment atteindre au plus tôt l’objectif de l’inclusion cognitive et offrir, partout et à toutes les communautés, les mêmes chances d’accès au savoir ? Comment envisager l’éducation pour que les sociétés apprenantes soient ouvertes à tous, et pas seulement aux pays, aux familles et aux individus qui ont les moyens de s’offrir les savoirs pertinents et valorisés ? Autrement dit, comment éviter que l’éducation ne vienne accentuer les clivages entre des populations de plus en plus éduquées et des populations qui n’auraient qu’un accès limité à une éducation de qualité, et ne creuse ainsi cette fracture cognitive qui constitue le principal écueil d’une économie globale de la connaissance ? Notre problème est de repérer et d’analyser les facteurs d’exclusion et les potentialités des systèmes éducatifs formels à se renouveler afin de répondre à la question de l’exclusion en formation des communautés autochtones sans éducation scolaire. L’étude a été menée dans l’espace géographique du BSB Yamoussa au Cameroun et au Tchad. Elle a porté sur une série de trente-huit (38) entretiens ethnographie auprès de communautés autochtones et huit (8) entretiens menés avec les responsables du système éducatif formel (soit six au Cameroun et deux au Tchad). Notre travail de recherche s’appuie principalement sur l’analyse des politiques et stratégies éducatives, le discours des agents de l’éducation instituée, le discours engagé des acteurs issus des communautés autochtones et sur l’observation des pratiques locales. La thèse que nous défendons est que l’approche socioconstructiviste de l’éducation peut contribuer à l’émergence des « éducations À... » et constitue une opportunité d’inclusion cognitive, que l’éducation au développement durable nous permet de décrire et de comprendre. Travail en immersion à travers l’approche phénoménologique par l’expérience, la multiréférentialité sont les principes d’action qui vont interroger l’exclusion en formation des communautés autochtones sur le territoire du Complexe BSB Yamoussa
Education is a right universally proclaimed in the Universal Declaration of Human Rights (1948) and the International Covenant on Economic, Social and Cultural Rights (1966). But even if these legal and standard-setting texts and the international community's repeated commitments give impetus to a new social, political and philosophical perception of the educational process, the question remains unanswered. How can we achieve the goal of cognitive inclusion as soon as possible and offer all communities everywhere the same opportunities for access to knowledge? How can education be designed to ensure that learning societies are open to all, and not just to those countries, families and individuals who can afford the relevant and valued knowledge? In other words, how can we prevent education from accentuating the divide between increasingly well-educated populations and populations with limited access to quality education, thereby widening the cognitive divide that is the main pitfall of a global knowledge economy? Our problem is to identify and analyse the factors of exclusion and the potential of formal education systems to renew themselves in order to address the issue of exclusion from training of indigenous communities without school education. The study was carried out in the geographical area of the Yamoussa BSB in Cameroon and Chad. It involved a series of thirty-eight (38) ethnographic interviews with indigenous communities and eight (8) interviews with those in charge of the formal education system (six in Cameroon and two in Chad). Our research is based mainly on the analysis of educational policies and strategies, the discourse of agents, the committed discourse of actors from indigenous communities and on the observation of local practices. Our thesis is that the socioconstructivist approach to education can contribute to the emergence of ‘education for...’ and provides an opportunity for cognitive inclusion, which education for sustainable development enables us to describe and understand. Immersive work using a phenomenological approach based on experience, and multi-referentiality are the principles of action that will examine the exclusion of indigenous communities in the BSB Yamoussa Complex

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Filho, Virgílio Bandeira do Nascimento. "O papel do professor na formação docente indígena: uma reflexão a partir das impressões dos professores formadores que atuaram no curso de licenciatura para professores indígenas do Alto Solimões". Faculdades EST, 2014. http://tede.est.edu.br/tede/tde_busca/arquivo.php?codArquivo=542.

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Este estudo teve por finalidade relatar as impressões dos professores formadores que atuaram no curso de licenciatura para professores indígenas do alto Solimões implantado pela Universidade do Estado do Amazonas no Centro de Formação de Professores Ticunas - Torü Nguepataü na comunidade de Filadélfia/Benjamim Constant/AM. E foi baseado em análise bibliográfica e observações in loco, como sujeito participante, de forma a compreender a Universidade indígena enquanto espaço organizacional. E em aplicação de questionários a educadores que atuaram nos módulos durante o desenvolvimento do curso. Sendo os sujeitos participantes da pesquisa dez professores pertencentes ao quadro regular do Centro de Estudos Superiores de Tabatinga/UEA. Estes foram selecionados em decorrência da experiência vivenciada no ensino superior regular, visto que há cotas naquela instituição para indígenas. Dentre os resultados foi verificado que a UEA estruturou um arcabouço para o desenvolvimento das atividades realizadas em Filadélfia, visto previa alimentação, água, e uma estrutura de dormitórios em Filadélfia para dar suporte às diferentes etnias que compunham o grupo de educandos. As atividades do curso foram realizadas durante os módulos, sendo integralizado em 05 anos, compreendendo dois períodos por ano. Em seus relatos os professores formadores elencaram que as principais dificuldades que interferem no ensino e aprendizagem citamse a não aceitação imediata da implantação de um curso superior em sua comunidade, a não compreensão da língua portuguesa, postura tímida, entonação de voz baixa e vocabulário dos textos distante da realidade indígena. No entanto, cabe ao professor ressignificar os conteúdos na constituição do conhecimento facilitando a aprendizagem dos mesmos, tornando-os pesquisadores de sua própria cultura. Com essa atitude aqueles educadores puderam participar da formação de duzentos e quatro indígenas nas licenciaturas Antropologia, Artes, Biologia, Educação Física, Letras e Matemática, marcando o início de um processo de transformação no quadro da educação na região do Alto Solimões.
The goal of this study is to report on the impressions of the professors who worked in the teaching program for indigenous teachers of the Alto Solimões implanted by the University of the State of Amazonas in the Torü Nguepataü Training Center of the Ticunas Teachers in the Fildelélfia/Benjaming Constant/AM community. It was based on bibliographic analysis and in loco observations so as to comprehend the indigenous university as an organizational space. It also is based on the application of questionnaires to the educators who worked on the modules during the development of the program. The subjects who participated in the research were ten professors of the regular faculty of the Center for Higher Studies of Tabatinga/UEA. These were chosen as a result of the experience they had in regular higher learning programs as there were quotas for indigenous people in that institution. Within the results it was observed that the UEA structured a framework for the development of the activities carried out in Filadélfia which provided food, water and a structure of dormitories in Fildadélfia to give support to the different ethnic groups which made up the group of students. The activities of the program were carried out in modules, being completed in 5 years, divided into two periods per year. In their reports the teachers listed that the main difficulties which interfere with teaching and learning were the immediate non acceptance of the implantation of a higher learning program in their community, not understanding the Portuguese language, timid posture, low intonation of the voice and vocabulary of the texts distant from the indigenous reality. However, it is up to the professor to re-signify the contents in the constitution of knowledge facilitating the learning process of the students, becoming researchers of their own culture. With this attitude those educators were able to participate in the training of two hundred and four indigenous people in the teaching programs in Anthropology, Art, Biology, Physical Education, Languages and Mathematics, marking a beginning in the process of transformation of the education framework in the region of Alto Solimões.

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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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Adams, Olugboyega A. "Management training needs of Nigerian indigenous contractors and their preferred training delivery systems". Thesis, University College London (University of London), 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283886.

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Trapnell, Lucy. "The voices of Indigenous Peoples’ Elders in teacher training". Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/112541.

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A lo largo de las últimas décadas se ha venido planteando la necesidad de problematizar la manera como se construye el conocimiento y de poner en evidencia las relaciones entre conocimiento y poder. Una valiosa innovación, que busca abrir la educación superior a la inclusión de nuevos actores y nuevas voces, ha sido la redefinición del equipo formador de algunos institutos superiores pedagógicos y universidades convencionales para incluir conocedores y conocedoras de los pueblos originarios. No obstante, en este artículo argumento que su participación en los procesos de formación docente no necesariamente garantiza el desarrollo de prácticas que hagan evidente la existencia de formas de pensar alternativas al conocimiento hegemónico ni las múltiples formas como se producen. Para que esto ocurra, es necesario tomar conciencia de la compleja relación entre conocimiento y poder, y analizar la forma como esta se expresa en la formación superior y, de manera concreta, en la institución formadora. Sustento este argumento en la experiencia del Programa de Formación de Maestros Bilingües de la Amazonía Peruana (Formabiap), al cual he acompañado a lo largo de los últimos veintinueve años, en mi experiencia directa y en sistematizaciones y evaluaciones internas y externas del programa.
During the last decades the need to question the way in which knowledge is constructed as well as its relation with power issues has come forward. An important innovation in some teacher training colleges and conventional universities is the redefinition of the teaching staff. They have included indigenous elders as an attempt to open higher education to the inclusion of new actors and new voices. However, in this article I argue that the participation of indigenous elders in teacher training processes, does not necessarily guarantee the development of practises that will highlight the existence of ways of thinking alternative to hegemonic knowledge nor the multiple ways in which knowledge is produced. For this to happen consciousness must be gained regarding the complex relations between knowledge and power, and the way in which it is expressed in higher education in general and in specific academic spaces. Drawing from the experience of the Teacher Training Programme of the Peruvian Amazon (Formabiap), which I have accompanied during the last 29 years, I sustain my argument with information gained through my direct experience with the Programme and from documents, studies and internal and external evaluations of its process.

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Gorman, Wayne. "Words are not enough, stories of indigenous learning". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ40137.pdf.

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Begay, Winoka Rose. "Mobile Apps and Indigenous Language Learning: New Developments in the Field of Indigenous Language Revitalization". Thesis, The University of Arizona, 2013. http://hdl.handle.net/10150/293746.

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This study focuses on the theme of technology-based Indigenous language revitalization and maintenance efforts by looking at new developments in mobile technology and how they are used within Indigenous communities for language learning and teaching. I assessed four mobile apps through the use of an evaluation rubric, online user reviews, and developer consultations. The findings from the assessments were then used to determine what essential themes are important when developing an effective and successful language application model (Appendix C), with the intention of developing a user-friendly template for use by other Indigenous communities. Three essential elements were found to be common among the four language applications assessed: (1) successful integration of interactive and digital media that provides a purposeful learning environment for the user; (2) accuracy and testing of both media and the user-interface, and; (3) successful usability and functionality of the mobile platform.

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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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Högsdal, Nils. "Blended learning im Management-Training /". Lohmar [u.a.] : Eul, 2004. http://www.gbv.de/dms/zbw/389241377.pdf.

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Bradley, Edward T. "Excellence in leadership a training program for Latin American indigenous mission leaders /". Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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Libros sobre el tema "Indigenous training and learning"

Neil, Harrison. Indigenous education and the adventure of insight: Learning and teaching in indigenous classrooms. Flaxton, Qld: Post Pressed, 2004.

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Barli Development Institute for Rural Women (Indore, India), ed. Learning to teach health: A training manual for rural and tribal women. Indore: Barli Development Institute for Rural Women, 2004.

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Watt, Ron, Nick Richardson y Joy Phillips. Strong learners: The learning journey of students and staff in the Certificate III in indigenous education work at Batchelor Institute 1999-2003. Batchelor, N.T: Batchelor Press, 2004.

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Jorgensen, Robyn, Peter Sullivan y Peter Grootenboer, eds. Pedagogies to Enhance Learning for Indigenous Students. Singapore: Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4021-84-5.

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service), SpringerLink (Online, ed. Narrative Life: Democratic Curriculum and Indigenous Learning. Dordrecht: Springer Netherlands, 2009.

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American Society for Training and Development, ed. Training in virtual worlds: Training technology & e-learning. Alexandria, Va: ASTD Press, 2008.

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Pfeiler, Barbara, ed. Learning Indigenous Languages: Child Language Acquisition in Mesoamerica. Berlin, Boston: DE GRUYTER, 2007. http://dx.doi.org/10.1515/9783110923148.

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DeGennaro, Donna. Designing Critical and Creative Learning with Indigenous Youth. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-307-0.

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Jeannie, Herbert, ed. Learning journeys: Indigenous teachers sharing their success stories. [Townsville, Qld: James Cook University], 2002.

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Stu, Tanquist y American Society for Training and Development., eds. Evaluating E-learning: Training technology. Alexandria, VA: American Society for Training & Development, 2000.

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Capítulos de libros sobre el tema "Indigenous training and learning"

Ober, Robyn. "A Reflective Story of my Educational Learning Journey". En SpringerBriefs in Education, 21–26. Singapore: Springer Nature Singapore, 2024. https://doi.org/10.1007/978-981-97-2823-7_3.

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AbstractDr. Robyn Ober’s chapter illuminates a career trajectory from teacher education practice in rural, remote and metropolitan schools which came full circle when she returned to Bachelor Institute, where she had done her initial teacher training course, to teach a new generation of educators. Dr. Ober reminds us of value of research mentorship, initially as she learned alongside more experienced researchers and later as she experienced the satisfaction of mentoring Indigenous students in their own learning journeys. She outlines the importance of Indigenous leaders and role models to show the possibilities in doctoral education and equally shows the significance of sharing the often-lengthy doctoral journey, with Indigenous colleagues. Dr. Ober also highlights the strangeness of finishing such a large undertaking and the sudden shift to the rigors of a scholarly life of teaching, publishing and generally being in demand.

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Grote, Ellen, Rhonda Oliver y Judith Rochecouste. "Code-Switching and Indigenous Workplace Learning: Cross-Cultural Competence Training or Cultural Assimilation?" En Critical Perspectives on Language Education, 101–17. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06185-6_6.

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Hunte, Bem Le, Tyson Yunkaporta, Jacqueline Melvold, Monique Potts, Katie E. Ross y Lucy Allen. "Indigenous Knowledge". En Handbook Transdisciplinary Learning, 187–94. Bielefeld, Germany: transcript Verlag, 2023. http://dx.doi.org/10.14361/9783839463475-020.

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Whalan, Frances y Kerin Wood. "Action Learning Based Professional Development". En Indigenous Education, 23–32. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-888-9_3.

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Rodriguez, Andres. "Distributed Training". En Deep Learning Systems, 99–110. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-031-01769-8_5.

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Baron, Stefan. "Strengthening further training". En Workplace Learning, 15–33. Wiesbaden: VS Verlag für Sozialwissenschaften, 2011. http://dx.doi.org/10.1007/978-3-531-92870-8_2.

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Mandato, Kathleen y Dirk Essary. "Sustaining Learning". En Healthcare Technology Training, 177–85. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10322-3_14.

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Sefotho, Maximus Monaheng. "Learning from traditional knowledge". En Indigenous Disability Studies, 146–55. London: Routledge, 2024. http://dx.doi.org/10.4324/9781032656519-19.

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Wallace, Ruth y Rhonda Appo. "Indigenous Dot Com: E-Learning in Australian Indigenous Workforce Development and Engagement". En Vocational Learning, 95–110. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1539-4_6.

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Burridge, Nina, Frances Whalan y Karen Vaughan. "Aboriginal Education Policy Contexts and Learning Pathways". En Indigenous Education, 1–7. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-888-9_1.

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Actas de conferencias sobre el tema "Indigenous training and learning"

Liao, You Cheng, Chen-Jui Yu, Chi-Yi Lin, He-Feng Yun, Yen-Hsiang Wang, Hsiao-Min Li y Yao-Chung Fan. "Learning-From-Mistakes Prompting for Indigenous Language Translation". En Proceedings of the Seventh Workshop on Technologies for Machine Translation of Low-Resource Languages (LoResMT 2024), 146–58. Stroudsburg, PA, USA: Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.loresmt-1.15.

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Chuang, Yu-Lan, Hsiu-Ray Hsu, Di Tam Luu, Yi-Wen Liu y Ching-Ting Hsin. "Computer-Assisted Pronunciation Training System for Atayal, an Indigenous Language in Taiwan". En 2024 27th Conference of the Oriental COCOSDA International Committee for the Co-ordination and Standardisation of Speech Databases and Assessment Techniques (O-COCOSDA), 1–6. IEEE, 2024. https://doi.org/10.1109/o-cocosda64382.2024.10799992.

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Rozi, Fathor, Ahmad Fawaid, Abd Basid, Wiwin Warliah, Abu Hasan Agus R y Ahmad Zubaidi. "Cyber Risk in Learning 4.0: Indigenous Parenting in Dealing with Children". En 2024 10th International Conference on Education and Technology (ICET), 67–73. IEEE, 2024. https://doi.org/10.1109/icet64717.2024.10778471.

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Abdullah, Nor Fadzilah, Ammar Zaid Norabid, Haider A. H. Alobaidy, Asma Abu-Samah, Nur Hasinah Najiah Maizan y Rosdiadee Nordin. "Indigenous Community Connectivity: Enhancing LoRaWAN Performance Through Machine Learning in Palm Oil Plantations". En 2024 15th International Conference on Information and Communication Technology Convergence (ICTC), 597–601. IEEE, 2024. https://doi.org/10.1109/ictc62082.2024.10827271.

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Lima, Tiago Barbosa de, André C. A. Nascimento, Pericles Miranda y Rafael Ferreira Mello. "Analysis of a Brazilian Indigenous corpus using machine learning methods". En Encontro Nacional de Inteligência Artificial e Computacional. Sociedade Brasileira de Computação - SBC, 2021. http://dx.doi.org/10.5753/eniac.2021.18246.

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In Brazil, several minority languages suffer a serious risk of extinction. The appropriate documentation of such languages is a fundamental step to avoid that. However, for some of those languages, only a small amount of text corpora is digitally accessible. Meanwhile there are many issues related to the identification of indigenous languages, which may help to identify key similarities among them, as well as to connect related languages and dialects. Therefore, this paper proposes to study and automatically classify 26 neglected Brazilian native languages, considering a small amount of training data, under a supervised and unsupervised setting. Our findings indicate that the use of machine learning models to the analysis of Brazilian Indigenous corpora is very promising, and we hope this work encourage more research on this topic in the next years.

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Yusri, Iin Karmila, Robert Goodwin y Carl Mooney. "Mobile Learning for Teachers Training in Indonesia: The Potential of Mobile Phones as the Device". En 8th International Conference of Asian Association of Indigenous and Cultural Psychology (ICAAIP 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icaaip-17.2018.42.

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Misnah, Nana Supriatna, Iskandar y Moh Ali. "Philosophy of Hintuwu and Katuwua as Learning Sources in Teaching Social Science Subject Among Kulawi Indigenous People". En First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ice-17.2018.14.

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Skyllstad, Kjell. "Giving People a Voice". En GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.6-5.

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Scandinavian countries, in particular northern Scandinavia, have developed unique sociolinguistic frameworks which aim to preserve local indigenous languages. These models have acted to protect the cultural heritages of these ethnicities. As such, these models of preservation have offered a framework to be applied to other contexts, and hence in regions where language and cultural preservation and revitalization have become a salient factor. This current study presents an evaluation of the Norwegian State Action Plan for the preservation of indigenous languages in the region of tribal northern Scandinavia. The study produces the several recommendations as a comparative framework between northern Scandinavia and ASEAN countries. With respect to education, the study suggests establishing kindergartens for tribal children led by tribal communities, developing teacher training programs for indigenous instructors, developing educational materials and curricular guides in the local languages, establishing networks of distance learning, arranging language and cultural learning summer camps for tribal children and youth, and mapping mother tongue illiteracy among adults so as to assist in the action planning of these projects. With respect to the daily use of languages, the study suggests a development of interpreter training programs, the implementation procedures for translation of official documents, the development of minority language proficiency in the health services and judicial system, incorporating indigenous language in digital technologies and likewise promoting digital literacy, developing dictionaries for minority languages, and instigating the promotion of place names in local languages. The study employs a literature analysis, and a comparison of contexts, to determine the appropriation and effectiveness of the application of the Scandinavian preservation system to ASEAN. The study contributes to thought in Linguistic Anthropology, in that it suggests that, despite the uniqueness of sociolinguistic practices, preservation methods and government mandates may, at least in part, offer transferability.

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Mutiku, Johannes Kioko y Hannah Kiaritha. "Increasing the Enrolment of Women and Girls in TVET in Africa through the Women in Technical Education and Development (WITED)". En Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9725.

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This paper is for The PCF10 and on the sub theme “Promoting Equity and Inclusion” at the Tenth Pan-Commonwealth Forum on Open Learning (PCF10), Calgary, Canada. The author discusses how the enrollment of women and girls in TVETs in Africa is being increased through ‘’Women in Technical Education and Development (WITED)’’, a program of the Association of Technical Education and Development in Africa (ATUPA) and supported by the Commonwealth of Learning (COL). The paper gives: the background to the WITED program; the objective and strategies applied; revitalizing WITED through COL and ATUPA Women in STEM (CAWS) Project; the intended outcomes of the WITED Program and finally the conclusions. The methodology of this paper is desk research combined with interviews of the “WITED Champions”. The authors extensively examine available documents on WITED. The UN Agenda 2030 for Sustainable Development aims to: “eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations” by 2030 (SDG target 4.5); and “achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal value” (SDG target 8.5). Equality and non-discrimination are also reflected in the UN’s “Leaving no one behind” framework, endorsed by the United Nation System’s Chief Executives Board for Coordination. Women in Technical Education and Training (WITED) is a program which was initiated by Commonwealth Association of Polytechnics in Africa (CAPA), now Association of Technical Universities and Polytechnics in Africa (ATUPA), with the support of the International Labor Organization (ILO) and Commonwealth of Learning (COL) back in 1988. The author seek to evaluate the impact achieved by the programme, the challenges encountered and finally make a call to action by recommending ways by which the programe can reach more girls and women and bring them into TVET programmes.

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Al-Raqadi, A. M. S. y B. S. N. Al-Riyami. "PaperTitle". En International Conference on Marine Engineering and Technology Oman. London: IMarEST, 2019. http://dx.doi.org/10.24868/icmet.oman.2019.020.

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Transfer of modern technology (ToMT) including upgrading/alterations/additions (As and As)) through individuals’ organizational effectiveness of training (EoT) in the Omani ships’ repairs environment (OSRE) remains a challenging issue, particularly with regards to the future of on-going projects such as ships/maritime materiel, infrastructure and platforms that continue their operations for many years after acceptance dates. ToMT/upgrading is done to enhance the capability of the whole dockyard/navy through a predetermined arrangement, involving many areas of interest such as the knowledge, competencies and skills (KCS) of the indigenous workforce to support the capability. Typical examples that can drag/slow down the modern KCS development of the indigenous workforce are to fully depend on the outside contracts, manpower substitution, external organization and institutions to do the work, which can also be expensive in the short and long-term. Technology transfer requires a high level of commitment and expertise from both the technology provider and the recipients/owner/indigenous workforce. Intellectual talents are a decisive requirement, followed by financial resources, particularly when major contractual projects and long-term relations are involved. This literature review and methodical study endeavoured to draw previous experience of the organizations under study, including the Omani Dockyard, to understand the current situational readiness of knowledge, competencies and skills (KCS) in single- and double-loop learning. The KCS are valued by emphasising the need for force for direction, force for efficiency, force for proficiency, force for innovation, force for concentration and force of cooperation as ‘a system of forces’ and also the effectiveness of training, to deliver overall Organizational Performance. The study begins by significantly and initially forming a model to introduce the determinants for the subject of study, followed by a critical literature review on ToMT and the determinants of the model. The discussion and conclusions are intended to outline the method that enhances readiness for new technology. The main contributing factors are the know-how to develop expertise and transfer KCS in the workplace. This study has determined the collaborative value of the current business to see whether future acceptance of new knowledge or technology transfer can be entertained.

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Informes sobre el tema "Indigenous training and learning"

Albert, Jose Ramon, Lovelaine Basillote, Jason Alinsunurin, Jana Flor Vizmanos, Mika Muñoz y Angelo Hernandez. Sustainable Development Goal 4 on Quality Education for All: How Does the Philippines Fare and What Needs to Be Done? Philippine Institute for Development Studies, diciembre de 2023. http://dx.doi.org/10.62986/dp2023.16.

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The Global Goal of ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all promotes equality in access to quality learning, supports economic development, improves health outcomes, empowers women and girls, and fosters global citizenship and peace. By reducing inequities in education, both in terms of access and quality, we can help to build a more equitable, prosperous, and sustainable world. This study provides a detailed examination of the progress of the Philippines in achieving Sustainable Development Goal 4 (SDG4) on quality education and lifelong learning opportunities for all. It sets the stage by outlining the Philippine educational policy landscape, including its legal and institutional frameworks. The analysis then progresses to a target-by-target review of SDG 4, highlighting the nation's accomplishments and ongoing challenges. Notable achievements include nearly universal primary education enrollment and increased secondary education participation. However, issues like high dropout rates and subpar learning outcomes remain. The Philippines has also seen growth in early childhood development (ECD) and pre-primary education enrollments, yet access for disadvantaged children is still limited. The country has policies to enhance access to affordable technical, vocational, and higher education, but the quality of these programs and their alignment with future skills needs improvement. Inclusive education initiatives exist, such as programs for learners with disabilities and indigenous communities, but challenges in ensuring universal quality education persist. A shift in education outcomes in favor of girls is observed, with boys now more likely to drop out than girls across various educational levels and girls doing better than boys in learning. While literacy rates appear high, the need to redefine literacy measurements, considering issues like digital skills, is evident. Progress in school infrastructure development is significant, especially with the K-12 rollout, but enhancing learning environments, including using technology for learning, remains crucial. The Philippines boasts a large teaching workforce, yet there is a pressing need to elevate teacher training quality and align it with future skill requirements. The study pinpoints critical improvement areas, including addressing the root causes of learning deficits, implementing an open data policy, and refining teacher training and workload. Concluding with a call to action, the study underscores the necessity of a comprehensive strategy to tackle educational challenges holistically, with integrated planning among the three main government agencies tasked to manage the sector. It suggests developing specific targets for inclusive quality education. This comprehensive review offers valuable insights and practical recommendations for stakeholders to ensure the Philippines fulfills its commitment to quality education for all by 2030.

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William I. Atlas, William I. Atlas. Powering Indigenous-led salmon stewardship with machine learning. Experiment, marzo de 2022. http://dx.doi.org/10.18258/25303.

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Corum, James S. Training Indigenous Forces in Counterinsurgency: A Tale of Two Insurgencies. Fort Belvoir, VA: Defense Technical Information Center, marzo de 2006. http://dx.doi.org/10.21236/ada446219.

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Näslund-Hadley, Emma y Haydeé Alonzo. CIMA Brief #27: How Inequal is Learning in Latin America?: An Analysis of Socioeconomic and Indigenous Skill Gaps. Inter-American Development Bank, agosto de 2024. http://dx.doi.org/10.18235/0013082.

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Socioeconomic and indigenous status contribute significantly to achievement gaps across subjects and grade levels. Mathematics gaps between low and high socioeconomic status students widen from third to sixth grade, notably in Brazil and Uruguay. Language gaps are particularly large in Brazil, Colombia, Guatemala, Panama, Peru, and Uruguay. Indigenous sixth graders score lower than non-Indigenous peers, with the largest gaps in Costa Rica and Panama and the smallest in Honduras. A significant portion of the achievement gap between indigenous and non-indigenous students in mathematics and science is attributed to indigenous status.

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Näslund-Hadley, Emma y Haydée Alonzo. Gender, Education, and Skills in Latin America: Evidence from the Regional Learning Assessment. Inter-American Development Bank, diciembre de 2024. https://doi.org/10.18235/0013270.

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Latin America has achieved considerable progress in expanding access to education, yet significant gender disparities persist in educational outcomes. These gaps are evident in enrollment, completion rates, and performance across key subjects such as mathematics, language, and science. This study explores the multifaceted drivers of these disparities, including societal norms, family expectations, and economic conditions that differentially impact boys and girls. Using data from the 2019 Regional Comparative and Explanatory Study (ERCE), the analysis highlights persistent gender-based achievement gaps across Latin American countries. Girls typically outperform boys in language and science, while boys excel in mathematics. However, these trends vary across demographic groups, with Indigenous students facing compounded barriers. Indigenous girls score lower in mathematics compared to Indigenous boys and non-Indigenous peers, while Indigenous boys underperform in language and science relative to their counterparts. The findings indicate that observable factors, such as access to resources, do not fully account for these disparities. Instead, societal expectations, parental perceptions, and cultural attitudes toward education emerge as critical drivers.

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Busby, Ryan, Thomas Douglas, Joshua LeMonte, David Ringelberg y Karl Indest. Metal accumulation capacity in indigenous Alaska vegetation growing on military training lands. Engineer Research and Development Center (U.S.), agosto de 2021. http://dx.doi.org/10.21079/11681/41443.

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Permafrost thawing could increase soil contaminant mobilization in the environment. Our objective was to quantify metal accumulation capacities for plant species and functional groups common to Alaskan military training ranges where elevated soil metal concentrations were likely to occur. Plant species across multiple military training range sites were collected. Metal content in shoots and roots was compared to soil metal concentrations to calculate bioconcentration and translocation factors. On average, grasses accumulated greater concentrations of Cr, Cu, Ni, Pb, Sb, and Zn relative to forbs or shrubs, and bioconcentrated greater concentrations of Ni and Pb. Shrubs bioconcentrated greater concentrations of Sb. Translocation to shoots was greatest among the forbs. Three native plants were identified as candidate species for use in metal phytostabilization applications. Elymus macrourus, a grass, bioconcentrated substantial concentrations of Cu, Pb, and Zn in roots with low translocation to shoots. Elaeagnus commutata, a shrub, bioconcentrated the greatest amounts of Sb, Ni, and Cr, with a low translocation factor. Solidago decumbens bio-concentrated the greatest amount of Sb among the forbs and translocated the least amount of metals. A combination of forb, shrub, and grass will likely enhance phytostabilization of heavy metals in interior Alaska soils through increased functional group diversity.

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Näslund-Hadley, Emma y Haydée Alonzo. Inequality, Education, and Skills in Latin America: Evidence from the Regional Learning Assessment. Inter-American Development Bank, diciembre de 2024. https://doi.org/10.18235/0013269.

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Educational inequality remains a critical challenge across Latin America, with significant learning gaps persisting, particularly among students from marginalized and impoverished communities. Stark inequities in access to quality education and its academic benefits disproportionately affect disadvantaged students, perpetuating exclusion and segregation. This study leverages data from the 2019 Regional Comparative and Explanatory Study (ERCE 2019) to analyze educational outcomes, focusing on the challenges faced by students from low socioeconomic backgrounds and Indigenous communities. Findings reveal that the mathematics achievement gap between students of low and high socioeconomic status widens from third to sixth grade, with Brazil and Uruguay exhibiting the largest disparities. Similar gaps in language and science achievement are evident, particularly in Brazil, Colombia, Guatemala, Panama, Peru, and Uruguay. Indigenous students face additional systemic barriers, with Costa Rica and Panama showing the most pronounced disparities. Using the Oaxaca-Blinder Decomposition method, the study identifies that mathematics and language gaps between Indigenous and non-Indigenous students are partially explained by non-observable factors such as discrimination and bias.

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Tucker, Jennifer S. Mobile Learning Approaches for U.S. Army Training. Fort Belvoir, VA: Defense Technical Information Center, agosto de 2010. http://dx.doi.org/10.21236/ada528742.

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Wamuga, Joseph Mwangi y Florence W. Kamonjo. Blended Learning Experiences at Nakuru Training Institute. Commonwealth of Learning (COL), mayo de 2023. http://dx.doi.org/10.56059/11599/5361.

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This report presents the results of a survey conducted at Nakuru Training Institute, Kenya to evaluate the blended learning experiences of students and instructors in courses developed during a technology-enabled learning project and offered in the blended mode. The study was carried out among 144 students and nine instructors of blended learning classes. The courses were created and facilitated by instructors who had received blended learning implementation training from the Commonwealth of Learning. Mixed findings emerged from comparing the students’ grades in blended and non blended learning courses. Learners’ opinions of the blended learning environment were generally favourable, because the blended learning experience gave students the freedom to learn when, where and at a speed that worked for them.

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Lavender, Samantha, Kate Williams, Caitlin Adams y Ivana Ivánová, eds. Testbed-18: Machine Learning Training Data ER. Open Geospatial Consortium, Inc., marzo de 2023. http://dx.doi.org/10.62973/22-017.

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