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| Author | : Yatta Kanu |
| Publisher | : University of Toronto Press |
| Total Pages | : 335 |
| Release | : 2011-01-01 |
| Genre | : Social Science |
| ISBN | : 1442642440 |
This book provides the first comprehensive study of how these frameworks can be effectively implemented to maximize Indigenous education.
| Author | : Labelle, Larry |
| Publisher | : Manitoba Education and Youth |
| Total Pages | : 71 |
| Release | : 2003 |
| Genre | : Education, Elementary |
| ISBN | : 9780771124716 |
| Author | : Louise Finch |
| Publisher | : |
| Total Pages | : |
| Release | : 1993 |
| Genre | : |
| ISBN | : |
Outlines proceedings of a conference held in Darwin in May 1993 for Northern Territory teachers.
| Author | : Joan Henriques |
| Publisher | : |
| Total Pages | : |
| Release | : 1992 |
| Genre | : |
| ISBN | : |
Outlines concepts and focus questions for years K-6 when first introducing Aboriginal perspectives into curriculum in a New South Wales primary school.
| Author | : |
| Publisher | : |
| Total Pages | : |
| Release | : 2011 |
| Genre | : |
| ISBN | : |
This guide focuses on systemic change, and personal and professional accountability when incorporating Indigenous perspectives into Queensland school culture, curriculum and pedagogy. It aims to equip school leaders and teachers with more in-depth knowledge, understanding and skills to teach Indigenous and non-Indigenous students with confidence and without prejudice. Schools are able to broaden their understanding of Aboriginal and Torres Strait Islander perspectives through implementing a whole-of-school strategy in a way that reflects on the past, responds to the present and creates systemic change for the future. Student and community engagement in learning are key drivers of Indigenous academic achievement, so the guide also aims to strengthen partnerships between school staff and local Indigenous communities, supporting inclusive education and improving the educational outcomes of Aboriginal and Torres Strait Islander students. [Minister's message, ed]
| Author | : Neil Hooley |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 292 |
| Release | : 2009-04-29 |
| Genre | : Education |
| ISBN | : 1402097352 |
Indigenous education is one of the great challenges facing humanity in the historic quest for a democratic and peaceful future. The 370 million Indigenous peoples of the world demand that the racist and colonial wrongs of the past be recti ed and that they stand as equals in confronting the social, political and cultural problems that surround us all. Education offers a way forward, whether concerned with the public good, schooling for all citizens including universal primary education and expanding secondary education, the education of women regardless of background, the inclusion of local cultures, literacy and numeracy for all as a democratic right and the provisionof comprehensiveeducationthat enables both personal aspiration, cultural satisfaction and economic pathways. What this means is that all children no matter where they live, no matter what theirbackgroundorthecolouroftheirskinshouldexpecttohaveaccesstoeducation of the highest quality. This does not impose a particular style of education for local communitiesbut respects that educationaldirections must be decidedindependently by countries themselves. Within this general context, there is also something most profound about Indigenous knowing, of appreciating Indigenous perspectives and applying these across all knowledge, across all subjects of a curriculum. Rather than accepting the one often highly conservative and dominant view of knowledge, teaching and learning for all schools, Indigenous perspectives offer other insights and means of analysis, re ection and critique. These can open up elds of creative and critical learning for all children, including the dispossessed, marginalised and disenfranchised.
| Author | : Rhonda Craven |
| Publisher | : Routledge |
| Total Pages | : 722 |
| Release | : 2020-07-23 |
| Genre | : Education |
| ISBN | : 1000247627 |
Teaching Aboriginal Studies has been a practical guide for classroom teachers in primary and secondary schools, as well as student teachers, across Australia. Chapters on Aboriginal history and culture, stereotypes and racism, government policies and reconciliation provide essential knowledge for integrating Aboriginal history and culture, issues and perspectives across the curriculum. This second edition of Teaching Aboriginal Studies encompasses developments over the past decade in Aboriginal affairs, Aboriginal education and research. It features a wide range of valuable teaching sources including poetry, images, oral histories, media, and government reports. There are also strategies for teaching Aboriginal Studies in different contexts and the latest research findings. The text is lavishly illustrated with photographs, posters, paintings, prints, ads and cartoons. Teaching Aboriginal Studies is the product of consultation and collaboration across Australia. Remarkable educators and achievers, both Aboriginal and other Australians, tell what teachers need to know and do to help Aboriginal students reach their potential, educate all students about Aboriginal Australia and make this country all that we can be. 'The importance of this book cannot be overestimated. We have been insisting for years that pre-service teachers be required to learn about Aboriginal history, culture and identity, and that it be regarded as integral to qualifying for their education degrees.' Lionel Bamblett, General Manager, Victorian Aboriginal Education Association Inc.
| Author | : Ehaab Abdou |
| Publisher | : Taylor & Francis |
| Total Pages | : 250 |
| Release | : 2024-08-01 |
| Genre | : Education |
| ISBN | : 1040095917 |
This book brings attention to the understudied and often overlooked question of how curricula and classroom practices might inadvertently reproduce exclusionary discourses and narratives that omit or negate particular cultures, histories, and wisdom traditions. With a focus on representations and classroom practices related especially to ancient and Indigenous wisdom traditions and cultures, it includes unique contributions from scholars studying these questions in various contexts. The book offers a range of important studies from various contexts across the Americas, including Canada, the various member nations of the Caribbean Community (CARICOM), Puerto Rico, and the United States. The various chapter contributions address and discuss nuances of each of the contexts under study. The contributions also help highlight some key commonalities across these contexts, including how dominant discourses and various forces have historically shaped—and continue to shape and reproduce— such omissions, misrepresentations, and marginalization. In addition to seeking to reconcile with some of these ancient and Indigenous wisdom traditions and cultures, the book charts a path forward toward more holistic analytical frameworks as well as more inclusive and balanced representations and classroom practices in these aforementioned geographic contexts and beyond. It will appeal to scholars, researchers, undergraduate, and graduate students with interests in Indigenous education, curriculum studies, citizenship education, history of education, religion, and educational policy.
| Author | : Sarah B. Burm |
| Publisher | : |
| Total Pages | : 248 |
| Release | : 2012 |
| Genre | : |
| ISBN | : |
This study explores non-Aboriginal teachers' accounts of ways in which they integrate Indigenous knowledge and perspectives into their teaching within the parameters set by the Ontario official curriculum. Ontario policy-makers and educational stakeholders have acknowledged the need to incorporate Aboriginal perspectives and content into curriculum and school communities, as reflected in documents such as the Ontario First Nation, Métis, and Inuit Education Policy Framework (2007). Nevertheless, non-Aboriginal educators continue to seek opportunities to advance professional growth and vocational clarity regarding their practice. Utilizing narrative inquiry within a case study approach, the study provides a space in which Aboriginal learners inform secondary school educators about their schooling experiences and discusses ways in which non-Aboriginal teachers approach the task of facilitating Aboriginal perspectives in the classroom. The findings indicate that non-Aboriginal secondary school educators are working to incorporate Indigenous knowledge into their pedagogical practice more now than in the recent past. Nevertheless both students and teachers are concerned with the overall reach and impact given its limited incorporation across subject areas other than history or social studies. More investment still needs to be made to ensure Indigenous knowledge and its pedagogies both in a local and broader context are identified as a valuable knowledge system.
| Author | : Ismael Abu-Saad |
| Publisher | : Rowman Altamira |
| Total Pages | : 212 |
| Release | : 2006 |
| Genre | : Education |
| ISBN | : 9780759108950 |
Indigenous people have often been confronted with education systems that ignore their cultural and historical perspectives. Largely unsuccessful projects of assimilation have been the predominant outcome of indigenous communities' encounters with state schools, as many indigenous students fail to conform to mainstream cultural norms. This insightful volume is an important contribution to our understanding of indigenous empowerment through education. The contributors to this volume work in the fields of education, social development and community empowerment among indigenous communities around the world. Their essays create a new foundation for implementing specialized indigenous/minority education worldwide, and engage the simultaneous projects of cultural preservation and social integration. This work will be vital for scholars in Native American studies, ethnic studies, and education.
