Putting An End To The Silence: Educating Society About The Canadian Residential School System, 2017 Wilfrid Laurier University
Putting An End To The Silence: Educating Society About The Canadian Residential School System, Jamie Lee Kuhl
Bridges: An Undergraduate Journal of Contemporary Connections
This paper advocates for the increased education of Canadian society regarding the Indian Residential School System. Many Canadian’s tend to be uninformed on the history of the schools and as a result risk subjecting Aboriginal peoples to further harm. The contents of this paper demonstrates by informing all Canadian citizens of the truth regarding the assimilative schools and their enduring legacy on Aboriginal peoples, several benefits can occur. Specifically, through revealing the truth regarding the residential schools, healing becomes possible for victims, over-representation within the criminal justice system can be better understood as well as addressed, and future harm ...
Typology And Analysis Of Ceramic Vessels And Pottery Shards Found At The Long Swamp Site: Lamar And Mary Folwer Holcomb Collection, Maxwell Mackenzie
Georgia State Undergraduate Research Conference
No abstract provided.
Knowing Growing Showing Literature Review, 2017 Australian Council for Educational Research (ACER)
Knowing Growing Showing Literature Review, Tony Dreise, Troy Meston
Throughout the world, young people are having to learn about consumer and financial literacy, especially in the wake of the Global Financial Crisis which hurt many families and communities, including young people. This global challenge naturally extends to Aboriginal and Torres Strait Islander young people in Australia who are particularly vulnerable to financial stress and consumer scams.
There is not a great deal of literature directly on the topic of Indigenous financial literacy particularly as it pertains to quality teaching and learning. This paper explores Indigenous financial literacy and its wider contexts and seeks to pull three important conceptual and ...
Knowing Growing Showing Indigenous Consumer And Financial Literacy: Research To Practice, 2017 Australian Council for Educational Research (ACER)
Knowing Growing Showing Indigenous Consumer And Financial Literacy: Research To Practice, Tony Dreise, Troy Meston
This framework document underpins Knowing Growing Showing, a suite of teaching, learning and assessment material to support teachers to tailor and customise the delivery of consumer and financial literacy to Aboriginal and Torres Strait Islander learners from early schooling to secondary schooling.
Knowing Growing Showing draws upon the literature and evidence in Indigenous consumer and financial literacy and education and then translates it into advice to facilitate culturally responsive and effective teachers of Indigenous learners. The research provides the foundation from which Knowing Growing Showing resources (lesson guides, assessment advice, and teaching material) have been devised. More specifically, it provides ...
Protección De Los Niños Y Niñas Indígenas: El Caso Del Sename Y El Pueblo Mapuche En Chile / 90/5000 Protection Of Indigenous Children: The Case Of The Sename And The Mapuche People In Chile, 2016 SIT Study Abroad
Protección De Los Niños Y Niñas Indígenas: El Caso Del Sename Y El Pueblo Mapuche En Chile / 90/5000 Protection Of Indigenous Children: The Case Of The Sename And The Mapuche People In Chile, Maxine Freedman
Independent Study Project (ISP) Collection
The rights of all children are guaranteed in the Convention on the Rights of the Child, adopted by the United Nations in 1989. This Convention guaranteed children the right not only to sufficient food, a place to live, and security, but also to a high quality education and political inclusion. Chile ratified the Convention in 1990, and it became the legal base for the work done by Chile’s child protection system, el Servicio Nacional del Menor (SENAME). The system administers sanctions for youth who have broken the law and intervenes when children have been victims of a violation of ...
Aboriginal Early Childhood Education: Why Attendance And True Engagement Are Equally Important, 2016 Australian Council for Educational Research (ACER)
Aboriginal Early Childhood Education: Why Attendance And True Engagement Are Equally Important, Jacynta Krakouer
The Australian government has increasingly recognised the importance of quality early childhood education (ECE) for Aboriginal and Torres Strait Islanders, as noted in a variety of policy documents such as the Council of Australian Governments (COAG) Closing the Gap targets of the Rudd government in 2008, the Aboriginal and Torres Strait Islander Education Action Plan 2010-2014, and the National Aboriginal and Torres Strait Islander Education Strategy 2015 (Tye, 2014; Dreise & Thomson, 2014; Education Council, 2015). However, the focus in Aboriginal ECE is still on improving access to, and attendance at ECE centres in Australia rather than highlighting the reasons for reduced Indigenous ...
Literature Review Relating To The Current Context And Discourse Surrounding Indigenous Early Childhood Education, School Readiness And Transition Programs To Primary School, Jacynta Krakouer
Since the educational experiences of Aboriginal Australians are often framed from a ‘deficit’ perspective, whereby the failures of Indigenous people to engage with the mainstream educational system are seen as the ‘problem’, an alternative approach to Indigenous early childhood education discourse is preferable. This alternative approach highlights the strengths that many Aboriginal children possess when commencing school, strengths that may result from Indigenous child-rearing practices. Consequently, this literature review utilises a strengths-based perspective for Aboriginal early childhood education and school readiness, noting that Aboriginal children are frequently expected to adapt to a foreign educational system whereby school expectations differ from ...
From Hallaj To Heer: Poetic Knowledge And The Muslim Tradition, 2016 Aga Khan University
From Hallaj To Heer: Poetic Knowledge And The Muslim Tradition, Nosheen Ali
Institute for Educational Development, Karachi
How do we comprehend the poetic universe of Muslim South Asia, and why is it important to do so? This is the larger question — at once historical, sociological, literary, and political — which forms the heart of the inquiry in this paper. In my attempt to address this question, I attend particularly to the themes of language, time, love, spiritual subjectivity, key figures, and resistance in understanding the place of the poetic in Muslim tradition. I then offer glimpses of the Seraiki poetic landscape from southern Punjab in Pakistan, to illuminate the continued power and politics of poetic practice in present-day ...
Native American Educators And Their Leadership Roles On Reservations In The Northern Great Plains, 2016 George Fox University
Native American Educators And Their Leadership Roles On Reservations In The Northern Great Plains, Terry Huffman
Faculty Publications - School of Education
Native American educators occupy a significant place within their respective communities. In this article I report findings from a qualitative investigation on the various ways Native educators define their roles to their students, schools, and communities. Using personal interviews in conjunction with combined snowball and purposive sampling techniques, I documented the perceptions and experiences of 21 Native American educators on their roles as professionals serving reservation schools in the Northern Great Plains. Reflecting the complexities of reservation life, the educators played a myriad of intertwined roles. Analysis of the data led me to identify two types of educators. One I ...
Literature Review Relating To The Current Context And Discourse On Indigenous Cultural Awareness In The Teaching Space: Critical Pedagogies And Improving Indigenous Learning Outcomes Through Cultural Responsiveness, 2015 Australian Council for Educational Research (ACER)
Literature Review Relating To The Current Context And Discourse On Indigenous Cultural Awareness In The Teaching Space: Critical Pedagogies And Improving Indigenous Learning Outcomes Through Cultural Responsiveness, Jacynta Krakouer
This literature review seeks to provide an overview of current understandings and discourse about culturally responsive teaching and cultural awareness in education in Australia. Although some of the literature considered within this review is from an international perspective, the purpose of this review is to provide background information regarding culturally responsive teaching with Aboriginal and Torres Strait Islander students. This literature review was completed in a short time frame and is by no means exhaustive on the topic of culturally responsive teaching and cultural awareness with Indigenous students. It was completed as part of a contract with the VET Development ...
Completing University In A Growing Sector: Is Equity An Issue?, 2015 Australian Council for Educational Research (ACER)
Completing University In A Growing Sector: Is Equity An Issue?, Daniel Edwards, Julie Mcmillan
Higher Education Research
Access to university has always been an issue for students from disadvantaged backgrounds. In the recent context of an expanding higher education system in Australia, some accessibility issues have been alleviated. This context offers an opportunity to explore the pathways of disadvantaged students through university. In this expanded system, will disadvantaged students be more or less likely to complete university? Will demographic or enrolment characteristics influence the likelihood of these students to complete? This report details the findings from a research project funded by the National Centre for Student Equity in Higher Education (NCSEHE) that explores new data tracking student ...
Conditions Of Academic Success For Aboriginal Students In School, 2015 Australian Catholic University
Conditions Of Academic Success For Aboriginal Students In School, Lynette Riley
Despite a willingness by stakeholders to address Aboriginal education disadvantage and recent successes in outcomes, Australian education largely continues to fail to provide Aboriginal Australians with educational outcomes and life opportunities commensurate with those of their non-Aboriginal peers. Well-intentioned and widely presumed assumptions about what works to seed success for Aboriginal students seem to prevail and are often unquestionably accepted and implemented as making a real difference in the absence of tangible proof and systemic results. Whilst a diversity of interventions have been implemented they are small-scale in nature, have not been rigorously tested, often rely on a deficit model ...
Contextual Factors That Influence The Achievement Of Australia’S Indigenous Students: Results From Pisa 2000–2006, 2014 Australian Council for Educational Research (ACER)
Contextual Factors That Influence The Achievement Of Australia’S Indigenous Students: Results From Pisa 2000–2006, Lisa De Bortoli, Sue Thomson
Lisa De Bortoli
Results from international programs that assess the skills and knowledge of young people have indicated that Australia’s Indigenous students perform at a significantly lower level than non- Indigenous students. An in-depth comparison of Indigenous and non-Indigenous students’ performance on the Programme of International Student Assessment (PISA) across three cycles is provided in an accompanying volume to this report, while the current report provides an understanding of how various aspects of students’ background and psychological constructs relate to each other and to student performance. Chapters 2 through 5 each focus on a different group of potential influences on the performance ...
The Achievement Of Australia's Indigenous Students In Pisa 2000-2006, 2014 Australian Council for Educational Research (ACER)
The Achievement Of Australia's Indigenous Students In Pisa 2000-2006, Lisa De Bortoli, Sue Thomson
Lisa De Bortoli
The three-yearly PISA assessments provide an opportunity to monitor the performance of Australian students in reading, mathematical and scientific literacy. In particular, the assessments allow us to examine the performance of particular equity groups; to look at how well particular groups of 15-year-old students, approaching the end of their compulsory schooling are prepared for meeting the challenges they will face in their lives beyond school. A special focus for Australia has been to ensure that there is a sufficiently large sample of Australia’s Indigenous students so that valid and reliable analysis can be conducted. This has been achieved in ...
Unfinished Business : Pisa Shows Indigenous Youth Are Being Left Behind, Tony Dreise, Sue Thomson
The latest international assessment of students’ mathematical, scientific and reading literacy – the Programme for International Student Assessment (PISA) – shows that the gap between Indigenous and non-Indigenous students has remained the same for the last decade. In short, Indigenous 15-yearolds remain approximately two-and-a-half years behind their non-Indigenous peers in schooling.
This essay provides a précis of the results and analysis of some of the issues; it compares Indigenous performance in 2012 with that from previous PISA cycles; and discusses a range of implications for policy and practice.
Spaces Of Nature: Producing Gilgit-Baltistan As The Eco-Body Of The Nation, 2014 Aga Khan University
Spaces Of Nature: Producing Gilgit-Baltistan As The Eco-Body Of The Nation, Nosheen Ali
Institute for Educational Development, Karachi
A while ago, when I was studying in Grade 8 at an English-medium school in Lahore, our class was divided up in four groups for a Geography project on Pakistan. The group of which I was a part had to make a sculptural map of Pakistan, demonstrating the diverse physical and social qualities of its landscape. And so we had set about carving our country with materials like styro-foam, cotton, cloth, and cardboard. In the final map that we made, the region of Gilgit-Baltistan - then the “Northern Areas” – had remained unlabeled and unpeopled, marked only with mountains made of clay ...
Footprints In Time : Who Am I? And Renfrew Word Finding Vocabulary Test : Report On Wave 2 Data, 2013 Australian Council for Educational Research (ACER)
Footprints In Time : Who Am I? And Renfrew Word Finding Vocabulary Test : Report On Wave 2 Data, Sarah Buckley, Catherine Underwood, Nola Purdie
Dr Sarah Buckley
This report presents the results of administration of the Who Am I? and the Renfrew Word Finding Vocabulary Test for the LSIC Wave 2 data collection in 2009. Who am I? is a developmental assessment that requires the child to write their name, copy shapes, write letters, numbers and words in a small booklet, with simple instructions and encouragement from the interviewer. Who am I? is not language dependent and is suitable for children with limited English. The assessment takes about 10 minutes to complete and is suitable for preschool children and children in the first two years of school ...
Starting School : A Strengths‐Based Approach Towards Aboriginal And Torres Strait Islander Children, 2013 Australian Council for Educational Research (ACER)
Starting School : A Strengths‐Based Approach Towards Aboriginal And Torres Strait Islander Children, Stephanie Armstrong, Sarah Buckley, Michele Lonsdale, Gina Milgate, Laura Bennetts Kneebone, Louise Cook, Fiona Skelton
Dr Sarah Buckley
This paper highlights the need for a strengths-based approach to school readiness for Aboriginal and Torres Strait Islander children, in order to recognise the skills, cultural knowledge and understandings they already have when they transition to formal learning. The study, a joint project by the Australian Council for Educational Research (ACER) and the Department of Families, Housing, Community Services and Indigenous Affairs (FaHCSIA), reviews the literature and uses a strength-based analysis of information from Footprints in Time: The Longitudinal Study of Indigenous Children (LSIC) to examine Aboriginal and Torres Strait Islander children’s abilities and knowledge at 4-6 years of ...
Evaluation Of The Cape York Aboriginal Australian Academy Initiative : Final Report, 2013 Australian Council for Educational Research (ACER)
Evaluation Of The Cape York Aboriginal Australian Academy Initiative : Final Report, Australian Council For Educational Research (Acer)
In October 2012, the Queensland Department of Education Training and Employment (DETE) contracted the Australian Council for Educational Research (ACER) to undertake an evaluation of the Cape York Aboriginal Australian Academy (CYAAA) Initiative. The CYAAA Initiative is designed to improve student outcomes. It is a pilot program operating in primary schools at Coen, Hope Vale and Aurukun. (The trial began in January 2010 in Aurukun and Coen, and in January 2011 in Hope Vale.) The Initiative is part of the Cape York Welfare Reform education stream.
Creating An Effective School For Aboriginal And Torres Strait Islander Students, 2013 Australian Council for Educational Research (ACER)
Creating An Effective School For Aboriginal And Torres Strait Islander Students, Gina Milgate, Brian Giles-Browne
In Australia, the Collegial Snapshot (CSS) process has been a culturally safe, engaging and empowering way for Aboriginal and Torres Strait Islander students and their parents and carers to share their insights and ideas about what makes an effective school. The Aboriginal and Torres Strait Islander parents and carers through the Collegial Snapshot Process identified six key variables that make an effective school for their child including the Cultural Environment, Quality of Teachers, Community Engagement, Student Health and Wellbeing, Curriculum and School Leadership. The wealth of data collected from Aboriginal and Torres Strait Islander students and parents and carers complemented ...