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Artykuły w czasopismach na temat "Indigenous education"
Magga, Ole-Henrik. "Indigenous Education". Childhood Education 81, nr 6 (wrzesień 2005): 319–20. http://dx.doi.org/10.1080/00094056.2005.10521319.
Pełny tekst źródłaWigglesworth, Gillian. "Remote Indigenous education and translanguaging". TESOL in Context 29, nr 1 (30.12.2020): 95–113. http://dx.doi.org/10.21153/tesol2020vol29no1art1443.
Pełny tekst źródłaLuke, Allan. "On Indigenous education". Teaching Education 20, nr 1 (25.02.2009): 1–5. http://dx.doi.org/10.1080/10476210902724011.
Pełny tekst źródłaMay, Stephen. "Indigenous immersion education". Journal of Immersion and Content-Based Language Education 1, nr 1 (6.03.2013): 34–69. http://dx.doi.org/10.1075/jicb.1.1.03may.
Pełny tekst źródłaHermes, Mary, i Keiki Kawai'ae'a. "Revitalizing indigenous languages through indigenous immersion education". Language Immersion Education 2, nr 2 (12.09.2014): 303–22. http://dx.doi.org/10.1075/jicb.2.2.10her.
Pełny tekst źródłaDespagne, Colette. "Indigenous Education in Mexico: Indigenous Students' Voices". Diaspora, Indigenous, and Minority Education 7, nr 2 (kwiecień 2013): 114–29. http://dx.doi.org/10.1080/15595692.2013.763789.
Pełny tekst źródłaSumida Huaman, Elizabeth. "Comparative Indigenous education research (CIER): Indigenous epistemologies and comparative education methodologies". International Review of Education 65, nr 1 (7.01.2019): 163–84. http://dx.doi.org/10.1007/s11159-018-09761-2.
Pełny tekst źródłaSilva, Aracy Lopes da. "National Education Plan: Indigenous School Education". Vibrant: Virtual Brazilian Anthropology 12, nr 2 (grudzień 2015): 579–87. http://dx.doi.org/10.1590/1809-43412015v12n2p579.
Pełny tekst źródłaAfanasyeva, L. A., i D. D. Maximova. "INDIGENOUS EDUCATION IN CANADA". Арктика 2035: актуальные вопросы, проблемы, решения, nr 1 (2022): 74–79. http://dx.doi.org/10.51823/74670_2022_1_74.
Pełny tekst źródłaRomero, Noah, i Sandra Yellowhorse. "Unschooling and Indigenous Education". Humanities 10, nr 4 (6.12.2021): 125. http://dx.doi.org/10.3390/h10040125.
Pełny tekst źródłaRozprawy doktorskie na temat "Indigenous education"
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.
Pełny tekst źródłaKityo, 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.
Pełny tekst źródłaMeston, Troy A. "Coloniality, Education and Indigenous Nation Building". Thesis, Griffith University, 2022. http://hdl.handle.net/10072/419474.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Hum, Lang & Soc Sc
Arts, Education and Law
Full Text
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.
Pełny tekst źródłaArtieda, Teresa Laura, Yamila Liva, Victoria Soledad Almiron i 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.
Pełny tekst źródłaOn 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.
Valencia, Mireya. "Restoring Reciprocity: Indigenous Knowledges and Environmental Education". Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/pomona_theses/224.
Pełny tekst źródłaReid, O'Connor Bronwyn L. "Exploring a Primary Mathematics Initiative in an Indigenous Community School". Thesis, Griffith University, 2020. http://hdl.handle.net/10072/398092.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School Educ & Professional St
Arts, Education and Law
Full Text
Nimmer, Natalie E. "Documenting A Marshallese Indigenous Learning Framework". Thesis, University of Hawai'i at Manoa, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10757762.
Pełny tekst źródłaWhile 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.
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.
Pełny tekst źródłaThis 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.
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.
Pełny tekst źródłaKsiążki na temat "Indigenous education"
Jacob, W. James, Sheng Yao Cheng i Maureen K. Porter, red. Indigenous Education. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9355-1.
Pełny tekst źródłaBurridge, Nina, Frances Whalan i Karen Vaughan, red. Indigenous Education. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-888-9.
Pełny tekst źródłaTaieb, Si Belkacem. Decolonizing Indigenous Education. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137415196.
Pełny tekst źródłaIndigenous education: Pacific nations. Regina, Sask: Centre for International Academic Exchange, First Nations University of Canada, 2009.
Znajdź pełny tekst źródłaHeber, Robert Wesley. Indigenous education: Pacific nations. Saskatchewan: Centre for International Academic Exchange, First Nations University of Canada, 2009.
Znajdź pełny tekst źródłavan Wyk, Berte, i Dolapo Adeniji-Neill, red. Indigenous Concepts of Education. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137382184.
Pełny tekst źródłaMcKinley, Elizabeth Ann, i Linda Tuhiwai Smith, red. Handbook of Indigenous Education. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-1839-8.
Pełny tekst źródłaHeber, Robert Wesley. Indigenous education: Pacific nations. Regina, Sask: Centre for International Academic Exchange, First Nations University of Canada, 2009.
Znajdź pełny tekst źródłaKickett, Marion, Pat Dudgeon, Trevor Satour, Darryl Kickett, Dennis Eggington, Jill Abdullah, Melony Darroch i in. Transforming Indigenous Higher Education. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003323372.
Pełny tekst źródłaXing, Jun, i Pak-sheung Ng, red. Indigenous Culture, Education and Globalization. Berlin, Heidelberg: Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-662-48159-2.
Pełny tekst źródłaCzęści książek na temat "Indigenous education"
Hooley, Neil. "Indigenous Education". W Narrative Life, 69–84. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9735-5_5.
Pełny tekst źródłaLovern, Lavonna L. "Education". W Global Indigenous Communities, 153–87. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69937-6_6.
Pełny tekst źródłaChampagne, Duane W. "Indigenous Higher Education". W Indigenous Education, 99–108. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9355-1_5.
Pełny tekst źródłaJacob, W. James, Sheng Yao Cheng i Maureen K. Porter. "Global Review of Indigenous Education: Issues of Identity, Culture, and Language". W Indigenous Education, 1–35. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9355-1_1.
Pełny tekst źródłaO’Dowd, Mina. "The Sámi People in Scandinavia: Government Policies for Indigenous Language Recognition and Support in the Formal Education System". W Indigenous Education, 187–205. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9355-1_10.
Pełny tekst źródłaBoshier, Roger. "Learning from the Moa: The Challenge of Māori Language Revitalization in Aotearoa/New Zealand". W Indigenous Education, 207–26. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9355-1_11.
Pełny tekst źródłaGenova, Evelisa Natasha. "Heteroglossia: Reframing the Conversation Around Literacy Achievement for English Language Learners and American Indian/Alaska Native Students". W Indigenous Education, 227–37. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9355-1_12.
Pełny tekst źródłaPorter, Maureen K. "Somos Incas: Enduring Cultural Sensibilities and Indigenous Education". W Indigenous Education, 241–79. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9355-1_13.
Pełny tekst źródłaScaglion, Richard. "History, Culture, and Indigenous Education in the Pacific Islands". W Indigenous Education, 281–99. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9355-1_14.
Pełny tekst źródłaShizha, Edward. "Reclaiming Indigenous Cultures in Sub-Saharan African Education". W Indigenous Education, 301–17. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9355-1_15.
Pełny tekst źródłaStreszczenia konferencji na temat "Indigenous education"
Williams, Maria. "Activism and Indigenous Education". W 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1681832.
Pełny tekst źródłaBrant, Jennifer. "Indigenous Cultural Safety in Canadian Teacher Education: Examining Indigenous Requirement Courses". W 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1687324.
Pełny tekst źródłaShay, Marnee, Jodie Miller i Suraiya Abdul Hammed. "Exploring excellence in Indigenous education in Queensland secondary schools". W Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_8.
Pełny tekst źródłaPlosker, Sarah, i Gautam Srivastava. "Cybersecurity Education in Rural Indigenous Canada". W 2021 IEEE Canadian Conference on Electrical and Computer Engineering (CCECE). IEEE, 2021. http://dx.doi.org/10.1109/ccece53047.2021.9569147.
Pełny tekst źródłaGreene, Ciarra, i Michelle Montgomery. "INDIGENOUS SPEAKER SERIES – A PLATFORM PROMOTING INDIGENOUS KNOWLEDGE, RESEARCH, EDUCATION AND FUTURE GENERATIONS". W GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-359834.
Pełny tekst źródłaBrant, Jennifer. "Examining Indigenous Experiences in Teacher Education Through an Ethic of Indigenous Maternal Methodology". W 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1893378.
Pełny tekst źródłaPatterson, Marc D., i Samantha Gardyne. "Indigenous Multilingual Education in Vhembe, South Africa". W ICSD 2021. Basel Switzerland: MDPI, 2022. http://dx.doi.org/10.3390/environsciproc2022015018.
Pełny tekst źródłaEstrina, Tatiana, Shengnan Gao, Vivian Kinuthia, Sophie Twarog, Liane Werdina i Gloria Zhou. "ANALYZING INDIGENEITY IN ACADEMIC AND ARCHITECTURAL FRAMEWORKS". W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end091.
Pełny tekst źródłaSegovia-Aguilar, Blas. "Indi Age –Indigenous Studies: Brazilian Indigenous Students At The University Of Cordoba". W EDUHEM 2018 - VIII International conference on intercultural education and International conference on transcultural health: The Value Of Education And Health For A Global,Transcultural World. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.04.02.3.
Pełny tekst źródłaDarsana, I. Made, Elly Malihah i Muhammad Halimi. "Values of Indigenous Meeting (Sangkep) Bali Indigenous Peoples in the Establishment of Civic Disposition". W Proceedings of the Annual Civic Education Conference (ACEC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/acec-18.2018.34.
Pełny tekst źródłaRaporty organizacyjne na temat "Indigenous education"
Rogers, Jessa, Kate E. Williams, Kristin R. Laurens, Donna Berthelsen, Emma Carpendale, Laura Bentley i Elizabeth Briant. Footprints in Time: Longitudinal Study of Indigenous Children. Queensland University of Technology, październik 2022. http://dx.doi.org/10.5204/rep.eprints.235509.
Pełny tekst źródłaMorini, Luca, i Arinola Adefila. Decolonising Education – Fostering Conversations - Interim Project Report. Coventry University, wrzesień 2021. http://dx.doi.org/10.18552/glea/2021/0001.
Pełny tekst źródłaPitman, Tim, Paul Koshy, Daniel Edwards, Liang-Cheng Zhang i Julie McMillan. Australian Higher Education Equity Ranking Project: Final Report. Australian Council for Educational Research, 2019. http://dx.doi.org/10.37517/978-1-74286-666-6.
Pełny tekst źródłaNäslund-Hadley, Emma, i Humberto Santos. Open configuration options Skills Development of Indigenous Children, Youth, and Adults in Latin America and the Caribbean. Inter-American Development Bank, luty 2022. http://dx.doi.org/10.18235/0003954.
Pełny tekst źródłaKaur, Harpreet. The Policy Response to the COVID-19 Pandemic: Analysing Implications for Indigenous Peoples in the Nilgiri Biosphere Reserve. Indian Institute for Human Settlements, 2022. http://dx.doi.org/10.24943/prcp12.2022.
Pełny tekst źródłaKibler, Amanda, René Pyatt, Jason Greenberg Motamedi i Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, maj 2021. http://dx.doi.org/10.5399/osu/1147.
Pełny tekst źródłaCorral, Leonardo, i Giulia Zane. Chimborazo Rural Investment Project: Rural Roads Component Impact Evaluation. Inter-American Development Bank, styczeń 2021. http://dx.doi.org/10.18235/0003046.
Pełny tekst źródłaTadros, Mariz, red. What About Us? Global Perspectives on Redressing Religious Inequalities. Institute of Development Studies, październik 2022. http://dx.doi.org/10.19088/creid.2021.005.
Pełny tekst źródłaBano, Masooda. International Push for SBMCs and the Problem of Isomorphic Mimicry: Evidence from Nigeria. Research on Improving Systems of Education (RISE), lipiec 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/102.
Pełny tekst źródłaTinsley, Brian, Sarah Cacicio, Zohal Shah, Daniel Parker, Odelia Younge i Christina Luke Luna. Micro-credentials for Social Mobility in Rural Postsecondary Communities: A Landscape Report. Digital Promise, marzec 2022. http://dx.doi.org/10.51388/20.500.12265/151.
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