Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Arts and Humanities (2)
- Educational Methods (2)
- Music (2)
- Science and Mathematics Education (2)
- Bilingual, Multilingual, and Multicultural Education (1)
-
- Curriculum and Instruction (1)
- Early Childhood Education (1)
- Education Policy (1)
- Educational Leadership (1)
- Language and Literacy Education (1)
- Other Education (1)
- Pre-Elementary, Early Childhood, Kindergarten Teacher Education (1)
- Public Affairs, Public Policy and Public Administration (1)
- Social and Behavioral Sciences (1)
- Teacher Education and Professional Development (1)
- Keyword
-
- Indigenous (2)
- Aboriginal (1)
- Aboriginal children (1)
- Aboriginal teachers (1)
- Adults (1)
-
- Australia (1)
- Authentic science (1)
- Authority (1)
- Behaviour problems (1)
- Children (1)
- Children’s culture (1)
- Cultural competence (1)
- Early prevention (1)
- Education (1)
- Gender (1)
- High School Robotics (1)
- High school graduation (1)
- Informal science learning (1)
- Language (1)
- Language and context (1)
- Location (1)
- Longitudinal research (1)
- Mediation of power (1)
- Parent-rated school performance (1)
- Pedagogy (1)
- Political theory (1)
- Post-secondary graduation (1)
- Social class (1)
- State of nature (1)
- Taiwan (1)
Articles 1 - 12 of 12
Full-Text Articles in Education
Cultivating Aboriginal Cultures And Educating Aboriginal Children In Taiwan, Karen Liu, Li Tsung Wen Kuo
Cultivating Aboriginal Cultures And Educating Aboriginal Children In Taiwan, Karen Liu, Li Tsung Wen Kuo
Aboriginal Policy Research Consortium International (APRCi)
No abstract provided.
Examining The Mediation Of Power In A Collaborative Community: Engaging In Informal Science As Authentic Practice, Anton Puvirajah, Geeta Verma, Horace Webb
Examining The Mediation Of Power In A Collaborative Community: Engaging In Informal Science As Authentic Practice, Anton Puvirajah, Geeta Verma, Horace Webb
Education Publications
Focusing on the interplay of context and language, this study examined a group of high school students and their mentors’ use of language during a robotics competition. This informal setting allowed us to gain insights into the mediation and manifestation of power within the group. Using critical discourse analysis of competition transcripts and interviews we found that both students and mentors felt a sense of ownership and community leading to symmetry in power amongst them. The shift in power led to greater student ownership and agency and created a space for authentic and meaningful science learning. The context of the …
The Social Constract And Music Education: The Emergence Of Political Authority, Cathy Benedict
The Social Constract And Music Education: The Emergence Of Political Authority, Cathy Benedict
Music Education Publications
Social contract theory has been used to explain the origin, emergence and justification of governing authorities and as a way of “understanding the political relationships in which people already find themselves, including their obligation to obey the sovereign” (Newey, 2008, p. 133). It has also been used as a “nonliteral image [that is] useful in suggesting directions for social change”(Keeley, 1985, p. 241). Through the lens of social contract theory this article uncovers a series of questions that speak directly to music education in both the U.S. and Brazil. What is the nature of the relationship music educators have to …
"Free As In Speech, But Not Free As In Beer": The Performativity Of The U.S. National Standards, Cathy Benedict
"Free As In Speech, But Not Free As In Beer": The Performativity Of The U.S. National Standards, Cathy Benedict
Music Education Publications
This article considers the U.S. National Standards for Music Education through the lenses of Austin, Searle, Butler and Foucault in order to examine the single point of control and sovereignty of governing organizations and to situate the U.S. National Standards as speech acts; that is, written performatives that essentially describe and enact particular sets of responses. I extend those ways performativity has normally been considered and suggest that the standards not only function as speech acts but as an icon whose continual referencing creates ongoing acts that constitute a process in which what they suggest and their enactment are united. …
Gender, Culture And Intervention: Exploring Differences Between Aboriginal And Non-Aboriginal Children’S Responses To An Early Intervention Programme, Gary W. Robinson, William B. Tyler, Sven R. Silburn, Stephen R. Zubrick
Gender, Culture And Intervention: Exploring Differences Between Aboriginal And Non-Aboriginal Children’S Responses To An Early Intervention Programme, Gary W. Robinson, William B. Tyler, Sven R. Silburn, Stephen R. Zubrick
Aboriginal Policy Research Consortium International (APRCi)
Evaluation of a group parenting programme in the Northern Territory of Australia showed significant differences in benefits for Aboriginal and non-Aboriginal boys and girls. The analysis considers whether boys and girls from different cultural backgrounds present with different problems; whether parental expectations for boys and girls differ and whether the intervention activates different responses in different settings. Conclusions suggest that there is a need to closely examine the ‘cultural logic’ of interventions, the appropriateness of their assumptions about child development and hypothesised mechanisms of change in different settings.
‘I Really Want To Make A Difference For These Kids But It’S Just Too Hard’: One Aboriginal Teacher’S Experiences Of Moving Away, Moving On And Moving Up, Ninetta Santoro
‘I Really Want To Make A Difference For These Kids But It’S Just Too Hard’: One Aboriginal Teacher’S Experiences Of Moving Away, Moving On And Moving Up, Ninetta Santoro
Aboriginal Policy Research Consortium International (APRCi)
This paper draws on longitudinal data to examine the changing professional identity of one beginning teacher over a three-year period. Using a post-structuralist framework and theories of social class and capital, I highlight the complexities, contradictions and impossibilities of new graduate, Luke, sustaining an identity as ‘Aboriginal teacher’ in Australian schools. I trace the shift in his commitment to working with underachieving Aboriginal boys in challenging school contexts at the beginning of his career, to his move into a middle-class white girls’ school towards the end of his third year of teaching. I suggest this was a result of the …
Situating The ‘Beyond’: Adventure- Learning And Indigenous Cultural Competence, Barbara Hill, Jane Mills
Situating The ‘Beyond’: Adventure- Learning And Indigenous Cultural Competence, Barbara Hill, Jane Mills
Aboriginal Policy Research Consortium International (APRCi)
In 2010, an Indigenous Elder from the Wiradjuri nation and a group of academics from Charles Sturt University travelled to Menindee, a small locality on the edge of the Australian outback. They were embarked upon an ‘adventure-learning’ research journey to study ways of learning by creating a community of practice with an Elder from the Ngyampa/Barkandji nation. This article first explores the implications of this innovative approach to transformative learning for profes- sional development and for teaching and learning practice. It then reflects on the significance of location for pedagogic approaches aimed at closing the education gap between Aboriginal and …
Knowledge Of An Aboriginal Language And School Outcomes For Children And Adults, Anne GuèVremont, Dafna E. Kohen
Knowledge Of An Aboriginal Language And School Outcomes For Children And Adults, Anne GuèVremont, Dafna E. Kohen
Aboriginal Policy Research Consortium International (APRCi)
This study uses data from the child and adult components of the 2001 Canadian Aboriginal Peoples Survey to examine what factors are related to speaking an Aboriginal language and how speaking an Aboriginal language is related to school outcomes. Even after controlling for child and family factors (age, sex, health status, household income, number of people living in the household, and living in an urban or rural area), speaking an Aboriginal language was associated with positive school outcomes for young children aged 6 to 14 years old if they learned the language in school, but a lower likelihood of having …
Linguistic Identities And Experiences Of Generation 1.5 Teacher Candidates: Race Matters, Farahnaz Faez
Linguistic Identities And Experiences Of Generation 1.5 Teacher Candidates: Race Matters, Farahnaz Faez
Education Publications
This article recounts the experiences of six Generation 1.5 teacher candidates (TCs) as they grapple with the significance of their racial identity in asserting their native-English-speaking status. A one-year qualitative case study, it draws on critical race theory and positioning theory to elucidate how native-Englishspeaking status is linked to levels of language proficiency and country of birth as well as to individuals’ race. Whereas Generation 1.5 non-white teacher candidates’ discourses reveal instances of marginalization and racism, discourses of white Generation 1.5 teacher candidates express privilege and acceptance.
Career Development And Professional Attrition Of Novice Esl Teachers Of Adults, Farahnaz Faez, Antonella Valeo
Career Development And Professional Attrition Of Novice Esl Teachers Of Adults, Farahnaz Faez, Antonella Valeo
Education Publications
Research and development in language teacher education and, more recently, teacher accreditation has had enormous impact on the professional lives of ESL teachers in Canada. There has been less interest, however, in examining the career development and employment experiences of accredited ESL teachers as they transition from TESL programs to ESL classrooms. In this article, we report on a study examining this issue for ESL teachers of adults in Ontario, in which 147 ESL teachers responded to a survey and a select group participated in follow-up interviews. The data were collected for a broader study investigating the link between teacher …
Postcolonial Entanglements: Unruling Stories, Veronica Pacini-Ketchabaw
Postcolonial Entanglements: Unruling Stories, Veronica Pacini-Ketchabaw
Education Publications
In this article, I use Donna Haraway's philosophy to think about postcolonial encounters between different species. I follow entangled stories of the deer/settler-child figure to trouble colonialisms and untangle the histories and trajectories that we inhabit with other species through colonial histories. I shy away from generalizations and instead grapple with complexities that ordinary stories bring as I attempt to engage in nonhegemonic versions of childhood studies.
Creating A Pipeline To Stem Careers Through Service Learning: The Aft Program, Anton Puvirajah, Lisa Michelle Martin-Hansen, Geeta Verma
Creating A Pipeline To Stem Careers Through Service Learning: The Aft Program, Anton Puvirajah, Lisa Michelle Martin-Hansen, Geeta Verma
Education Publications
No abstract provided.