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Добірка наукової літератури з теми "Indigenous education"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 7 листопада 2024

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Статті в журналах з теми "Indigenous education"

Magga, Ole-Henrik. "Indigenous Education." Childhood Education 81, no. 6 (September 2005): 319–20. http://dx.doi.org/10.1080/00094056.2005.10521319.

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Wigglesworth, Gillian. "Remote Indigenous education and translanguaging." TESOL in Context 29, no. 1 (December 30, 2020): 95–113. http://dx.doi.org/10.21153/tesol2020vol29no1art1443.

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Indigenous1 children living in the more remote areas of Australia where Indigenous languages continue to be spoken often come to school with only minimal knowledge of English, but they may speak two or more local languages. Others come to school speaking either a creole, or Aboriginal English, non-standard varieties which may sound similar to English, which gives them their vocabulary, while differing in terms of structure, phonology and semantics and pragmatics. This paper begins with a discussion of the linguistic contexts the children come from and the school contexts the children enter into before moving on to discuss a potential role for some use of translanguaging techniques in the classroom and discussing the potential benefits and advantages these may have. 1The term Indigenous is used respectfully to refer to all people of Australian Aboriginal or Torres Strait Islander descent. Indigenous languages and Australian Indigenous languages are used to refer to the languages of both Aboriginal and Torres Strait Islanders following NILS3 (2020).

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Mardon, Austin, and Razan Ahmed. "THE EDUCATION GAP IN INDIGENOUS COMMUNITIES: CANADA’S REALITY." SocioEdu: Sociological Education 4, no. 2 (September 1, 2023): 48–52. http://dx.doi.org/10.59098/socioedu.v4i2.1181.

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Canada’s history with the indigenous community is a long and complex. History which spills over to current events in society and impacts the Indigenously community greatly till this day. This country has a concerning Indigenous Education Gap—a disparity in educational achievement between Indigenous and non-Indigenous people. The Indigenous Education Gap is widening and rising quickly across Canada. Bridging the education gap is thus a critical component of any plan for enhancing the prosperity, health, and well-being of Canada's indigenous population, as well as eliminating marginalization. Education is one of the many concerns that Indigenous people in Canada must tackle. The acts of previous Canadian administrations, both implicit and explicit, have resulted in a considerable educational disparity between Indigenous and non-Indigenous pupils. The western system of education is inherently exclusive, and its fundamental educational process is based on privilege. Resolving the enormous and ongoing inequalities in student educational learning results must be based on Indigenous notions of education, rather than a standard western/colonial approach

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Luke, Allan. "On Indigenous education." Teaching Education 20, no. 1 (February 25, 2009): 1–5. http://dx.doi.org/10.1080/10476210902724011.

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May, Stephen. "Indigenous immersion education." Journal of Immersion and Content-Based Language Education 1, no. 1 (March 6, 2013): 34–69. http://dx.doi.org/10.1075/jicb.1.1.03may.

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This article outlines key developments internationally over the last 40 years in indigenous immersion education. Most notable here has been the establishment of community-based, bottom-up immersion programs, instigated by indigenous communities with the aim of maintaining or revitalizing their indigenous languages. As such, the article addresses a relative lacuna in immersion education literature, which has to date focused primarily on second- and foreign-language contexts. The article first provides a wider sociohistorical and sociopolitical context, focusing on key developments in international law, and in specific national contexts, which have facilitated the establishment of these indigenous immersion programs. The interrelationship between indigenous immersion educational policy and pedagogy is then explored, highlighting, in the process, the various challenges involved in developing, implementing, and maintaining effective indigenous immersion programs. Finally, international exemplars of indigenous education programs are discussed, including, Hawaiian, Navajo, and Cherokee programs in the U.S., and Māori-medium education in Aotearoa/New Zealand.

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Hermes, Mary, and Keiki Kawai'ae'a. "Revitalizing indigenous languages through indigenous immersion education." Language Immersion Education 2, no. 2 (September 12, 2014): 303–22. http://dx.doi.org/10.1075/jicb.2.2.10her.

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This article provides a context for understanding indigenous immersion education and the issues surrounding the model as a critical strategy for revitalization of indigenous languages. Through articulating narratives and drawing on literatures internationally, an image of indigenous language education models emerges. Inspired by strong heritage language learner identities, program models are shaped around building family and community relationships, revitalizing cultural traditions and practices, and re-establishing indigenous language identity in its homeland. Indigenous language immersion models vary as they are developed in vastly different contexts. Three distinct contexts — Ojibwe, Māori, and Hawaiian — are described to illustrate the diversity and range of models. The article closes with some reflections from practice that will provide a context for building a research agenda to advance the revitalization of indigenous languages through immersion.

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Despagne, Colette. "Indigenous Education in Mexico: Indigenous Students' Voices." Diaspora, Indigenous, and Minority Education 7, no. 2 (April 2013): 114–29. http://dx.doi.org/10.1080/15595692.2013.763789.

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Soni, Amit. "Indigenous Knowledge System in Formal Education." Indian Journal of Research in Anthropology 10, no. 1 (June 25, 2024): 7–9. http://dx.doi.org/10.21088/ijra.2454.9118.10124.1.

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The knowledge system of a community or a OOHG POWHG WK WPH WKK WKH QGHWQGQ QGQ HO OH HHHQH EQO WHKQO QG OH KK WPH WHWHG GQ WKQ QH HQHWQ QG HG Q WGWQ can be termed as Indigenous Knowledge System (IKS).It is also referred to astraditional knowledge (TK), Local Knowledge, Folk Knowledge, Tribal Knowledge, Indigenous Technical Knowledge (ITK), and many more similar terms. Indigenous knowledge is an integral part of the culture of a native community.

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Sumida Huaman, Elizabeth. "Comparative Indigenous education research (CIER): Indigenous epistemologies and comparative education methodologies." International Review of Education 65, no. 1 (January 7, 2019): 163–84. http://dx.doi.org/10.1007/s11159-018-09761-2.

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Silva, Aracy Lopes da. "National Education Plan: Indigenous School Education." Vibrant: Virtual Brazilian Anthropology 12, no. 2 (December 2015): 579–87. http://dx.doi.org/10.1590/1809-43412015v12n2p579.

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Дисертації з теми "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.

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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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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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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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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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Artieda, Teresa Laura, Yamila Liva, Victoria Soledad Almiron, and 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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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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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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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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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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Книги з теми "Indigenous education"

Jacob, W. James, Sheng Yao Cheng, and Maureen K. Porter, eds. Indigenous Education. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9355-1.

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Burridge, Nina, Frances Whalan, and Karen Vaughan, eds. Indigenous Education. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-888-9.

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Taieb, Si Belkacem. Decolonizing Indigenous Education. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137415196.

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Chinn, Pauline W. U., and Sharon Nelson-Barber, eds. Indigenous STEM Education. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-30451-4.

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Chinn, Pauline W. U., and Sharon Nelson-Barber, eds. Indigenous STEM Education. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-30506-1.

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van Wyk, Berte, and Dolapo Adeniji-Neill, eds. Indigenous Concepts of Education. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137382184.

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McKinley, Elizabeth Ann, and Linda Tuhiwai Smith, eds. Handbook of Indigenous Education. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-1839-8.

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Kickett, Marion, Pat Dudgeon, Trevor Satour, Darryl Kickett, Dennis Eggington, Jill Abdullah, Melony Darroch, et al. Transforming Indigenous Higher Education. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003323372.

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Heber, Robert Wesley. Indigenous education: Pacific nations. Saskatchewan: Centre for International Academic Exchange, First Nations University of Canada, 2009.

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Heber, Robert Wesley. Indigenous education: Pacific nations. Regina, Sask: Centre for International Academic Exchange, First Nations University of Canada, 2009.

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Частини книг з теми "Indigenous education"

Hooley, Neil. "Indigenous Education." In Narrative Life, 69–84. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9735-5_5.

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Lovern, Lavonna L. "Education." In Global Indigenous Communities, 153–87. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69937-6_6.

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Champagne, Duane W. "Indigenous Higher Education." In Indigenous Education, 99–108. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9355-1_5.

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Jacob, W. James, Sheng Yao Cheng, and Maureen K. Porter. "Global Review of Indigenous Education: Issues of Identity, Culture, and Language." In Indigenous Education, 1–35. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9355-1_1.

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O’Dowd, Mina. "The Sámi People in Scandinavia: Government Policies for Indigenous Language Recognition and Support in the Formal Education System." In Indigenous Education, 187–205. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9355-1_10.

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Boshier, Roger. "Learning from the Moa: The Challenge of Māori Language Revitalization in Aotearoa/New Zealand." In Indigenous Education, 207–26. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9355-1_11.

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Genova, Evelisa Natasha. "Heteroglossia: Reframing the Conversation Around Literacy Achievement for English Language Learners and American Indian/Alaska Native Students." In Indigenous Education, 227–37. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9355-1_12.

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Porter, Maureen K. "Somos Incas: Enduring Cultural Sensibilities and Indigenous Education." In Indigenous Education, 241–79. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9355-1_13.

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Scaglion, Richard. "History, Culture, and Indigenous Education in the Pacific Islands." In Indigenous Education, 281–99. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9355-1_14.

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Shizha, Edward. "Reclaiming Indigenous Cultures in Sub-Saharan African Education." In Indigenous Education, 301–17. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9355-1_15.

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Тези доповідей конференцій з теми "Indigenous education"

García-Silva, Erika, Alicia García-Holgado, Lucía García-Holgado, Nastaran Shoeibi, and Sonia Verdugo-Castro. "Retos Indigenius, Inspiring STEM Vocations in Indigenous Students." In 2024 International Symposium on Computers in Education (SIIE). IEEE, 2024. http://dx.doi.org/10.1109/siie63180.2024.10604635.

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Williams, Maria. "Activism and Indigenous Education." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1681832.

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Brant, Jennifer. "Indigenous Cultural Safety in Canadian Teacher Education: Examining Indigenous Requirement Courses." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1687324.

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Shay, Marnee, Jodie Miller, and Suraiya Abdul Hammed. "Exploring excellence in Indigenous education in Queensland secondary schools." In 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.

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In the national and international landscape, there is very limited exploration of cultural constructs of excellence, in particular, in Indigenous contexts. This pilot study aimed to centre the voices of Indigenous people in conceptualising excellence in Indigenous education, as well as to share understandings between Indigenous and non-Indigenous practitioners. Qualitative data collection methods were used including collaborative yarning, storying, and semi-structured interviews. Data were analysed using cross-case analysis to examine the views of educators across three school sites. Indigenous participants highlighted the importance of nurturing culture and identity; building up young people; and, building a culture of inclusivity and belonging. Supportive leadership was also identified as an enabler for enacting excellence in schools. A direct outcome of this project was a whole-school policy that builds on a strengths perspective and forefronts the embedding of Indigenous knowledges and perspectives, supporting the wellbeing of Indigenous students, affirming the identities of Indigenous students and having specific strategies to engage with local Indigenous communities.

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Plosker, Sarah, and Gautam Srivastava. "Cybersecurity Education in Rural Indigenous Canada." In 2021 IEEE Canadian Conference on Electrical and Computer Engineering (CCECE). IEEE, 2021. http://dx.doi.org/10.1109/ccece53047.2021.9569147.

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Greene, Ciarra, and Michelle Montgomery. "INDIGENOUS SPEAKER SERIES – A PLATFORM PROMOTING INDIGENOUS KNOWLEDGE, RESEARCH, EDUCATION AND FUTURE GENERATIONS." In GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-359834.

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Brant, Jennifer. "Examining Indigenous Experiences in Teacher Education Through an Ethic of Indigenous Maternal Methodology." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1893378.

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Patterson, Marc D., and Samantha Gardyne. "Indigenous Multilingual Education in Vhembe, South Africa." In ICSD 2021. Basel Switzerland: MDPI, 2022. http://dx.doi.org/10.3390/environsciproc2022015018.

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Segovia-Aguilar, Blas. "Indi Age –Indigenous Studies: Brazilian Indigenous Students At The University Of Cordoba." In 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.

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Estrina, Tatiana, Shengnan Gao, Vivian Kinuthia, Sophie Twarog, Liane Werdina, and Gloria Zhou. "ANALYZING INDIGENEITY IN ACADEMIC AND ARCHITECTURAL FRAMEWORKS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end091.

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While the Truth and Reconciliation Commission of Canada fosters agency for Indigenous Canadians, this mandate like others, attempts to Indigenize an existing colonial system. The acknowledgement of the Indigenous experience within academic institutions must begin with a deconstruction of educational frameworks that are enforced by pre-existing neo-colonial policies and agendas. The colonial worldview on institutional frameworks is rooted in systemic understandings of property, ownership and hierarchy that are supported by patriarchal policies. These pedagogies do not reflect Indigenous beliefs or teachings, resulting in an assimilation or dissociation of Indigenous members into Western-centric educational systems. Addressing this disconnect through Indigenizing existing institutional frameworks within state control favours a system that re-affirms settler-societies. The tokenization and lack of Indigenous participation in the decision-making process reinforces misinformed action towards reconciliation. decentralized. The case studies explored emphasize the rediscovery of an authentic culture-specific vernacular, facilitation of customs through programme, and the fundamental differences between Indigenous and colonial worldviews. The critical analysis of these emerging academic typologies may continue to inform future architectural projects while fostering greater responsibility for architects and positions of authority to return sovereignty to Indigenous communities and incorporate design approaches that embody Indigenous values. This paper will propose the decolonization of academic frameworks to reconstruct postcolonial methodologies of educational architecture that serve Indigenous knowledge and agency.

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Звіти організацій з теми "Indigenous education"

Renshaw, Jonathan. Guyana: Technical Note on Indigenous Peoples. Inter-American Development Bank, September 2007. http://dx.doi.org/10.18235/0009127.

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The aim of this note is to provide an overview of the situation of the Indigenous Peoples of Guyana. The note covers a range of issues, including land regularisation, environment - especially mining, logging and the establishment of protected areas - economic development, education, health care and local infrastructure. In line with the Bank's Policy on Indigenous Peoples, it stresses the need to ensure Indigenous Peoples are given the opportunity to participate in the discussions and decisions relating to all Bank operations that may affect them.

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Bustelo, Monserrat, Verónica Frisancho, and Mariana Viollaz. Unequal Opportunities for Indigenous Peoples and African Descendants. Inter-American Development Bank, December 2023. http://dx.doi.org/10.18235/0005340.

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The indigenous peoples and African descendants in Latin America and the Caribbean are far behind the rest of the population in terms of access to education, health services, and financial services, something that is reflected in poor labor outcomes and high poverty rates. Indigenous peoples and African descendants achieve lower levels of education in their lifetime. In recent decades, the region has narrowed the years-of-education gap between the indigenous peoples and the non-indigenous population, but the differences are still large. The gaps in access to health services are clear in the maternal and infant mortality rates, which are higher for the indigenous peoples compared to the non-indigenous population, as well as in the deteriorated health indicators for children under the age of five. The labor situation is no better, with the indigenous peoples holding jobs in low-skilled occupations to a larger extent than the non-indigenous population. The poverty rates are alarming. In total, 43% of the regions indigenous persons and 25% of the African descendants are poor, and with very few exceptions, the poverty rates among African descendants and indigenous peoples are more than twice the rate of the white population.

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Winder, Natalia, and Hugo R. Ñopo. Ethnicity and Human Capital Accumulation in Urban Mexico. Inter-American Development Bank, December 2008. http://dx.doi.org/10.18235/0010902.

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This study analyzes social mobility and human capital accumulation among ethnic minorities in Mexican urban areas, exploring changes in educational attainment and labor market status and using panel data from the Mexican Family Life Survey (MFxLS). The results indicate important ethnic differences in human capital accumulation patterns, especially in education, where non-indigenous individuals seem to accumulate human capital more rapidly than individuals of indigenous descent. Also, key socio-demographic characteristics linked to those patterns of human capital accumulation seem to differ between indigenous and non-indigenous individuals. In particular, for indigenous peoples in urban areas, human capital accumulation and wealth accumulation seem to work as substitutes rather than complements in the short run.

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Rogers, Jessa, Kate E. Williams, Kristin R. Laurens, Donna Berthelsen, Emma Carpendale, Laura Bentley, and Elizabeth Briant. Footprints in Time: Longitudinal Study of Indigenous Children. Queensland University of Technology, October 2022. http://dx.doi.org/10.5204/rep.eprints.235509.

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The Longitudinal Study of Indigenous Children (LSIC; also called Footprints in Time) is the only longitudinal study of developmental outcomes for Aboriginal and Torres Strait Islander children globally. Footprints in Time follows the development of Australian Aboriginal and Torres Strait Islander children to understand what Indigenous children need to grow up strong. LSIC involves annual waves of data collection (commenced in 2008) and follows approximately 1,700 Aboriginal and Torres Strait Islander children living in urban, regional, and remote locations. This LSIC Primary School report has been produced following the release of the twelfth wave of data collection, with the majority of LSIC children having completed primary school (Preparatory [aged ~5 years] to Year 6 [aged ~12 years]). Primary schools play a central role in supporting student learning, wellbeing, and connectedness, and the Footprints in Time study provides a platform for centring Indigenous voices, connecting stories, and exploring emerging themes related to the experience of Indigenous children and families in the Australian education system. This report uses a mixed-methods approach, analysing both quantitative and qualitative data shared by LSIC participants, to explore primary school experiences from the perspective of children, parents and teachers. Analyses are framed using a strengths-based approach and are underpinned by the understanding that all aspects of life are related. The report documents a range of topics including teacher cultural competence, racism, school-based Aboriginal and Torres Strait Islander education activities, parental involvement, engagement, attendance, and academic achievement.

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Morini, Luca, and Arinola Adefila. Decolonising Education – Fostering Conversations - Interim Project Report. Coventry University, September 2021. http://dx.doi.org/10.18552/glea/2021/0001.

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‘Decolonising Education – Fostering Conversations’ is a project funded by RECAP involving Coventry University (CU) and Deakin University. While originated as a comparative study focussing on exploring respective decolonisation practices and discourses from staff and student perspectives, the pandemic forced a shift where Coventry focused data collection and developments were complemented, informed and supported by literatures, histories, institutional perspectives, and methodologies emerging from Indigenous Australians’ struggle against colonialism. Our aims are (1) map what is happening in our institution in terms of decolonisation, and (2) to explore accessible and inclusive ways of broadening the conversation about this important topic.

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Ñopo, Hugo R., and Alberto Gonzales. Gender and Ethnic Wage Gaps in Guatemala from a Matching Comparisons Perspective. Inter-American Development Bank, July 2008. http://dx.doi.org/10.18235/0010893.

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This paper analyzes gender and ethnic wage gaps in Guatemala for the period 2000-2006, applying a matching comparisons technique, finding pronounced wage gaps along both gender and ethnic dimensions, the latter being greater. Wage gaps in Guatemala are partially explained by differences in human capital characteristics, especially education, between indigenous and non-indigenous and males and females, which calls for equalization of educational opportunities for the population. However, wage gaps are greater than differences in education would predict, which suggests the need for interventions: information campaigns to generate consciousness regarding the need to provide more equal opportunities in labor markets according to each individuals productivity.

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Pitman, Tim, Paul Koshy, Daniel Edwards, Liang-Cheng Zhang, and 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.

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This report details the findings of a feasibility study for the Department of Education and Training (DET) into the development of a higher education student equity ranking index. The purpose of study was to determine whether it was possible to measure higher education equity performance at the institutional level and convey each institution’s relative performance through an ‘equity rank’. The ranking was to be based on institutional performance in regard to equity-group students, including students from low socio-economic backgrounds; students from regional/remote areas of Australia; Indigenous students; students with disability; and students from non-English speaking backgrounds.

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Jayakumar, Chinmayi, Payain Gangadharan, and Suganya Sankaran. Looking Inward, Looking Forward: Articulating Alternatives to the Education System for Adivasis, by Adivasis. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf0205.2023.

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The education question for the four indigenous communities of Gudalur, Tamil Nadu has been shrouded in silence by those in power, and on the rare occasions that the shroud has been lifted, the people have seldom had their say. This report explores how the Bettakurumba, Kattunayakan, Mullakurumba and Paniya communities of Gudalur have experienced the current education system so far, their understanding of the purpose of Adivasi education, and an alternate conceptualisation of educational practices geared towards greater equality and justice as understood by the people of the community.

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Anbuselvam, Anuviya. Developing a Model of Holistic Environmental Education including Teacher Training for Eco-Schools in Tamil Nadu. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1407.2023.

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A holistic and place-based environmental education program that can be scaled across the state is the need of the hour (Batra et al., 2022) in the state of Tamil Nadu, India as stakeholders devise various responses to climate change (Sundararaju, 2022). Pitchandikulam Forest is a 70-acre restored indigenous forest. Attached to this is an eponymous environmental organisation that works on research and development of the forest.

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Näslund-Hadley, Emma, and Humberto Santos. Open configuration options Skills Development of Indigenous Children, Youth, and Adults in Latin America and the Caribbean. Inter-American Development Bank, February 2022. http://dx.doi.org/10.18235/0003954.

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To promote access to skills development among indigenous populations, education planners require knowledge both about the regions challenges and about policies that hold promise. In this study, we map the state of skill development of indigenous children, youth and adults throughout Latin America and the Caribbean (LAC). Based on LAC census data and tests administered at the regional and national levels, as well as prior studies, we identify the main challenges to skills development among LACs indigenous peoples at the five life stagesinfancy/early childhood, childhood and preadolescence, adolescence, young adulthood, and adulthood. We also summarize evidence-based policies and programs that address access and achievement gaps between indigenous and nonindigenous children, youth, and adultsgaps that affect the development of lifelong skills and participation in the labor market. Based on the analysis, we highlight lessons learned and recommend lines of action.

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