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The Higher Education Experiences of Native American Students: A Qualitative Study of Historical Trauma, Identity, and Institutional Support
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Leading schooling in Aotearoa New Zealand: Understanding and supporting the weight of culture for Māori teachers
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Indigenous schooling Mẽbêngôkre Kayapó Gorotire ; Escolarização indígena Mebengokre Kayapó Gorotire
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In: Educação; Educação, v. 44, 2019 – Publicação contínua; e25/ 1-25 ; 1984-6444 (2019)
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O ensino de português para os Kadiwéu - realidade, desafios e estratégias para professores indígenas ; Teaching portuguese to kadiwéu - reality, challenges and strategies for indigenous teachers
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Mazoni, Lilian Moreira Ayres de Souza. - : Biblioteca Digital de Teses e Dissertações da USP, 2019. : Universidade de São Paulo, 2019. : Faculdade de Filosofia, Letras e Ciências Humanas, 2019
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Теоретические основания психолого-педагогической адаптации первоклассников с задержкой психического развития – представителей коренных малочисленных народов Севера ...
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HEGEMONY AND INDIGENOUS EDUCATIONAL PROGRAMS IN MEXICO AND BRAZIL (1940-1970) ; HEGEMONIA E OS PROGRAMAS DE EDUCAÇÃO INDÍGENA NO MÉXICO E NO BRASIL (1940 — 1970)
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In: Espaço Ameríndio; v. 11, n. 2 (2017); 229 ; 1982-6524 (2017)
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Sentindo ideias, germinando saberes : movimentos de Apropriação (Afetiva) da Política de Territórios Etnoeducacionais por Professores Kaingang e Guarani no RS
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| 10 |
Immersion Schools and Language Learning: A Review of Cherokee Lanugage Revitalization Efforts among the Eastern Band of Cherokee Indians
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In: Chancellor’s Honors Program Projects (2017)
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| 11 |
ОБ ИННОВАЦИОННОМ ОБРАЗОВАТЕЛЬНОМ ПРОЦЕССЕ В ШКОЛЕ МАЛОЧИСЛЕННЫХ НАРОДОВ СЕВЕРА
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МАРФУСАЛОВА В.П.. - : Общество с ограниченной ответственностью «Институт стратегических исследований», 2015
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| 12 |
Teaching Aboriginal curriculum content in Australian high schools
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Booth, Sarah. - : Edith Cowan University, Research Online, Perth, Western Australia, 2014
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In: Theses: Doctorates and Masters (2014)
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Abstract:
Many misconceptions about Aboriginal and Torres Strait Islanders stem from Australia’s period of colonisation in the 18th and 19th centuries when Indigenous people were believed to be inferior by European settlers. It is disturbing that after 200 years these negative ideas still exist and are often perpetuated through the mass media. Even though schools are well positioned to challenge these colonial values; unfortunately there are many factors which affect the depth and quality of teaching Aboriginal content, such as culture, history and contemporary issues. The government has aimed to disperse the inconsistencies associated with teaching Aboriginal perspectives by implementing a new Australian Curriculum with prescribed Aboriginal content. However, these changes will only have an impact if teachers are equipped and motivated to implement them. Therefore, understanding what influences teachers’ choice of content and approach to teaching Aboriginal Studies was a key aspect of this study. To explore these influences, non-Aboriginal teachers were interviewed at both government and independent schools. A desktop audit analysing the courses at Western Australian universities placed the participants’ responses into context of the pre-service and in-service learning available. An audit of the Australian Curriculum explored the expectations placed on teachers and the depth to which Aboriginal perspectives can be taught or avoided in secondary schools. This study identified four key issues that affected the teaching of Aboriginal curriculum content by non-Aboriginal teachers. These factors are: time management, school culture, teacher interest and preconceived ideas of both teachers and students. These issues must be addressed in order to improve the quality teaching of Aboriginal perspectives by standardising in-service learning and pre-service learning. Furthermore, improving cultural competency and acknowledging Aboriginal culture is critical at every school, regardless of the number of Aboriginal students. This study also revealed that the presence of an Aboriginal and Islander Education Officer could have a big impact in providing support, information and an Aboriginal presence at the school. Without these changes it will be difficult to disperse colonial values and challenge negative stereotypes
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Keyword:
and Multicultural Education; Australian curriculum; Bilingual; Curriculum and Social Inquiry; High school teachers; Indigenous; Multicultural education- Australia; Multilingual; National curriculum; National Curriculum Project (Australia); School culture; Teacher beliefs
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URL: https://ro.ecu.edu.au/theses/1522
https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=2523&context=theses
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| 13 |
Indigenous Urban School Leadership: A Critical Cross-Cultural Comparative Analysis of Educational Leaders in New Zealand and the United States
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In: Comparative and International Education / Éducation Comparée et Internationale (2014)
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Reclaiming Our Indigenous Voices: The Problem with Postcolonial Sub-Saharan African School Curriculum
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Shizha, E.. - : Myron B. Thompson School of Social Work, University of Hawaii at Manoa, 2013
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| 15 |
Educação escolar indígena na terra indígena Apiaká-kayabi em Juara – MT : resistências e desafios ; Indigenous school education in Apiaká-Kayabi indigenous land in Juara-MT : resistance and challenges
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Educação escolar indígena na terra indígena Apiaká-kayabi em Juara – MT : resistências e desafios ; Indigenous school education in Apiaká-Kayabi indigenous land in Juara-MT : resistance and challenges
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| 17 |
Knowledge of an Aboriginal language and school outcomes for children and adults
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In: Aboriginal Policy Research Consortium International (APRCi) (2012)
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| 18 |
Growing Effective CLD Teachers for Today’s Classrooms of CLD Children
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2012)
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Public Education and Alaska Natives: A Case Study of Educational Policy Implementation and Local Context
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In: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276628128 (2010)
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| 20 |
Attendance, performance and the acquisition of early literacy skills: A comparison of Indigenous and non-Indigenous school children
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In: Faculty of Education - Papers (Archive) (2010)
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