Aboriginal Education and Culture: The Parting of the Waters?

1997 ◽  
Vol 25 (1) ◽  
pp. 36-41
Author(s):  
Alan Meyer
Keyword(s):  
Identity Formation ◽  
Aboriginal Education ◽  
Policy And Practice ◽  
June Jordan

AbstractThis paper looks at the issue of culture and identity formation in the context of Aboriginal education. The paper provides a brief overview of traditional understandings of the word ‘culture’ before it examines current notions and the ways those understandings impact on the formation of identity. The paper concludes with a look at some of the implications of such understandings for the policy and practice of Aboriginal education.But everyone needs a home so at least you can have some place to leave which is where most folks will say you must be coming from (June Jordan, 1985 cited in Rutherford, 1990:14).

scholarly journals White envy and piggy-backing privilege : exploring adult Korean transracial adoptees' identities in the Canadian context

2021 ◽  
Author(s):  
Kelsea Goss
Keyword(s):  
Identity Formation ◽  
Adoptive Parents ◽  
Main Question ◽  
Community Members ◽  
Policy And Practice ◽  
White Family ◽  
Predominately White ◽  
Canadian Context ◽  
Transracial Adoptees ◽  
Adoptive Identity

The purpose of this study is to explore how adult Korean transracial adoptees reflect on their racial and adoptive identities throughout their lifetimes, developing a unique sense of belonging and membership in the Canadian context. The main question under investigation is: If transracial adoptees have been raised among predominately white family and community members, then how do their processes of racial and adoptive identity formation fit into to critical theories of racialization and frameworks of normalized whiteness and colour blindness: Six interviews explore processes in which Korean transracial adoptees develop complex identities to navigate through difference, engaging with ethnic communities and their birth cultures to develop a distinctive membership in society. Research in the field of transracial adoption is crucial for revising policy and practice, engaging with adoptive parents' racial (in)sensitivities, expanding the notion of the traditional family, and pushing social workers and adoption agencies to step outside their comfort zones.

Striving Toward Biliteracy in Mainstream, English as a Second Language, and Bilingual Classrooms

2018 ◽  
pp. 41-57 ◽  
Author(s):  
Nermin Vehabovic ◽  
Casey Medlock Paul
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Identity Formation ◽  
Language Learners ◽  
English Language ◽  
Critical Issue ◽  
The United States ◽  
Bilingual Students ◽  
Policy And Practice ◽  
Language And Culture

The development of biliteracy among English language learners (ELLs) has been established as a critical issue in education policy and practice. We live in an era of increasing globalization, which results in increased numbers of immigrants in the United States. As a result, significant proportions of students in U.S. schools come from homes where English is not used as the primary language; however, these students, as emergent bilinguals, are required to navigate language and culture in mainstream, English as a Second Language, and bilingual classrooms contexts. This chapter considers the challenges that emergent bilingual students face in elementary school contexts. In addition, specific research-based strategies are outlined for teachers working with ELLs in mainstream, English as a Second Language, or bilingual classrooms. Lastly, the authors explore how multiliteracy approaches and pedagogy might shape ELLs' identity formation.

scholarly journals Approaching Educational Empowerment: Guidelines from a Collaborative Study with the Innu of Labrador

2010 ◽  
Vol 1 (1) ◽  
Author(s):  
David Philpott ◽  
W. C. Nesbit
Keyword(s):  
Cultural Values ◽  
Educational Opportunity ◽  
Collaborative Study ◽  
Aboriginal Education ◽  
Learning Needs ◽  
Policy And Practice ◽  
Community Attitudes ◽  
School Aged Children ◽  
The People ◽  
The Creation

This paper discusses the journey toward self-managed education for the Innu people of coastal Labrador who, after an arduous struggle, have finally attained autonomy from the Canadian government. While the paper briefly explores the broader context within which Innu education has evolved, particular attention will be given to the role served by a recent research project in both documenting the specific educational needs of the people and presenting a process to guide change. What emerged from that study was a wealth of data including community attitudes to education, as well as indicators of attendance, ability and achievement of the entire population of school-aged children. The study documented significant learning needs among the school-aged population despite average cognitive ability and a desire to achieve well in school. A plethora of policy recommendations was presented to guide the creation of Innu-managed education as well as to establish a template for the creation of a bicultural model of education, one in which traditional culture and native language were prioritized. This paper explores the five-year impact of that study on both policy and practice for Aboriginal education in coastal Labrador. As such, it informs the establishment of policy and pedagogical approaches for educators attempting to balance contemporary educational opportunity with retention of core cultural values.

scholarly journals Exploring the Links between Fathering, Masculinities and Health and Well-Being for Migrant Fathers: Implications for Policy and Practice

2020 ◽  
Vol 3 (2) ◽  
pp. e58-e65
Author(s):  
Elizabeth Adamson ◽  
James A. Smith
Keyword(s):  
Mental Health ◽  
Identity Formation ◽  
Parental Leave ◽  
Well Being ◽  
Structural Barriers ◽  
Policy And Practice ◽  
Quantitative And Qualitative Research ◽  
And Gender ◽  
Health And Well Being ◽  
Research And Policy

Fathers’ uptake of paternity leave and care of children is shaped by various factors, including structuralbarriers and gender norms, which influence masculine identity formation. Such barriers to accessing leave and caring for children are thus influenced by a complex intersection of individual and institutional factors. Focusing on Australia, this article looks at migrant fathers’ decisions about parental leave and caregiving, and its intersection with gender (masculinities) and culture (race/ethnicity). We do so to unpack the structural barriers these men face, including those that influence their (mental) health and well-being. The authors identify a gap in research, and argue that there is a need to better understand the intersection of gender and culture on migrant fathers’ decisions to access parental leave and care for children. A better understanding of these decisions is integral to building better policy and programme supports for different groups of fathers and, ultimately, improving their mental health and well-being. It also identifies the need for research and policy to recognise the diversity of “migrant” fathers in both quantitative and qualitative research.

Striving Toward Biliteracy in Mainstream, English as a Second Language, and Bilingual Classrooms

2022 ◽  
pp. 239-255
Author(s):  
Nermin Vehabovic ◽  
Casey Medlock Paul
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Identity Formation ◽  
Language Learners ◽  
English Language ◽  
Critical Issue ◽  
The United States ◽  
Bilingual Students ◽  
Policy And Practice ◽  
Language And Culture

The development of biliteracy among English language learners (ELLs) has been established as a critical issue in education policy and practice. We live in an era of increasing globalization, which results in increased numbers of immigrants in the United States. As a result, significant proportions of students in U.S. schools come from homes where English is not used as the primary language; however, these students, as emergent bilinguals, are required to navigate language and culture in mainstream, English as a Second Language, and bilingual classrooms contexts. This chapter considers the challenges that emergent bilingual students face in elementary school contexts. In addition, specific research-based strategies are outlined for teachers working with ELLs in mainstream, English as a Second Language, or bilingual classrooms. Lastly, the authors explore how multiliteracy approaches and pedagogy might shape ELLs' identity formation.

scholarly journals White envy and piggy-backing privilege : exploring adult Korean transracial adoptees' identities in the Canadian context

2021 ◽  
Author(s):  
Kelsea Goss
Keyword(s):  
Identity Formation ◽  
Adoptive Parents ◽  
Main Question ◽  
Community Members ◽  
Policy And Practice ◽  
White Family ◽  
Predominately White ◽  
Canadian Context ◽  
Transracial Adoptees ◽  
Adoptive Identity

The purpose of this study is to explore how adult Korean transracial adoptees reflect on their racial and adoptive identities throughout their lifetimes, developing a unique sense of belonging and membership in the Canadian context. The main question under investigation is: If transracial adoptees have been raised among predominately white family and community members, then how do their processes of racial and adoptive identity formation fit into to critical theories of racialization and frameworks of normalized whiteness and colour blindness: Six interviews explore processes in which Korean transracial adoptees develop complex identities to navigate through difference, engaging with ethnic communities and their birth cultures to develop a distinctive membership in society. Research in the field of transracial adoption is crucial for revising policy and practice, engaging with adoptive parents' racial (in)sensitivities, expanding the notion of the traditional family, and pushing social workers and adoption agencies to step outside their comfort zones.

Prevention policy and practice in the 1980s.

1982 ◽  
Vol 37 (9) ◽  
pp. 1038-1042 ◽  
Author(s):  
Edward N. Brandt
Keyword(s):  
Prevention Policy ◽  
Policy And Practice
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