Seeking An Intentional Crossroads: Working Towards An Understanding Of Community Building In Hawai’I Public Libraries, 2019 University of Hawai'i, Mānoa
Seeking An Intentional Crossroads: Working Towards An Understanding Of Community Building In Hawai’I Public Libraries, Vanessa Irvin, Nicholas Cho, Sarah Nakashima
Public libraries in Hawai’i serve one of the most diverse populations in the United States. With 51 branch locations across six islands, Hawaii's public libraries are central hubs for citizens, where community building can take place. This paper seeks to explore ways in which community building takes place at public libraries in Hawai’i. Through on-site visits at public libraries, observations of training sessions of participants of a Hawai’i-based public library professional development program (Hui ‘Ekolu), and informal interviews with local public library patrons, key themes, reflections and analysis convey a common question across all groups: “What ...
Woking Curriculum: Youth, Popular Cultures, And Moving Images Matter!, 2019 University of Melbourne
Woking Curriculum: Youth, Popular Cultures, And Moving Images Matter!, Ligia (Licho) López López
Race and Pedagogy Journal: Teaching and Learning for Justice
In these intensified anti-Black, anti-Aboriginal, anti-LGBTQI times, this paper offers woking curriculum as an educational-political proposition. Schools are often places of rejection of young people’s investment in popular culture and their attuned sensibilities to moving images in videogames, cartoons, and popular movies. Through a spoken word poem this paper begins to respond to this disinvestment offering an analysis of why and how the popular moving images must be made curriculum. The paper draws from visual and classroom-based research in the United States, Australia, and Colombia.
Signposts And Messagesticks: An Ethnographic Study Of Non-Indigenous Drama Teachers’ Engagement With An Indigenous Drama Text, 2019 Australian Catholic University
Signposts And Messagesticks: An Ethnographic Study Of Non-Indigenous Drama Teachers’ Engagement With An Indigenous Drama Text, Mark Eckersley
The purpose of this ethnographic study is to investigate how non-Indigenous Australian secondary drama teachers engage with an Australian Indigenous drama text. Some studies, such as those of Moriarty (1995) and Harrison and Greenfield (2011), have focused on the implementation and teaching of ‘Aboriginal Studies’ and ‘Aboriginal Culture’. There is a gap in scholarly literature relating to the way teachers engage with Indigenous Australian perspectives and texts. In this research, I address the following question: ‘How do non-Indigenous Victorian secondary school drama teachers (NIVSSDTs) engage with Indigenous Australian drama texts and what effects does this have on ‘ways of seeing ...
Educational Leadership In A Mayan Village In Southern Belize: Challenges Faced By A Mayan Woman Principal, 2019 The University of Texas at Tyler
Educational Leadership In A Mayan Village In Southern Belize: Challenges Faced By A Mayan Woman Principal, Yanira Oliveras, Wesley D. Hickey
Educational Leadership and Policy Studies Faculty Publications and Presentations
A Mayan woman principal taking a position in a historically paternalistic village in Southern Belize faces inevitable challenges due to the cultural structure of the village. In this case, the challenges go beyond cultural norms. Mrs. Po, a Mopan woman leading a school in a Kekchi village, faces challenges related to her role as a teaching principal in a multigrade school, her lack of leadership preparation, the remoteness of the village, and the language barrier, among others. The reader is encouraged to ponder the myriad of issues that impact the principal’s efforts to improve the education system while working ...
Learning To Be Effective Allies To Indigenous Communities: Perspectives From The Sheridan College Community - Research Report, Bethany Osborne, Ferzana Chaze, Elijah Williams
Publications and Scholarship
In Our Voices: Sheridan’s Indigenous Community and Allies is an arts-based research project conducted in collaboration with the Centre for Indigenous Learning and Support at Sheridan College. The larger research project from which these findings emerged was focused on the dual purposes of understanding how the Sheridan community views the role of an effective ally to Indigenous communities and to highlight stories of strength, resilience and discovery of Sheridan’s Indigenous community members. The research was funded by a Sheridan College SRCA growth grant. This study received ethics approval from the Sheridan Research Ethics Board in May 2018. Data ...
Evaluating I2s2: An Inquiry-Based Indigenous Science Program For Years 5 To 9, Caja Gilbert
2009 - 2019 ACER Research Conferences
The Indigenous STEM Education Project, funded by BHP Billiton and implemented by CSIRO, aims to increase participation and achievement of Aboriginal and Torres Strait Islander students in science, technology, engineering and mathematics (STEM) education and career pathways. It consists of six programs that cater to the diversity of students as they progress through primary, secondary and tertiary education and into employment. One of these programs is I2S2 (Inquiry for Indigenous Science Students). I2S2 is an inquiry-based science program for Years 5 to 9 that has involved over 7600 Aboriginal and Torres Strait Islander students and 1154 teachers since 2016. It ...
Wii-Ma-Li (Light The Fire): The Impact Of The Connected Communities Strategy On Hillvue Public School, 2019 New South Wales. Dept of Education
Wii-Ma-Li (Light The Fire): The Impact Of The Connected Communities Strategy On Hillvue Public School, Chris Shaw
2009 - 2019 ACER Research Conferences
Hillvue Public School has an enrolment of approximately 300 students, 80 per cent of whom identify as Aboriginal or Torres Strait Islander. The school, located in Tamworth, is one of 15 Connected Communities schools in New South Wales. The Connected Communities Strategy is about developing an inclusive culture in a school and providing an environment that maximises student learning with an emphasis on high expectations, engagement and achievement. Globally, there have been significant changes to the ways that children learn and teachers teach. Our school environment and the world in which our students grow and function continues to change in ...
Burn It Down: The Incommensurability Of The University And Decolonization, 2019 Swarthmore College
Burn It Down: The Incommensurability Of The University And Decolonization, Edwin Mayorga, Lekey Leidecker, Daniel Orr De Gutierrez
Journal of Critical Thought and Praxis
As students and a professor in, but not of, an American liberal arts college, we ask whether our current institutions of higher education are compatible with a project of decolonization. Grounded in our own testimonios and drawing on a genealogy of Western knowledge, we argue that U.S. higher education authorizes and perpetrates settler colonial violence. Furthermore, based on our experiences surviving this violence, we conclude that the Universitas adapts to inhibit and neutralize institutional reform that might challenge its coloniality. As such, we find that higher education is not only incompatible, but irredeemably incommensurable with decolonization. In being incommensurable ...
Situating Giving Back For Native Americans Pursuing Careers In Stem: “You Don’T Just Take, You Give Something Back”, 2019 UNM Dept. of Family and Community Medicine
Situating Giving Back For Native Americans Pursuing Careers In Stem: “You Don’T Just Take, You Give Something Back”, Janet Page-Reeves, Gabriel Leroy Cortez, Yoenesha Ortiz, Mark Moffett, Kathy Deerinwater, Douglas Medin
Intersections: Critical Issues in Education
This article explores how a desire to give back influences Native Americans pursuing education and careers in science, technology, engineering and mathematics (STEM). We present analysis of data from 51 interviews with Native students and STEM professionals. Despite the compelling evidence of the core significance of a community orientation among Native Americans, insufficient attention has been given to thinking about the unique challenges faced by STEM professionals in devising ways to give back and how this relates to the continuing problem of under-representation of Native Americans in STEM. Here we propose strategies for universities and industry to honor Native ways ...
'Race, Racism, And American Law': A Seminar From The Indigenous, Black, And Immigrant Legal Perspectives, 2019 Alexander Blewett III School of Law at the University of Montana
'Race, Racism, And American Law': A Seminar From The Indigenous, Black, And Immigrant Legal Perspectives, Eduardo R.C. Capulong, Andrew King-Ries, Monte Mills
The Scholar: St. Mary's Law Review on Race and Social Justice
Flagrant racism has characterized the Trump era from the onset. Beginning with the 2016 presidential campaign, Trump has inflamed long-festering racial wounds and unleashed White supremacist reaction to the nation’s first Black President, in the process destabilizing our sense of the nation’s racial progress and upending core principles of legality, equality, and justice. As law professors, we sought to rise to these challenges and prepare the next generation of lawyers to succeed in a different and more polarized future. Our shared commitment resulted in a new course, “Race, Racism, and American Law,” in which we sought to explore ...
Proceedings Of The Global Conference On Education And Research: Volume 3, 2019 University of South Florida
Proceedings Of The Global Conference On Education And Research: Volume 3, Waynne B. James, Cihan Cobanoglu
This is the second volume of the Global Conference on Education and Research Proceedings Series.
Association of North America Higher Education International (ANAHEI.org) is a non-profit organization that aims to connect academicians worldwide. ANAHEI produces academic conferences around the world. The proceedings and the books generated from these conferences are published by ANAHEI Publishing in association with the University of South Florida at USF ScholarCommons as open access format. All publications of ANAHEI are licensed with Creative Commons 4.0. We encourage you to share and cite these resources freely. To learn more about ANAHEI, please visit anahei.org ...
Cultivating A New Educator: Teacher And Students Sharing Growth, 2019 Bowling Green State University
Cultivating A New Educator: Teacher And Students Sharing Growth, Megan Campbell
Master of Arts in English Plan II Graduate Projects
This is Megan Campell-Looney's final portfolio for her M.A. in English (with a specialization in teaching). It includes a reflective narrative and four revised pieces: "A Murderous Moral Tale: Depictions of the Ideal Victorian in Wilkie Collins' Jezebel's Daughter," "Critical Thinking and Counseling Through the Power of Literature," Developing an American Identity: Syllabus and Assignment Plan," and "Evolving and Adapting Rhetoric and Theory: Indigenous Theory Writing Back." The portfolio focuses on research and study that developed Looney's classroom pedagogy and philosophy. Students and educators both must write back to gain the agency needed for growth.
Disrupting Whiteness In Curriculum History. A Book Review Of Reclaiming The Multicultural Roots Of U.S. Curriculum: Communities Of Color And Official Knowledge In Education, 2019 University of Florida
Disrupting Whiteness In Curriculum History. A Book Review Of Reclaiming The Multicultural Roots Of U.S. Curriculum: Communities Of Color And Official Knowledge In Education, Christopher L. Busey
Democracy and Education
The canon and curriculum of curriculum history remain grounded in Whiteness. Little attention is given to multicultural narratives of curriculum history, especially those that emerge from marginalized communities of color in the U.S. This book review details how Reclaiming the Multicultural Roots of U.S. Curriculum: Communities of Color and Official Knowledge in Education (Au, Brown, & Calderón, 2016) aims to address a void in the canon of curriculum history. Through the lens of Indigenous peoples, Chinese Americans, Japanese Americans, Mexican Americans, and African Americans, the field of curriculum history is enriched with discourses as to how communities of color ...
Teacher Perceptions Of Environmental Science In Rural Northwestern New Mexico Public Schools, 2019 University of New Mexico
Teacher Perceptions Of Environmental Science In Rural Northwestern New Mexico Public Schools, Marie Quiahuitl Julienne
Organization, Information and Learning Sciences ETDs
In this study, I explored what teachers perceive as the factors that impact their teaching of environmental science in rural secondary level schools in northwestern New Mexico. I adapted Bronfenbrenner’s (1994) ecological systems model, based on four environmental subsystem levels (microsystem, mesosystem, exosystem, and macrosystem), as the conceptual framework to address the major research question of this study, and developed 18 interview questions to explore teachers’ perceptions of factors that influence their teaching of environmental science. I investigated the perspectives science teachers have about environmental science topics and the influences they perceive that affect how they teach environmental science ...
Advances In Global Education And Research: Volume 3, 2019 University of South Florida
Advances In Global Education And Research: Volume 3, Waynne B. James, Cihan Cobanoglu
This is the third volume of the Advances in Global Education and Research Book Series. This volume has the following parts:
- Part 1: Adult Education
- Part 2: Curriculum and Instruction Development
- Part 3: Education in Other Specialties
- Part 4: Educational Technology
- Part 5: Global Competence
- Part 6: Higher Education and Educational Leadership
- Part 7: Human Resource Development
- Part 8: Inclusive Education
- Part 9: International Education
- Part 10: Pre K-12
- Part 11: Research Methods in Education
Developing A Creative Learning Format For Street Children, 2019 State University of New York College at Buffalo - Buffalo State College
Developing A Creative Learning Format For Street Children, Shazina Masud
Creative Studies Graduate Student Master's Projects
Developing a Creative Learning Format for Street Children
As the number of street children grow globally, governments and UN agencies are looking at solutions to cater to their needs of shelter, health and safety. Efforts to provide formal education to street children are not always successful. This project hypothesizes that equipping these children with essential knowledge in an informal but creative learning environment will allow them to live safe and productive lives. The prototype of the creative learning format is based on approaches and tools that have worked with children in other settings and has been modified for street children ...
Representative Bureaucracy: Representation Of American Indian Teachers And Their Impact On American Indian Student Access And Performance, Selena M. Grace
Boise State University Theses and Dissertations
Using a cross-comparative, qualitative case study approach, my research seeks to determine whether the presence of American Indian teachers (passive representation) positively influences educational access and performance of American Indian students in two rural Idaho public school districts located within tribal reservations. One district has representation of American Indian teachers and the other does not. Representation of American Indian teachers is a form of passive representation which the theory of representative bureaucracy suggests should lead to active representation (implementation of culturally relevant curriculum and teaching practices). My research analyzes de-identified student- and district-level data on access and performance as well ...
Initiation Of A Roundtable Meeting To Determine Safety Hazards And Provide Education To Range Bison Herd Workers, 2019 University of Nebraska Medical Center
Initiation Of A Roundtable Meeting To Determine Safety Hazards And Provide Education To Range Bison Herd Workers, Lucia Finocchiaro
This capstone project serves as an important piece of greater project studying bison handling. Bison production is both a growing and dangerous industry. As a new enterprise in many parts of the country and on tribal lands, significant numbers of untrained employees may be hired. This project undertakes methods to better understand the risks associated with bison handling and to thereby improve handling procedures and increase safety. Herd managers (from tribal and non-tribal sites), researchers, safety experts, and stakeholders were brought together for a roundtable meeting in Omaha. This meeting was designed to provide stakeholders a forum to discuss common ...
Importance Of Implementing Native American History In School Curricula, 2019 California State University, Monterey Bay
Importance Of Implementing Native American History In School Curricula, Kirsten Kite
Capstone Projects and Master's Theses
Even though there is legislation in place to implement Native American History in schools such as Senate Bill 48, there is room to improve. This senior capstone examines the importance of implementing Native American history in school curricula through the use of literature review, teachers interview and student surveys. The finding revealed that teachers do not have sufficient materials or resources to teach Native American history, and students do not have an adequate understanding of its history as well prior to graduating high school. In addition, teaching Native American history from an unbiased perspective is both beneficial to Native American ...
Teachers’ Professional Practice, Policy Enactment, And Indigenous Education In Ontario: A Case Study, 2019 The University of Western Ontario
Teachers’ Professional Practice, Policy Enactment, And Indigenous Education In Ontario: A Case Study, Natalie Currie-Patterson
Electronic Thesis and Dissertation Repository
This qualitative case study investigates the research question: How do educators understand and enact government policies on Indigenous education in Ontario? The case study explores the content of The Ontario First Nation, Métis and Inuit Education Policy Framework, the foundational policy document for Indigenous education in Ontario released by the Ministry of Education in 2007 and a series of associated ministry publications as well as the responses of secondary school teacher participants to these policy efforts. In doing so, the case study draws on the scholarly literature about decolonizing education, as well as work on anti-colonial, anti-oppressive and critical pedagogy ...