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1
Grant, Megan. "‘Building Bridges’ and Indigenous Literacy: Learning from Indigenous Families." Contemporary Issues in Early Childhood 2, no. 1 (March 2001): 95–103. http://dx.doi.org/10.2304/ciec.2001.2.1.11.
Повний текст джерелаАнотація:
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, and 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, no. 2 (June 1, 2020): 137–56. http://dx.doi.org/10.1386/jams_00016_1.
Повний текст джерелаАнотація:
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, and Sarah Hetrick. "Evaluating the Impact and Cultural Relevance of LifeKeepers Gatekeeper Training Across Three Training Modalities." Crisis 45, no. 6 (November 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., and J. Luis Jaimes-Dominguez. "Maximizing Indigenous Student Learning In The Mainstream With Language And Culture." Contemporary Issues in Education Research (CIER) 2, no. 3 (January 10, 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, and 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, no. 1 (June 2, 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, and Angela Mashford-Pringle. "Transform[ing] heart failure professionals with Indigenous land-based cultural safety in Ontario, Canada." PLOS ONE 19, no. 5 (May 23, 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, and 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, no. 1 (February 22, 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., and Barbara A. Anderson. "Simulation Learning Among Low Literacy Guatemalan Traditional Birth Attendants." International Journal of Childbirth 7, no. 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, no. 2 (August 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, and 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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Payad, Arlan. "High School Aetas’ Course Experience: Benchmark for Streamlining Curricular Program Management." JPAIR Multidisciplinary Research 56, no. 1 (March 28, 2024): 1–23. http://dx.doi.org/10.7719/jpair.v56i1.877.
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Many of the Aeta students in the province are included in mainstream classrooms. As this causes the Indigenous some difficulty coping, the study analyzed four high schools regarding the course experience of 162 of their Aeta students. The researcher used a survey that he, through referenced studies, localized and translated—”Survey on Aetas’ High School Course Experience.” The survey yielded the most pronounced needs of Aetas—starting lessons with Aetas’ prior knowledge, school-based Indigenous centers, indigenized learning content, and more understandable media of instruction. The study used quantitative and descriptive, using a questionnaire to quantify the Aetas’ assessment of their high school experience with non-Indigenous classmates, teachers, and administrators. The study’s resulting discussion and conclusion suggested improvements through particularized versions of programs that could center on Inclusiveness Training for the teachers; school-based Indigenous Centers; the inclusion of indigenous knowledge in lessons; implementation and consistent management of school services and events that reflect inclusive on-campus services; generation of livelihood programs and on-the-job trainings that are mindful of the job-readiness of the Aetas; content training that is coupled with motivational counseling; the integration of technology that democratizes the access to information for all, with no exclusion against the non-mainstream.
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Thackrah, Rosalie D., and Sandra C. Thompson. "Applying a Midwifery Lens to Indigenous Health Care Delivery: The Contribution of Campus Learning and Rural Placements to Effecting Systemic Change." Canadian Journal of Nursing Research 50, no. 4 (May 4, 2018): 179–88. http://dx.doi.org/10.1177/0844562118771829.
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Study background Increasing cultural safety in health settings is essential to address stark health disparities between Indigenous and non-Indigenous Australians. Respect for cultural knowledge, better communication, and recognition of racism as a determinant of health are required for improved service delivery. How this knowledge is acquired in health professional training and translated to clinical settings is poorly understood. Purpose Impacts of an innovative Indigenous health unit and remote clinical placements on knowledge acquisition and attitude change were explored among midwifery students to inform cultural competency initiatives in health professional training. Methods A multiphased, mixed methods research design used surveys, observations, and interviews. Qualitative analysis was strengthened through triangulation with quantitative data. Results A unit conceived with substantial Indigenous Australian input and which privileged these voices enhanced knowledge and shifted attitudes in a positive direction; however, immediate gains diminished over time. Remote placements had a profound effect on student learning. Exposure to Indigenous Australians in classrooms and communities, and the self-reflection generated, helped dispel stereotypes and challenge assumptions based on limited cultural knowledge and contact. Conclusion Optimization of receptivity to Indigenous Australian content and opportunities for remote placements contributed to students’ developing cultural capabilities with implications for all health professional training. Whether this heightened awareness is enough to address institutional racism identified in health service delivery remains unanswered. The focus must include those established health practitioners and administrators who influence organizational culture if real systemic change is to occur. Given appropriate on-going support, graduates can play a vital role in expediting this process.
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Wilson, George R., Melanie J. Edwards, and Jennifer K. Smits. "Support for Indigenous wildlife management in Australia to enable sustainable use." Wildlife Research 37, no. 3 (2010): 255. http://dx.doi.org/10.1071/wr09130.
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Wildlife managers could play a greater role in ensuring that Indigenous wildlife harvesting is sustainable and helping to address community health and employment challenges facing Indigenous Australians in remote and rural areas. Wildlife managers need to listen more to what Indigenous people say they want from their country and for their people, such as increased game to supplement their diet and security for totemic species, to maintain culture. In pre-colonial Australia, adherence to customary law maintained wildlife species Indigenous Australians wanted. Today the long-term sustainability of Indigenous wildlife harvesting is threatened. Where Indigenous communities lack leadership and other social problems exist, their capacity to apply customary land-and sea-management practices and to operate cultural constraints on wildlife use is reduced. The Indigenous right to hunt should coexist with responsible management. Improved wildlife management that combines science and traditional knowledge has implications for Indigenous people worldwide. Western science can support Indigenous passion for caring for the land. It can draw on traditional Indigenous practice and, through reciprocal learning, help reinstate Indigenous law and culture in communities. In Australia, wildlife managers could be more engaged in supporting Indigenous Australians in activities such as surveying populations and estimating sustainable yields, identifying refuge areas, maximising habitat diversity, controlling weeds and feral animals, and exchanging information across regions. Although support for Indigenous land and wildlife management has risen in recent years, it remains a minor component of current Australian Government resource allocation for addressing Indigenous need. Wildlife management could be a stronger focus in education, training and employment programs. Proactive wildlife management conforms to both the western concept of conserving biodiversity and Indigenous wildlife management; it can support sustainable harvesting, provide employment and income, create learning and training opportunities and improve Indigenous health. If greater expenditure were directed to Indigenous wildlife management, wildlife managers, especially Indigenous wildlife managers, could become more engaged in cultural initiatives across traditional and scientific practices and so contribute to programs that address the health and motivational challenges facing Indigenous communities.
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Silva, Eliuvomar Cruz da, Laury Vander Leandro de Souza, Francisca Silva do Nascimento, Ariana Lucas Moraes, and Samara Soares de Freitas. "Educação Superior." RCMOS - Revista Científica Multidisciplinar O Saber 3, no. 1 (January 22, 2024): 1–8. http://dx.doi.org/10.51473/ed.al.v3i1.544.
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This study aimed to analyze and understand the teaching and learning process in the training of indigenous teachers, especially considering its impact on the training of these students who will work with students from the communities and the context of the realities of these populations. It is also intended to understand the functioning of PARFOR in the reality of São Antônio do Içá-AM; identify the methodologies used in the classroom in the disciplines of the training course, considering the contents that are taught in the classroom, focused on the reality of the communities; describe the processes of how the teaching and learning process is carried out and how the content is contextually worked and understood by the students; to analyze how teaching procedures occur in the classroom by teachers who teach at PARFOR for indigenous students in the Pedagogy class in Santo Antônio do Içá-AM. The work proposed here is confi gured as qualitative research, having taken place at the Nossa Senhora da Saúde Municipal School, where all course disciplines are taught in relation to the teaching-learning process of students/teachers. The objective of the research study is the teaching and learning process in the formation of indigenous teachers, especially considering its impact on the formation of these students who will work with students from the communities and the context of the realities of these populations. The focus is on teaching in the National Teacher Training Program for Basic Education (Parfor), in the municipality of Santo Antônio do Içá-AM.
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Mackinlay, Elizabeth, and Katelyn Barney. "PEARLs, Problems and Politics: Exploring Findings From Two Teaching and Learning Projects in Indigenous Australian Studies at The University of Queensland." Australian Journal of Indigenous Education 43, no. 1 (August 2014): 31–41. http://dx.doi.org/10.1017/jie.2014.5.
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This article explores the implementation of PEARL (Political, Embodied, Active, and Reflective Learning) in two courses at The University of Queensland: a first-year introductory Indigenous Studies course and a second year Indigenous Education course. We draw on findings from a 2-year (2010–2011) Office for Learning and Teaching (then ALTC) funded curriculum renewal project and findings from a pilot project (2013) implementing PEARL in a compulsory Indigenous Education course for all pre-service teacher educators in primary and secondary teacher training at The University of Queensland. Drawing transformative education theory into conversation with critical pedagogy and anti-colonial/racist education, we share student data from focus groups, questionnaires and reflective journals to examine the shift in students’ understanding of Indigenous issues, histories and peoples. Finally, we reflect on the ways the results hold great potential for the further implementation of PEARL into other university level courses, specifically in relation to a ‘pedagogy of solidarity’ between Indigenous and non-Indigenous people.
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Resing, Wilma C. M., Froukje M. de Jong, Tirza Bosma, and Erika Tunteler. "Learning During Dynamic Testing: Variability in Strategy Use by Indigenous and Ethnic Minority Children." Journal of Cognitive Education and Psychology 8, no. 1 (February 2009): 22–37. http://dx.doi.org/10.1891/1945-8959.8.1.22.
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The objective of this study was to explore whether dynamic testing of indigenous and ethnic minority children could provide information concerning changes in their strategy use during testing. It was hypothesized that dynamic testing with graduated prompting and trial-by-trial-assessment could reveal the development of children’s strategy use while tested. The participants were indigenous Dutch and ethnic minority children. Trial-by-trial-testing provided information of how strategy use developed during training. Experimental-group children showed significant changes towards more advanced strategies. Ethnic minority children showed most strategy changes during training, initially needing more prompting but progressively requiring less. The study provided insight into strategy use during and after training. Pretest strategy level was found to be the first predictor of posttest strategy level, followed by condition and ethnicity. Age, gender, and intelligence test scores did not change this order. The relatively short dynamic intervention provides insights into children’s strategy use and their response to prompting, particularly for ethnic minority children.
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Hanna, Nathan, and Sandra King. "Reflecting on Cultural Training Outside of Cultural Place." Journal of Scholarly Engagement 6, no. 1 (June 30, 2023): 44–52. http://dx.doi.org/10.9743/jse.2023.6.1.5.
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The purpose of this reflective paper is to explore ways to provide quality cultural training to the faculty of a small Christian college in the area of blending Indigenous and Western ways of knowing. Although we are using various methods, including a one-week immersion in an Alaskan Native village, it seems that progress towards indigenizing the curriculum and methodologies is agonizingly slow. How can we bring effective change in a Westernized setting with limited opportunities for rich, Indigenous crosscultural experiences for faculty and staff? After researching immersion training, vicarious learning, and simulations, these authors came to the realization that we were missing the forest for the trees. It is the students who hold the power to impact the faculty and the classroom environment. All they need is a collaborative alliance with the faculty to demonstrate their knowledge, culture, and ways of knowing.
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Bourassa, Carrie, Jennifer Billan, Danette Starblanket, Sadie Anderson, Marlin Legare, Mikayla Caroline Hagel, Nathan Oakes, et al. "Ethical research engagement with Indigenous communities." Journal of Rehabilitation and Assistive Technologies Engineering 7 (January 2020): 205566832092270. http://dx.doi.org/10.1177/2055668320922706.
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Introduction Canada’s colonial policies and practices have led to barriers for Indigenous older adults’ access to healthcare and research. As a result, there is a need for Indigenous-led research and culturally safe practices. Morning Star Lodge is developing a training module to assist AgingTech researchers on ethical, culturally safe ways to engage Indigenous communities. This includes exploring Indigenous health research, community-based partnerships, reciprocal learning, and cultural safety; this is presented through a case study on ethically engaged research. Methods Morning Star Lodge developed a research partnership agreement with File Hills Qu’Appelle Tribal Council and established a Community Research Advisory Committee representing the eleven First Nations within the Tribal Council. The work designing the culturally safe training module is in collaboration with the Community Research Advisory Committee. Results Building research partnerships and capacities has changed the way the eleven First Nation communities within File Hills Qu’Appelle Tribal Council view research. As a result, they now disseminate the Knowledge within their own networks. Conclusions Indigenous Peoples are resilient in ensuring their sustainability and have far more community engagement and direction. Developing culturally safe approaches to care for Indigenous communities leads to self-determined research. Culturally safe training modules can be applied to marginalized demographics.
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A. Lawler, L. M., P. A. Logan-Sinclair, L. E. Holland, and G. Troutma n. "Black and White Learning Interchange." Australian Journal of Primary Health 6, no. 4 (2000): 164. http://dx.doi.org/10.1071/py00050.
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The unchanging status of Aboriginal health initiated the need for changes to training for Aboriginal Health Workers. Charles Sturt University, in partnership with the Remote and Rural Health Training Unit (RARHTU) initiated, in consultation with the local Indigenous community, a program for upgrading qualifications of Aboriginal Health Workers to degree level. Several unique features were incorporated in the program design: an educational facilitator without a health career background; a challenging first subject based upon student's familial personal history; specialist sessions provided by professional health workers; recognition of prior learning taking into account the many varied levels of existing regional health services training. This paper discusses the course design and evaluation results, including the impact of the program upon lecturer's teaching style, students' personal and working lives and the effects the course may have regarding the status of Aboriginal health in the local area. Results of the initial program evaluation are presented and discussed in this paper.
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Melo, Elisângela Aparecida Pereira de, Gerson Riberiro Bacury, Pedro Ferreira Da Silva, and Domingos Anselmo Moura Da Silva. "O lugar das matemáticas na formação de professores indígenas da região do Alto Solimões/AM." education policy analysis archives 28 (May 11, 2020): 81. http://dx.doi.org/10.14507/epaa.28.4773.
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This article approaches the mathematical practices in the Degree Course in Indigenous Teacher Training of the Federal University of Amazonas/Campus of Benjamin Constant, in a context of cultural and linguistic diversity. For reflection on this theme, we take as a starting point the following question: In what formative terms the mathematical practices, through Concrete Material, have repercussions in the ways of teaching and learning of the indigenous students of the group of Alto Solimões/UFAM? In this sense, we aim to describe the different methodological approaches to the teaching and learning of some concepts in the scope of Flat Geometry, together with the indigenous students of the Undergraduate Course in Training of Indigenous Teachers/UFAM. The study has a qualitative approach based on ethnographic research, with the collection and analysis of information: impressions, perceptions and episodes with employees, as well as interdisciplinary, intracultural and intercultural activities enhanced in the understanding of some concepts of Flat Geometry, with emphasis on the baskets of the Ticuna artisans. Our reflections show, among other things, the acquisition of new knowledge, the creation, elaboration and proposition of different activities and mathematical practices for the future teaching actions in the schools of their communities.
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Olajuyin, Oyebanji, Oladele Olatunya, Toye Olajide, Ademola Olajuyin, Adebola Olajuyin, Femi Ogunboyo, and Kehinde Oluwadiya. "Use of indigenous language for clinical clerkship: a cross-sectional survey in Nigeria." Eastern Mediterranean Health Journal 28, no. 2 (February 27, 2022): 158–62. http://dx.doi.org/10.26719/emhj.22.029.
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Background: Doctors’ knowledge of the native language of their patients is important to effectively communicate with them. Aims: This paper aimed to explore the views and practices of medical students in Nigeria on the use of Yorùbá (an indigenous language) in their clinical clerkship. Methods: This was a cross-sectional survey of students in two medical colleges in Ekiti State, Nigeria. Data were collected using self-administered questionnaires. Results: The study included 312 medical students, 176 males and 136 females. Most students (70.8%) used Yorùbá in their clinical clerkship despite learning medicine in English. Only 16.0% of the students relied on interpreters. None of the students had had exposure to language training in the course of their medical education. Most of the students (73.7%) supported the incorporation of indigenous language training into the medical school curriculum, and agreed that teaching indigenous languages in medical school would enhance communication skills. Conclusions: Incorporation of indigenous language training into the medical school curriculum in Nigeria is recommended to help overcome language barriers in clinical practice.
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Hill, Barbara, Marian Tulloch, Susan Mlcek, and Melinda Lewis. "The ‘Within’ Journey: Assessment of the Online Indigenous Australian Cultural Competence Training Programme at Charles Sturt University." Australian Journal of Indigenous Education 49, no. 1 (September 14, 2018): 14–22. http://dx.doi.org/10.1017/jie.2018.12.
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This paper explores the impact of self-reflective processes of staff at Charles Sturt University (CSU) while undertaking an online Indigenous Cultural Competency Program (ICCP). The ICCP was designed for completion by all university staff to enhance their knowledge and understanding of Indigenous cultures, histories and contemporary realities. Staff were requirement to complete and submit answers to an online quiz, and a written reflection on their learning. This paper reflects on the responses of 64 volunteers and indicates large positive shifts are self-reported knowledge and understanding. The reflective texts of staff provide a rich source of information on the ‘journey within’. In-depth thematic analysis (Braun & Clarke, 2006) identified three key themes: evaluation, the mapped learning journey and the personal learning journey. The participant feedback, not only pointed to the cognitive, attitudinal and emotional impact of the content and pedagogical approach of the programme, but also identified barriers and issues for programmes aimed at complex change in a contested space. Our programme assessment relied on self-reported individual perception that surfaced hidden assumptions about Indigenous cultural competency (Kumas-Tan¸ Beagan, Loppie, MacLeod, & Frank, 2007). We acknowledge in the longer term a range of comprehensive outcome measures are needed.
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BANKOVA, O. S. "The importance of learning English in pilot training: world practice." Higher Education of Ukraine in the Context of Integration to European Educational Space 89, (II) 1 (February 20, 2022): 150–57. http://dx.doi.org/10.38014/osvita.2022.89.13.
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The article addresses the issue of the necessary language training for future aviation professionals, together with practical training prior to flight training or initial training during flight in English-speaking countries. World practice shows a growing need for language training for pilots, air traffic controllers, etc. in areas of the world where English is not traditionally the mother tongue of the population. Important questions are what communicative skills are needed by future pilots and how ongoing research on Englishlanguage teaching methodology can help in the overall training of aviation professionals. The article presents the results of a study on the training of indigenous language-speaking professional pilots who were trained in English-speaking countries from the outset. The author gives examples from the experiences of students from countriessuch as China, USA, Greece, Brazil etc. Our research focuses on developing communication skills needed by students, To future pilots, to successfully learn in an English-speaking environment during their apprenticeship.
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Browne, Annette J., Colleen Varcoe, and Cheryl Ward. "San’yas Indigenous Cultural Safety Training as an Educational Intervention: Promoting Anti-Racism and Equity in Health Systems, Policies, and Practices." International Indigenous Policy Journal 12, no. 3 (August 13, 2021): 1–26. http://dx.doi.org/10.18584/iipj.2021.12.3.8204.
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The San’yas Indigenous Cultural Safety Training Program is an Indigenous-led, policy-driven, and systems-level educational intervention to foster health equity and mitigate the effects of systemic racism experienced by Indigenous people in health and other sectors. Currently, San’yas is being scaled-up across Canada. This article focuses on the following: (a) the pedagogical underpinnings of San’yas grounded in transformational learning principles and Indigenous knowledges; (b) the scope, reach, and scale-up of San’yas as an explicit anti-racism educational intervention; (c) its unique program delivery approaches; and (d) program evaluation trends. We discuss the insights gained from implementing San’yas over the past decade, which will be relevant for leaders and policy-makers concerned with implementing anti-racism educational interventions as part of broader system transformation.
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Lee, Natasha. "Addressing the knowledge gap of Indigenous public health: reflections from an Indigenous public health graduate." Australian Journal of Indigenous Education 49, no. 2 (September 9, 2020): 110–18. http://dx.doi.org/10.1017/jie.2020.15.
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AbstractThe current agenda in public health training in higher education works to produce well-trained public health professionals. Operating within a western pedagogical framework it aims to build a cohort of critical and analytical thinkers, skilful problem solvers and extraordinary communicators across key disciplines in health. Many graduates possess interdisciplinary specialities, skills and knowledge transferable within health and other sectors. Core competencies in the curricula, which notably does not currently include Indigenous health, are considered the foundational platform of theory and practical understandings of public health and the health system. Despite a framework that aims to produce health professionals capable of improving the health of the population as a whole; the lack of engagement with an Indigenous health criticality maintains a longstanding Australian public health tradition of failure when it comes to addressing the health disparities experienced by Indigenous people. As a recent Indigenous public health graduate with practical training and experience working in the public health system, I consider possibilities for decolonising the curricula through an Indigenist approach to health, including theories of transformative learning which could strengthen public health practice and in turn facilitate the changes necessary to improving Indigenous health outcomes.
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Wu, Ya-Ling, and Cheng-Wu Chen. "EXAMINING THE LEARNING EXPERIENCES OF SCIENCE TRAINING AMONG TAIWANESE ABORIGINAL ADOLESCENTS." Journal of Baltic Science Education 12, no. 3 (June 25, 2013): 312–21. http://dx.doi.org/10.33225/jbse/13.12.312.
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In Taiwan, substantial resources have been invested in training programs for Aboriginal adolescents in response to their poor occupational achievement. This study examined the relationships between the learning experiences of science training, vocational self-concept, and occupational aspirations among Taiwanese Aboriginal adolescents. Data were collected from a questionnaire survey of 760 Taiwanese Aboriginal adolescents who had successfully completed the science training. The results of this study demonstrated that the Taiwanese Aboriginal adolescents’ learning experiences of science training directly and indirectly influenced their occupational aspirations vis-à-vis the effect on their vocational self-concept at the individual level, which in turn directly influenced their occupational aspirations. The findings suggest that the science training programs for Taiwanese indigenous youth may provide sufficient supports in culturally responsive ways to facilitate these trainees’ vocational self-concept and occupational aspirations as well as further to achieve the original goals of the science training programs. Key words: occupational aspiration, science training, Taiwanese Aboriginal adolescents, vocational self-concept.
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Lee, KS Kylie, Michelle Harrison, Scott Wilson, Warren Miller, Jimmy Perry, and Katherine M. Conigrave. "Integrated learning in a drug and alcohol university degree for Aboriginal and Torres Strait Islander adults: a case study." AlterNative: An International Journal of Indigenous Peoples 15, no. 1 (November 11, 2018): 44–51. http://dx.doi.org/10.1177/1177180118806384.
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Aboriginal and Torres Strait Islander (Indigenous) health professionals working in the alcohol and other drugs field perform a complex role in tackling substance misuse and related harms. Professional training and development opportunities for these “frontline” Indigenous alcohol and other drugs staff is key to prevent burnout and to allow them to work to their full potential. However, there are many barriers for those seeking to improve their skills. A number of teaching approaches have been described as important, but we were unable to identify peer-reviewed publications that detail the optimal approach to tailor university learning to meet the needs of Indigenous alcohol and other drugs health professionals. This article reflects on the experience of providing one such programme: a graduate diploma in Indigenous health and substance use, designed and delivered specifically for Aboriginal and Torres Strait Islander mature-aged students.
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Rahmat, Abdul, and Mira Mirnawati. "Manajemen Pelatihan Permainan Tradisional Edukatif Berbasis Potensi Lokal Dalam Meningkatkan Pengetahuan Dan Keterampilan Orang Tua Anak Usia Dini." Dikmas: Jurnal Pendidikan Masyarakat dan Pengabdian 1, no. 4 (December 4, 2021): 137. http://dx.doi.org/10.37905/dikmas.1.4.137-142.2021.
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The results of this study generally concluded (1) study participants do not yet have advanced literacy skills that are meaningful to the needs of life, because the materials learning materials and learning activities do not fit the needs of local tutors, (2) development of literacy learning model based on local potential of agriculture can significantly empower Indigenous Communities. Local potential is developed into a learning module literacy, literacy tutor training, learning implementation, and evaluation of results provided by the potential skills of local content, (3) implementation of the development of functional literacy learning model based on local potential of agriculture is packaged in three stages, namely preparation, implementation, and evaluation (4) the effectiveness of the development model of literacy learning in study groups to apply model-based functional literacy development of local potential is better when compared with the study group who did not apply the intervention model development study. The effectiveness of model development, learning development and empowerment of remote indigenous communities in literacy programs, with one another have a significant positive relationship. The effectiveness of model development and learning development partially or simultaneously both significant positive effect on the empowerment of remote indigenous communities in the functional literacy program.
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Borrows, John. "OUTSIDER EDUCATION: INDIGENOUS LAW AND LAND-BASED LEARNING." Windsor Yearbook of Access to Justice 33, no. 1 (January 29, 2017): 1. http://dx.doi.org/10.22329/wyaj.v33i1.4807.
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This article examines pedagogical developments in Canadian law schools related to outdoor education. In the process, it shows how recommendations from the Indian Residential Schools Truth and Reconciliation Commission can be applied, which called for law schools to create Indigenous-focused courses related to skills-based training in intercultural competency, conflict resolution, human rights and anti-racism. Land-based education on reserves can give law students meaningful context for exploring these Calls to Action. At the same time this article illustrates that taking students outside law school walls is not solely an Indigenous development. Thus, it first provides a few examples about how outdoors legal education is occurring in non-Indigenous settings. Next, the article examines unique Indigenous legal methodologies for learning law on and from the land. Finally, the author discusses his own experience in teaching Anishinaabe law on his reserve to demonstrate how students can develop deeper understandings of their professional responsibilities. Dans cet article, l’auteur aborde les développements pédagogiques liés à l’enseignement de plein air dans les écoles de droit du Canada. Ainsi, il montre comment il est possible de donner suite aux recommandations de la Commission de vérité et de réconciliation relative aux pensionnats indiens, notamment en ce qui concerne la création par les écoles de droit de cours axés sur les compétences au regard de l’aptitude interculturelle, du règlement des différends, des droits de la personne et de la lutte contre le racisme. L’éducation axée sur le territoire qui est offerte sur les réserves peut donner aux étudiants en droit un contexte significatif qui les aidera à explorer ces appels à l’action. Au même moment, cet article montre que l’apprentissage du droit à l’extérieur des murs de l’école de droit n’est pas observé uniquement chez les Autochtones. Ainsi, l’auteur donne d’abord quelques exemples de la façon dont l’enseignement du droit à l’extérieur se fait dans des environnements non autochtones. Il décrit ensuite des méthodologies autochtones uniques utilisées pour l’apprentissage du droit axé et fondé sur le territoire. Enfin, l’auteur décrit l’expérience qu’il a lui-même vécue lorsqu’il a enseigné la loi anishinaabe sur sa réserve afin de démontrer comment les étudiants peuvent parvenir à mieux comprendre leurs responsabilités professionnelles.
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Suarta, I. Made, Rusma Noortyani, Ketut Yarsama, and Ida Ayu Iran Adhiti. "The role of Teachers’ Indigenous Knowledge and Cultural Competencies in Enhancing Students’ Engagement and Learning Outcomes." Journal of Ethnic and Cultural Studies 9, no. 1 (February 25, 2022): 244. http://dx.doi.org/10.29333/ejecs/1025.
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Grounded in constructivism and considering the context of literature studies, the current research examines the direct and indirect impact of students’ perception of their teachers’ indigenous knowledge and cultural competencies on their learning outcomes via an underlying mechanism of student engagement. The current study aims to provide insightful recommendations for academicians and school administrative bodies to provide necessary teacher training and development facilities so they can better transfer their knowledge to the students. Furthermore, the current study brings several theoretical and practical advances in the context of literature studies. Utilizing a time-lagged quantitative research design, data were collected from the 536 literature students from the higher educational institutions of Indonesia. Moreover, data were analyzed using structural equation modeling in SmartPLS3 software. The results revealed that students’ perception of their teachers’ indigenous knowledge and cultural competency positively influences their learning outcomes in terms of cognitive, social, and interpersonal skills. Besides, no significant differences were found between the impact of teachers' indigenous knowledge and cultural competencies on students learning outcomes reflecting the utmost importance of both study constructs in enhancing students’ abilities. Moreover, results also revealed the significant mediatory role of students' engagement between their perceptions of teachers’ indigenous knowledge and cultural competencies to enhance their learning outcomes.
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Tangkur, Michael, Michael Johnson Nabie, and Clement Ayarebilla Ali. "Mathematics teachers’ knowledge of indigenous games in teaching mathematics." Al-Jabar : Jurnal Pendidikan Matematika 13, no. 1 (June 17, 2022): 165–74. http://dx.doi.org/10.24042/ajpm.v13i1.11693.
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We explored junior high school teachers' knowledge and the impact of indigenous games in teaching basic mathematical concepts. The researchers employed the qualitative phenomenological design to address the purpose, objectives and research questions. The accessible sampling was used to sample 70 teachers (65 males, 5 females) for phase one of the study. Out of 70 teachers, five (three males and two females) were purposively sampled for the study's second phase. Two instruments, a semi-structured interview guide and an observation checklist were used to collect data. The data was analyzed thematically to reflect the research questions. The findings of both phases revealed that most teachers had adequate knowledge of indigenous games and knew the impact of indigenous games on students’ learning of mathematics. In particular, the observation checklist showed that some teachers still adhered to the traditional approach (a direct teaching method) and required the knowledge of indigenous games to enhance their teaching skills and techniques. Therefore, in-service training, workshops and other continuous professional development should be organized to update teachers' knowledge on the effective use of indigenous games in the teaching and learning of mathematics.
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Demssie, Yared Nigussie, Harm J. A. Biemans, Renate Wesselink, and Martin Mulder. "Combining Indigenous Knowledge and Modern Education to Foster Sustainability Competencies: Towards a Set of Learning Design Principles." Sustainability 12, no. 17 (August 22, 2020): 6823. http://dx.doi.org/10.3390/su12176823.
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An important step in the endeavor towards a more socially, environmentally, and economically sustainable world is identifying and fostering sustainability competencies (SCs). There are major international initiatives that identify sustainability-related goals (the Sustainable Development Goals) and those that recognize the crucial role of education in achieving such goals (the Decade of Education for Sustainable Development). There are also academic studies that address education for sustainable development. Usually, such initiatives and studies take western worldviews for granted. This limits opportunities for other worldviews which could contribute to sustainability. It is unclear what indigenous knowledge and pedagogies, apart from the dominant western approaches, could help to enhance SCs. To address this gap, a qualitative study was conducted in Ethiopia, a country with more than seventeen centuries old indigenous education system and indigenous knowledge. To utilize alternative worldviews and pedagogies vis-à-vis fostering SCs and incorporating them in modern education systems, five learning design principles were proposed. These are: define worldviews, utilize indigenous knowledge, use sustainability-oriented pedagogies, engage learners, and build on students’ experiences. Theoretically, the study contributes to sustainability, education for sustainable development, and indigenous knowledge. The findings may serve as a starting point in designing education and training for broader sustainability approaches.
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Rozi, Muhammad Fathur. "Model Pengembangan Kurikulum Merdeka Berbasis Integrasi Indigenous Knowledge." Global Education Journal 2, no. 3 (August 11, 2024): 235–52. http://dx.doi.org/10.59525/gej.v2i3.283.
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This research aims to provide insight and inspiration for educators, curriculum developers and other stakeholders in enriching students' educational experiences through the integration of Indigenous Knowledge in the independent curriculum. An independent curriculum refers to an approach that places students as active subjects in the learning process. This research uses a qualitative approach with a case study method. The data collection techniques used were observation, interviews and documentation. Testing the validity of data in qualitative research uses triangulation, while data analysis uses data reduction, data display or data presentation, and conclusion. The research results of this research are; (1) adapting the curriculum to the vision of the institution, (2) developing learning materials and resources, (3) training and support for teachers with an independent curriculum development model based on the Integration of Indigenous Knowledge (indigenous knowledge) using the Beauchamp model with steps to respect cultural diversity, determining curriculum coverage, determining the parties involved, formulating the objectives, implementation and implementation of the curriculum and evaluation.
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Samidi and Sarkawi B. Husain. "Actualization And Inheritance Of Pabitte Passapu Art In Tanah Towa Village, South Sulawesi." Mudra Jurnal Seni Budaya 39, no. 3 (July 4, 2024): 271–82. http://dx.doi.org/10.31091/mudra.v39i3.2694.
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The preservation of the traditional art of Pabitte Passapu faces challenges when there are changes in the community supporting the art, so that the inheritance of art to the younger generation is hampered. This condition disrupts the stability of the arts in the Kajang indigenous community. Therefore, the problem in this article is the efforts made by the Kajang indigenous community in maintaining the art of Pabitte Passapu so that the value and meaning of the art remain a source of learning. The objectives of this article are first, to explain that the Kajang indigenous people maintain local values in the midst of societal changes; second, to analyze the performance and meaning of the Pabitte Passapu dance as a source of learning local values; and third, to analyze the ability of the indigenous people to pass on the intellectual property contained in the Pabitte Passapu art. This research uses qualitative research methods. Data were collected through observation, in-depth interviews, oral history interviews, and documentation. Qualitative data analysis uses historical and socio-cultural approaches, especially dance sociology. The results showed that the preservation of the art of Pabitte Passapu can be done through the strategy of strengthening the space for the actualization of art, innovating the inheritance of art through learning and training.
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J. Woodley, Carolyn, Sean Fagan, and Sue Marshall. "Wadawurrung Dya Baap Ngobeeyt: teaching spatial mapping technologies." Campus-Wide Information Systems 31, no. 4 (July 29, 2014): 276–87. http://dx.doi.org/10.1108/cwis-10-2013-0059.
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Purpose – Aboriginal communities in Australia must have mapping information and technology to effectively and independently administer their land holdings and to define, evidence and thus protect their community and cultural identity. The purpose of this paper is to report on a pilot project that developed a customisable education programme to support Indigenous communities in the uptake of spatial mapping technologies to protect and manage cultural heritage in Victoria, Australia. Design/methodology/approach – A training programme to support Wadawurrung capabilities in spatial mapping technologies was developed, delivered and evaluated. Concurrently, the system's database was indigenised by Wadawurrung cultural heritage workers. Types and numbers of culturally significant sites mapped using the technologies were collated. The impact of the training and technologies for students and the Wadawurrung community was gauged through participation levels and evaluations. The approach to indigenous spatial mapping projects is informed by postcolonial theories interrogating neo-colonialist cartographic practices. Findings – Indigenous communities need to be resourced in the uptake of spatial mapping technologies and if universities are going to be involved in co-developing positive learning experiences that encourage the uptake of the technologies, they must have appropriate and respectful relationships with Aboriginal communities. Training programmes need to accommodate learners with diverse educational experiences and technological wherewithal. Research limitations/implications – Findings from the training evaluations are based on a small number of participants; however, they seem to be supported by literature. Practical implications – The education model developed is customisable for any Indigenous community in Australia. Social implications – The social and political importance of spatial mapping technologies for Indigenous Australians is evident as is the need for educational providers to have appropriate and respectful relationships with Aboriginal communities to co-develop positive learning experiences that encourage the uptake of the technologies. Originality/value – The Wadawurrung Dya Baap Ngobeeyt Cultural Heritage Mapping and Management Project developed practical strategies to build community capacity in Aboriginal Cultural Heritage Management and Protection. The educational programme developed supported learners to use technologies in cultural heritage management. Data were collected using community-developed fields for inclusion and culturally appropriate encryption of data.
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Maar, Marion, Lorrilee McGregor, Danica Desjardins, Kerri Z. Delaney, Nicole Bessette, and Maurianne Reade. "Teaching Culturally Safe Care in Simulated Cultural Communication Scenarios During the COVID-19 Pandemic: Virtual Visits with Indigenous Animators." Journal of Medical Education and Curricular Development 9 (January 2022): 238212052210910. http://dx.doi.org/10.1177/23821205221091034.
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Clinical learning activities involving Indigenous patient actors that specifically address the development of culturally safe care skills among medical students are important in order to improve health care for Indigenous people. In 2020, the COVID-19 pandemic led to strict physical distancing regulations and regional lockdowns that made the in-person delivery of Simulated Cultural Communication Scenarios (SCCS) with Indigenous patient actors impossible due to the disproportionate risk that public health emergencies pose for Indigenous communities. As the pandemic continued in 2021, we co-created a Virtual Visit approach to SCCS for the education of culturally safe care to pre-clerkship medical students. We report on student and tutor evaluation of these virtual sessions and contextualize our findings with our previous results delivering In-Person SCCSs. We found that Virtual Visit SCCS were highly effective in providing authentic exposure to and feedback from Indigenous patients. However, students rated their learning outcomes with Virtual Visit lower than the In-person approach to SCCS. We recommend formal training on interacting with patients in virtual care scenarios prior to Virtual Visit SCCS. We also found that exposure to SCCS with Indigenous animators has the potential to conjure up a diverse spectrum of sometimes unresolved negative feelings related to colonialism among students and tutors including discomfort, embarrassment, and anxiety. Our findings underscore the importance of resolving these sentiments within the safe environment of a classroom. To prepare Indigenous as well as non-Indigenous students and tutors adequately, it is important to acknowledge and critically deconstruct the embodiment of colonialism and Indigenous-settler relations when teaching physicians, as well as future physicians, preparedness for culturally safe care of Indigenous peoples.
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Walker, Robert S., and Marcus J. Hamilton. "Machine learning with remote sensing data to locate uncontacted indigenous villages in Amazonia." PeerJ Computer Science 5 (January 7, 2019): e170. http://dx.doi.org/10.7717/peerj-cs.170.
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Background The world’s last uncontacted indigenous societies in Amazonia have only intermittent and often hostile interactions with the outside world. Knowledge of their locations is essential for urgent protection efforts, but their extreme isolation, small populations, and semi-nomadic lifestyles make this a challenging task. Methods Remote sensing technology with Landsat satellite sensors is a non-invasive methodology to track isolated indigenous populations through time. However, the small-scale nature of the deforestation signature left by uncontacted populations clearing villages and gardens has similarities to those made by contacted indigenous villages. Both contacted and uncontacted indigenous populations often live in proximity to one another making it difficult to distinguish the two in satellite imagery. Here we use machine learning techniques applied to remote sensing data with a training dataset of 500 contacted and 25 uncontacted villages. Results Uncontacted villages generally have smaller cleared areas, reside at higher elevations, and are farther from populated places and satellite-detected lights at night. A random forest algorithm with an optimally-tuned detection cutoff has a leave-one-out cross-validated sensitivity and specificity of over 98%. A grid search around known uncontacted villages led us to identify three previously-unknown villages using predictions from the random forest model. Our efforts can improve policies toward isolated populations by providing better near real-time knowledge of their locations and movements in relation to encroaching loggers, settlers, and other external threats to their survival.
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Thomson, T. J., Julie McLaughlin, Leah King-Smith, Aaron Bell, and Matt Tsimpikas. "Indigenous knowledges and perspectives in university journalism education: Exploring experiences, challenges and opportunities." Australian Journalism Review 44, no. 1 (June 1, 2022): 39–60. http://dx.doi.org/10.1386/ajr_00087_1.
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News media coverage of Indigenous Australian peoples and perspectives is often absent or, when present, unfair or shallow in context or understanding. This raises the question of how much ‐ and what kind of ‐ exposure to Indigenous knowledges and perspectives journalists-in-training receive in their university studies. To find out, this study analyses 30 unit outlines and assessment details of journalism subjects at three Australian universities. It follows this analysis with interviews of seventeen undergraduate journalism students at these universities to explore their perceptions of if and how their journalism programmes paid attention to Aboriginal and Torres Strait Islander topics and perspectives in the classroom setting. The results reveal that the journalism students in this sample, even those from the same university, had an uneven experience related to Indigenous knowledges and perspectives in their university journalism subjects. This testifies to the generic nature of unit outlines and learning objectives and to the broad discretionary power that individual tutors and lecturers have to shape the flow of information that is engaged with during the learning opportunities they oversee. Student recommendations for how Indigenous knowledges and perspectives could be more usefully integrated into journalism education were also gathered and reported.
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Cunningham, Frances C., Majella G. Murphy, Grace Ward, Royden Fagan, Brian Arley, and Peter H. d’Abbs. "Evaluation of the B.strong Queensland Indigenous Health Worker Brief Intervention Training Program for Multiple Health Risk Behaviours." International Journal of Environmental Research and Public Health 18, no. 8 (April 16, 2021): 4220. http://dx.doi.org/10.3390/ijerph18084220.
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Queensland’s B.strong brief intervention training program was a complex intervention developed for Aboriginal and Torres Strait Islander health workers to assist clients address multiple health risks of smoking, poor nutrition and physical inactivity. This study evaluates program effectiveness by applying the Kirkpatrick four-level evaluation model: (1) Reaction, participants’ satisfaction; (2) Learning, changes in participants’ knowledge, confidence, attitudes, skills and usual practice; (3) Behaviour, application of learning to practice; and (4) Results, outcomes resulting from training. A retrospective analysis was conducted on data for respondents completing pre-training, post-workshop and follow-up surveys. Changes in domains such as training participant knowledge, confidence, attitudes, and practices between survey times were assessed using paired-samples t-tests. From 2017–2019, B.strong trained 1150 health professionals, reaching targets for workshop and online training. Findings showed statistically significant improvements from baseline to follow-up in: participants’ knowledge, confidence, and some attitudes to conducting brief interventions in each domain of smoking cessation, nutrition and physical activity; and in the frequency of participants providing client brief interventions in each of the three domains. There was a statistically significant improvement in frequency of participants providing brief interventions for multiple health behaviours at the same time from pre-workshop to follow-up. Indigenous Queenslander telephone counselling referrals for smoking cessation increased during the program period. B.strong improved practitioners’ capacity to deliver brief interventions addressing multiple health risks with Indigenous clients.
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Bickel, Rachel, and Sarah Dupont. "Indigitization." KULA: Knowledge Creation, Dissemination, and Preservation Studies 2 (November 29, 2018): 11. http://dx.doi.org/10.5334/kula.56.
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Indigitization is a British Columbia-based collaborative initiative between Indigenous communities and organizations, the Irving K. Barber Learning Centre (IKBLC), the Museum of Anthropology (MOA), the UBC iSchool at the University of British Columbia (UBC), and the University of Northern British Columbia (UNBC) Archives and Special Collections, to facilitate capacity building in Indigenous information management. This project is committed to clarifying processes and identifying issues in the conservation, digitization, and management of Indigenous community knowledge. It does so by providing information resources through the Indigitization toolkit and by enabling community-led audio cassette digitization projects through grant funding and training. Indigitization seeks to grow and work with a network of practitioners to develop effective practices for the management of digital heritage that support the goals of individual communities.
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Malik, Ashish. "Transcribe and Tally: jugaad in action." Emerald Emerging Markets Case Studies 3, no. 3 (June 28, 2013): 1–8. http://dx.doi.org/10.1108/eemcs-06-2013-0074.
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Title – Transcribe and Tally: jugaad in action. Subject area – Human resource development/management and change management, leadership, entrepreneurial development and indigenous innovation. Study level/applicability – The case is suitable for final year undergraduate human resource development/management, change management, indigenous innovation, or specialist HRM Master's program (strategic HRM/HRD) students. Case overview – The case study highlights the challenges of managing change and growth in India's dynamic business process outsourcing sector. The choice of a small organisation brings to the fore the impact of the strategic decisions owners of capital place on managers as they address issues of sustained growth to support short-term expectations of shareholders. The case highlights India's indigenous approach to frugal innovation or jugaad (finding a creative and improvised work around); how a group of managers consistently reinvented the business model and human resource management practices to stay afloat and meet shareholder expectations. Expected learning outcomes – Depending on the teaching programme and the emphasis of this case in the class, one or more of the following learning outcomes (LO) can be achieved from this case study. These LO have been developed using Bloom's taxonomy and they progressively move from simple to complex LO. Following the case analysis, students should be able to: discuss the key challenges faced by Transcribe and Tally (T&T); identify and analyse the various influences of internal and external factors on training provision; understand the importance of an external network of service provision and identify the key training and organisational capabilities; analyse the dynamic interactions between the various factors and training provision; analyse the relationship between T&T's competitive strategy and its strategic choices (make versus buy) towards investing in training; evaluate the role of training in developing organisational capabilities; and strategize a way forward for Roy Thakur. Supplementary materials – Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.
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Lines, Laurie-Ann, Shaun Anderson, Cindy Jardine, and Casadaya Marty. "Learning, Indigenizing, and Delivering Forum Theatre Activities in Indigenous Communities: Reflections of Community Facilitators." First Peoples Child & Family Review 19, no. 1 (2024): 30–31. https://doi.org/10.7202/1114910ar.
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In many Indigenous communities, wellness is a holistic balance of spiritual, physical, mental, and emotional wellbeing through connections with self, family, community, and environment. Interventions to promote mental wellness (as a means of suicide prevention) with Indigenous youth thus need to focus on strengths and promoting these relations. First Nations and Métis communities in Alberta and the Northwest Territories in Canada partnered with academic researchers to adapt Forum Theatre as a mental health intervention for Indigenous youth. Forum Theatre, developed by Brazilian activist Augusto Boal, is based on playing games that encourage laughter, trust, and cooperation to build a community. The games lead to creating images with participants' bodies to reflect different life events, which are developed into a play with conflict and oppression. Through interaction with the play, community members explore solutions to the conflict. Indigenous community partners handpicked community members to train in facilitating Forum Theatre activities to deliver this mental health intervention. Our video showcases the reflections of a group of community facilitators and researchers on the process of being trained in Forum Theatre and indigenizing it for delivery to the participating communities. Community facilitators explain how they came to understand the potential and power of Forum Theatre activities. They describe their training experiences and briefly explain how they indigenized Forum Theatre in a manner that prioritized each community's assets and needs. Their description of the impact they saw in themselves, participants, and communities emphasizes the transformative nature of delivering indigenized Forum Theatre in communities.
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Rathore, Ranu. "Protocol for Conducting Ethnobotanical Research in Dry Tropical Forest Ecosystem of Chhattisgarh, India." International Journal of Current Microbiology and Applied Sciences 12, no. 9 (September 10, 2022): 205–16. http://dx.doi.org/10.20546/ijcmas.2023.1209.020.
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Ethnobotanical research in tropical regions plays a crucial role in understanding the traditional knowledge and uses of plants among indigenous communities. This study aims to document and analyze the rich plant diversity and cultural practices associated with it in a selected tropics area. Through participant observation, semi-structured interviews, and focus group discussions, we collected data on local plant uses, ecological knowledge, and associated beliefs. Voucher specimens were collected for plant identification and documentation. The findings revealed a diverse array of plant species and their multifaceted uses in traditional medicine, rituals, and daily life. This research contributes valuable insights into the relationship between humans and the tropical ecosystem, providing a basis for conservation and sustainable development efforts. There is tremendous scope of improving indigenous practices and technologies by means of substituting low cost scientific interventions. The scientific interventions are indispensable for refining the methods of collection, processing and value addition in Ethnobotanical resources or MAPs which will enhance the value of products many folds than unprocessed raw products. Training and experiential learning i.e. learning by doing improve the skills and knowledge for developing value added products and ensure higher returns to indigenous communities. The article will support and enhance the livelihood and economy of indigenous communities.
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Dimakatso Mpanza, Choice. "The Emergence of Semilingualism in South African schools – Are the Stipulations of the Language in Education Policy to Blame?" African Journal of Development Studies (formerly AFFRIKA Journal of Politics, Economics and Society) 13, no. 1 (March 1, 2023): 179–96. http://dx.doi.org/10.31920/2634-3649/2023/v13n1a9.
Повний текст джерелаАнотація:
This paper reports one of the findings of a study that was conducted to determine strategies that can be used to promote the use of indigenous African languages as languages of teaching and learning in South African schools. The problem that I sought to address was the lack of or insufficient use of indigenous African languages for teaching and learning in the South African education system, despite these languages being constitutionally recognised as official languages in the country since 1994. The study was conducted against the background of existing research both locally and internationally, which highlights the negative effects of offering education in a language that is not the learner’s first language or mother tongue. It was conducted in KwaZulu-Natal, one of the nine provinces of the Republic of South Africa, in which isiZulu is the predominant indigenous African language. Participants included a random sample of educators from primary schools and high schools, a random sample of language and education specialists in institutions of higher learning found in the province, as well as a random sample of learners in the Further Education and Training (FET) phase. Questionnaires, an observation schedule, and focus group interviews were used to collect data for the study. As part of the literature review, language policies formulated after the adoption of the new constitution in 1994, in particular the Language-in-Education Policy (LiEP) of 1997, were reviewed to determine their contribution to the language provision dilemmas suffered by indigenous African languages in teaching and learning. This paper reports on one of the effects that language provisions made in the LiEP seem to have had, which manifests as a lack of competence in both the language of teaching and learning and in the home (native) language among most black learners, a condition that has been termed “semilingualism” by some scholars. The implications of this phenomenon for language in teaching and learning are also highlighted. The paper concludes by making suggestions for a need to revise the LiEP to help overcome this emergent problem and improve the use of indigenous African languages in teaching and learning.
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Hwang, Shyh-Huei, and Hsiu-Mei Huang. "Cultural Ecosystem of the Seediq’s Traditional Weaving Techniques—A Comparison of the Learning Differences Between Urban and Indigenous Communities." Sustainability 11, no. 6 (March 13, 2019): 1519. http://dx.doi.org/10.3390/su11061519.
Повний текст джерелаАнотація:
The Seediq tribe is one of Taiwan’s Indigenous peoples, and they have very traditional weaving techniques. Women of the Seediq weave clothes and quilts for their families as they believe that only women with good weaving skill can pass through the Rainbow Bridge and be reunited with ancestors after they die. However, due to changing society, there is little demand for weaving today, and the norms observed by their ancestors are gradually disappearing, resulting in the declining number of locals capable of weaving. The weaving techniques of these Indigenous people are on the verge of disappearing. Unfortunately, when the government took measures to preserve the techniques by registering Seta Bakan as the preserver of intangible cultural heritage, and launched training classes to save such techniques, no locals were initially interested in learning weaving. After non-Seediq people were allowed to participate in learning, the course attracted weaving lovers from all over the island. The course included five learning phases within four years, which were given in urban communities. In the fourth year, the weaving teacher was invited to carry out a course to teach in her Indigenous village. Both courses have the same teacher teaching the same techniques. However, the perceptions and feelings of learning vary among members of different cultural backgrounds. UNESCO has extended the protection of intangible cultural heritage from technical objects to the maintenance and inheritance of community, thus, this study focuses on the interaction and feeling of students during the weaving courses given in two communities, analyzes how the differences of feeling and cultural background influence the learning perceptions of the students of the two communities, and examines the significance and functions of rebuilding the cultural ecosystem for the sustainable inheritance of skills. The conclusion of this study is that urban communities learn weaving purposefully because they have no cultural or technical background, while the courses for indigenous communities feature the frequent recurrence of traditional “old value”. The different learning motivations, feelings, and perceptions of the two communities can be complementary and mutually supportive to each other. After exploring the cultural context, this study finds that the cultural ecosystem generated by indigenous weavers includes Gaya belief, Natural knowledge, Indigenous languages, Personal practice, Generational links, and Social interaction, which are strongly bound to each other. However, social changes can weaken or even break the cultural ecosystem; the learning courses of the two communities create opportunities for re-connection. Native tribes are the best field to build an ideal cultural ecosystem; while the urban communities play the role of an acupuncture massage stick that stimulates the ethnic consciousness and learning motivation of Indigenous peoples, which preserves and provides the techniques and external knowledge. Admittedly these two communities contribute to cultural inheritance, respectively. The analysis of this study provides an important reference for the feasible routes of carrying forward indigenous techniques on the brink of disappearing in the current society of cultural initiative, and provides the opportunity for reconnecting cultural ecosystem through technique acquisition.
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Montenegro-Gracia, Edilberto Javier, and Jacob Eduardo Pitti-Rodríguez. "Adaptation to climate change in indigenous food systems of the Teribe in Panama: a training based on CRISTAL 2.0." Luna Azul 51 (July 1, 2020): 182–97. http://dx.doi.org/10.17151/luaz.2020.51.10.
Повний текст джерелаАнотація:
In this didactic experience, a training workshop about an innovative tool called CRISTAL 2.0 (Community-based Risk Screening Tool - Adaptation and Livelihoods) was implemented in the Panamanian indigenous context with the objective of developing abilities in the local actors responsible for making decisions, namely students, teachers, and members of the San San Tigra and San San Druy communities of the Teribe, Panama. The impact of qualitative and quantitative training was described through the Simple Correspondence Analysis. The training carried out showed differences between the groups of participants and the impact of learning, which would help establish measures that strengthen climate resilience and identify indicators that measure changes in the resilience of Panamanian national institutions.
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Gómez-Zermeño, Marcela Georgina. "Strategies to identify intercultural competences in community instructors." Journal for Multicultural Education 12, no. 4 (November 12, 2018): 330–42. http://dx.doi.org/10.1108/jme-12-2016-0062.
Повний текст джерелаАнотація:
Purpose The purpose of this study is to identify intercultural competencies in community instructors who serve in CONAFE in Chiapas, México. Design/methodology/approach The study applied a mixed methods method, based on an ethnographic design with a naturalistic approach. The quantitative instrument was applied to 119 community instructors; from these participants, four interviews were conducted with a sample of case-type participants, and four cases are presented. Findings The results show differences between community instructors who demonstrate intercultural skills and those who require developing them. It is concluded that teachers should receive training that strengthens their intercultural competences to enable indigenous children to take advantage of the knowledge they acquire in their community and the pedagogical advantage offered by the use of their mother tongue in the teaching–learning process. Originality/value This educational research about intercultural competences in the field of indigenous education, community education and intercultural education provides significant learning that advances the understanding and appreciation of cultural diversity.
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Klassen, Pamela N., and Catherine B. Chan. "Strategies for Restructuring Dietetics Education Programs to Improve Nutrition Equity in Indigenous Populations: A Narrative Review." Nutrients 16, no. 23 (November 29, 2024): 4136. http://dx.doi.org/10.3390/nu16234136.
Повний текст джерелаАнотація:
Background/Objectives: Particularly in racially and ethnically diverse countries, the necessity of providing individualized care to people seeking diet advice is increasingly recognized and embedded in practice guidelines. Some jurisdictions have a history of colonization with subjugation and marginalization of the Indigenous population, which has led to serious health inequities. One overarching strategy to reduce health inequities is to provide education through a decolonizing lens, so that graduate healthcare professionals, such as dietitians, have a better understanding of how to mitigate colonial attitudes, racism, stereotyping and other behaviours, thereby improving health equity. This review aims to summarize and evaluate educational strategies to decolonize dietetics training programs. Methods: A narrative review was conducted. Results: Professional dietetics organizations in Canada, Australia and New Zealand have incorporated Indigenous-specific outcomes into their standards of practice. Six primary research studies were reviewed, two each from Australia, New Zealand and the United States. The strategies developed include reviewing curriculum content, providing experiential learning opportunities and identifying barriers to the participation of Indigenous students in dietetics programs. Lack of engagement of Indigenous persons in curriculum development, planning and evaluation of efforts is a gap that needs to be addressed. Conclusions: Meeting practice standards and closing the health equity gap for Indigenous peoples require additional research and implementation into practice.
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Lee, Hannah, Imaan Bayoumi, Autumn Watson, Colleen Davison, Minnie Fu, Dionne Nolan, Dan Mitchell, Sheldon Traviss, Jennifer Kehoe, and Eva Purkey. "Impacts of the COVID-19 Pandemic on Children and Families from Marginalized Groups: A Qualitative Study in Kingston, Ontario." COVID 1, no. 4 (November 30, 2021): 704–16. http://dx.doi.org/10.3390/covid1040056.
Повний текст джерелаАнотація:
The COVID-19 pandemic has been associated with unprecedented changes to societal structure. School closures, unstable employment, and inaccessible health services have caused enormous disruptions to child and family wellbeing. This study identifies major themes illustrating how child and family wellness were impacted by COVID-19, including unique effects experienced by Indigenous families. In-depth interviews were conducted with key informants (n = 31) recruited from organizations providing healthcare and social services in Kingston, Ontario. Interview transcripts and written survey responses were analyzed using a phenomenological approach to explore themes related to child and family wellbeing. Three major themes identified include school closures, home safety, and outdoor spaces. School closures were generally reported as negatively impacting learning and social development; however, school closures allowed for some Indigenous children to be removed from a colonized education system, contributing to cultural and spiritual growth. Second, respondents reported increased severity and frequency of domestic violence, which negatively impacted child wellbeing. Third, the closure of public outdoor spaces created barriers to maintaining good physical health for children. This study recommends the prioritization of (1) child learning and development by avoiding school closures in pandemic settings and (2) the safety of Indigenous students by decolonizing education. To address the increased exposure to adverse childhood experiences (ACEs) during COVID-19, we recommend improved training for identifying and reporting domestic violence amongst service providers. Our study also reflects the broader need to redefine “essential services”, considering culturally specific services for Indigenous Peoples.
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Wiggins, Trevor. "The world of music in education." British Journal of Music Education 13, no. 1 (March 1996): 21–29. http://dx.doi.org/10.1017/s0265051700002928.
Повний текст джерелаАнотація:
This article is concerned with music pedagogy, especially in relation to world music. The process of learning music varies with musical culture and is an integral part of musical style. Learning musicians bring training and concepts from their own musical background, as well as their strengths and weaknesses. The author examines aspects of the pedagogic process for indigenous and foreign musicians, considering the nature of the experience and understanding from their different viewpoints. The article results from a period of field research in Ghana during 1994–5 which was supported by grants from Dartington College of Arts and the Elmgrant Trust.