scholarly journals Grease Trail Storytelling Project

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Johanna Sam ◽  
Corly Schmeisser ◽  
Jan Hare
Keyword(s):  
Digital Media ◽  
Indigenous People ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Deficit Thinking ◽  
Open Educational Resource ◽  
Community Settings ◽  
Community Members ◽  
Intellectual Traditions ◽  
Online Spaces

Background: Indigenous learners and community members are often excluded from online learning environments, as both consumers and producers of knowledge, resulting in an educational digital divide. Further, Indigenous knowledges represented through digital practices and online spaces risk misrepresentation and appropriation, which leads to stereotypes and deficit thinking about Indigenous people, their histories, and their current realities. There is a need for educational approaches that give space, voice, and agency to Indigenous people. Aim: This article is a reflection on a teaching enhancement project that weaved together local land-based learning, Indigenous storytelling, and digital media. Project Overview: Indigenous pre-service teachers created an open educational resource, the Grease Trail Digital Storytelling Project, to enhance the preservation and accessibility of Indigenous histories, stories, and memories embedded in local landscapes. Their approach to Indigenous digital storytelling uses the principles of respect, relevance, responsibility, and reciprocity to document and curate their digital storytelling practices and Indigenous knowledgetraditions. Discussion: The Grease Trail Digital Storytelling Project may serve as a helpful resource for those interested in learning how Indigenous digital storytelling could be approached for the preservation of Indigenous intellectual traditions that bring together land, story, and memory in online spaces and integrated as a tool for teaching and learning in school and community settings.

BUNUK: PENGETAHUAN DAN PRAKTEK ATONI-METO DALAM TATA KELOLA HUTAN

2019 ◽  
Vol 10 (1) ◽  
pp. 83-96
Author(s):  
Yohanes Victor Lasi Usbobo
Keyword(s):  
Forest Management ◽  
Indigenous People ◽  
Sustainable Forest Management ◽  
Customary Law ◽  
Environmental Damage ◽  
Technical Knowledge ◽  
Community Members ◽  
The Earth ◽  
Knowledge And Practice ◽  
West Timor

The implementation of todays forest management that based on formal-scientific knowledge and technical knowledge seems to fail to protect the forest from deforestation and the environmental damage. Decolonialisation of western knowledge could give an opportunity to identify and find the knowledge and practices of indigenous people in sustainable forest management. Forest management based on the indigenous knowledge and practices is believed easy to be accepted by the indigenous community due to the knowledge and practice is known and ‘lived’ by them. The Atoni Pah Meto from West Timor has their own customary law in forest management that is knows as Bunuk. In the installation of Bunuk, there is a concencus among the community members to protect and preserve the forest through the vow to the supreme one, the ruler of the earth and the ancestors, thus, bunuk is becoming a le’u (sacred). Thus, the Atoni Meto will not break the bunuk due to the secredness. Adapting the bunuk to the modern forest management in the Atoni Meto areas could be one of the best options in protecting and preserving the forest.

scholarly journals Facilitating Sustainable Disaster Risk Reduction in Indigenous Communities: Reviving Indigenous Worldviews, Knowledge and Practices through Two-Way Partnering

2021 ◽  
Vol 18 (3) ◽  
pp. 855
Author(s):  
Tahir Ali ◽  
Petra Topaz Buergelt ◽  
Douglas Paton ◽  
James Arnold Smith ◽  
Elaine Lawurrpa Maypilama ◽  
...  
Keyword(s):  
Grounded Theory ◽  
Risk Reduction ◽  
Indigenous People ◽  
Natural Hazards ◽  
Disaster Risk Reduction ◽  
Indigenous Communities ◽  
Disaster Risk ◽  
Indigenous Research ◽  
Ecological Knowledge ◽  
Community Members

The Sendai Framework of Action 2015–2030 calls for holistic Indigenous disaster risk reduction (DRR) research. Responding to this call, we synergized a holistic philosophical framework (comprising ecological systems theory, symbolic interactionism, and intersectionality) and social constructionist grounded theory and ethnography within a critical Indigenous research paradigm as a methodology for exploring how diverse individual and contextual factors influence DRR in a remote Indigenous community called Galiwinku, in the Northern Territory of Australia. Working together, Indigenous and non-Indigenous researchers collected stories in local languages using conversations and yarning circles with 20 community members, as well as participant observations. The stories were interpreted and analysed using social constructivist grounded theory analysis techniques. The findings were dialogued with over 50 community members. The findings deeply resonated with the community members, validating the trustworthiness and relevance of the findings. The grounded theory that emerged identified two themes. First, local Indigenous knowledge and practices strengthen Indigenous people and reduce the risks posed by natural hazards. More specifically, deep reciprocal relationships with country and ecological knowledge, strong kinship relations, Elder’s wisdom and authority, women and men sharing power, and faith in a supreme power/God and Indigenous-led community organizations enable DRR. Second, colonizing practices weaken Indigenous people and increase the risks from natural hazards. Therefore, colonization, the imposition of Western culture, the government application of top-down approaches, infiltration in Indigenous governance systems, the use of fly-in/fly-out workers, scarcity of employment, restrictions on technical and higher education opportunities, and overcrowded housing that is culturally and climatically unsuitable undermine the DRR capability. Based on the findings, we propose a Community-Based DRR theory which proposes that facilitating sustainable Indigenous DRR in Australian Indigenous communities requires Indigenous and non-Indigenous partners to genuinely work together in two-directional and complementary ways.

Improving The Student's Classroom Student's Reasoning Ability In Mathematics Lesson Through Problem Solving Efforts At Sdn 13 Kubang

2018 ◽  
Vol 1 (2) ◽  
pp. 149-158
Author(s):  
Zulfetriani Zulfetriani
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Basic Education ◽  
Mathematics Learning ◽  
Basic Knowledge ◽  
Test Results ◽  
Community Members ◽  
Maximum Value ◽  
Study Results ◽  
Daily Test

Basic education aims to provide basic skills to learners to develop their lives as individuals, community members, citizens and members of the human race and prepare learners to follow the next education. Primary education is organized to develop skills attitudes and provide the basic knowledge and skills necessary to live in communities and prepare learners who are eligible for secondary education (UU Sisdiknas No. 20 Year 2003 article 13). In teaching and learning activities, a teacher would have hope of desire for learners can get the maximum value possible, in accordance with the learning objectives created or desired but what can be in word, reality. For special mathematics subjects, field findings such as EBTANAS, summative test results and daily test scores and report scores indicate that the learners' learning outcomes are still below the numbers that may be unsatisfactory in both low and class high. From some study results and opinions of experts, the low mathematics learning outcomes of students is not because they are not able to perform calculations, but because they do not understand the problems contained in the problem. Hudoyo (in Laily Hasbullah: 2000: 1) states that questions related to numbers are not so difficult for learners, but the problems that use sentences are very difficult for learners who have less or less ability.  

scholarly journals Digital storytelling as a tool for teaching: Perceptions of pre-service teachers

2015 ◽  
Vol 11 (3) ◽  
Author(s):  
Chantyclaire A. Tiba Publishing ◽  
Janet Condy ◽  
Agnes Chigona ◽  
Nyarai Tunjera
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Education Institution ◽  
Appropriate Technology ◽  
Focus Group Interviews ◽  
Extrinsic Factors ◽  
Self Confidence ◽  
Potential Benefits ◽  
Group Interviews

It has been shown that teachers are reluctant to use technology despite the South African (SA) government’s huge expenditure on technological equipment. This might  be the result of teachers being unable to select appropriate technology that will yield positive learning outcomes  as well as being ill-equipped to integrate  technology  into their pedagogy. To this end, pre-service teachers at a University were trained on how to integrate digital storytelling (DST) effectively into their teaching. The aim of this study is to  gain insight  into the  potential benefits of DST  for teaching and learning  and to determine factors that may prevent pre-service teachers’ uptake of DST during in-service practice. This is a qualitative study in which fifty pre-service teachers were divided into five groups for focus group interviews. Data were analysed, and the results show that pre-service teachers perceived DST to be beneficial in the classroom as it has the potential to (i) motivate and engage learners, (ii) promote  voice/self-expression, and  (iii) promote collaborative learning and  acquisition of multiple skills. Pre-service teachers are of the opinion that a lack of resources, self-confidence and time owing to restrictive curricula may prevent uptake of DST during in-service teaching. It was recommended that school stakeholders create a balance between intrinsic and extrinsic factors that will promote the adoption and integration of DST into teaching. Also,  the education institution concerned strives to balance all three strands of knowledge: technology, pedagogy and content.

scholarly journals Aboriginal entrepreneurship in the Northern Ob region

2019 ◽  
Vol 46 (2) ◽  
pp. 72-85
Author(s):  
Elena P. Martynova
Keyword(s):  
Indigenous People ◽  
Field Research ◽  
Local Communities ◽  
Community Members ◽  
Family Ties ◽  
The North ◽  
Structure Of Communities ◽  
Informal Economies ◽  
Economic Interaction ◽  
History Of

he article deals with the history of the development of entrepreneurship in the Northern Ob region among the Nenets, Khanty and Mansi. The author calls it «aboriginal” meaning that it as an economic activity that makes profit from the works directly related to the traditional sectors of the economy of the indigenous North peoples or from sale of products of economy. The article is based on the author’s field materials obtained during many years of field research (2000, 2002, 2003, 2008, 2011, 2013, 2017 years) in different areas of Khanty–Mansi Autonomous Okrug and Yamalo-Nenets Autonomous Okrug. It was found that two types of aboriginal entrepreneurship are developed in the Northern Ob region: institutional and informal. The first is represented by communities (either tribal or national) of indigenous people and farms. Their organization is socially oriented: communities are primarily a place of work for fishermen and reindeer herders. Community entrepreneurship is supported by the authorities of the district and the Okrug through a system of grants. The income of most community members is low, forcing them to seek additional income opportunities. The structure of communities of indigenous people is based on family ties. Informal aboriginal entrepreneurship spontaneously emerged in the crisis of the 1990-s and still does not give up its position. It provides the main income to families of private reindeer herders and fishermen. As a result of this aboriginal business quite stable client networks are formed that contribute to the social integration of local communities. Such entrepreneurship brings higher incomes, compared with the legalized formal ones, despite the lack of support from the “top” of the authorities. This largely contributes to its stability in the harsh northern conditions, where the market is small. The risk of being deceived is not an obstacle to the development of such business. The boundaries between institutional and informal economies in the North are penetrable and fluid. A private reindeer herder can be a member of the family community, and after delivering the minimum rate of products traditional industries can act as an independent businessman, selling products through his customers or visiting merchants. The same can be true for members of fishing communities. The interweaving of institutional and informal entrepreneurship forms a complex network of social and economic interaction in local communities.

scholarly journals Trends in Online Religious Processes during the Coronavirus Pandemic in Hungary—Digital Media Use and Generational Differences

Religions ◽  
2021 ◽  
Vol 12 (10) ◽  
pp. 808
Author(s):  
Andok Mónika
Keyword(s):  
Digital Media ◽  
Generational Differences ◽  
Religious Communities ◽  
Special Focus ◽  
Community Based ◽  
Visual Elements ◽  
Real Presence ◽  
Online Spaces ◽  
New Type ◽  
The One

The present study shows how Hungarian churches and religious communities responded to the physical closure and relocation to online spaces in the spring of 2020, since while physical gates became closed, digital gates became opened. In the churches, work began in two directions with particular intensity. On the one hand, they organized their online appearance. On the other hand, they began to rethink their theological reflections on the possibilities of digital technology. The study also analyses both the event- and community-based presence of the churches as well as what they broadcast to their believers. The intention was to find the answer to what the presence of the camera meant in the process of live broadcasting, with a special focus on the visual elements and procedures that differed from the visual perception of real presence during streaming: the camera movement, the different viewing angles, the location of the cameras, the cut, and the sound quality. In other words, the believers had a new visual experience, an optical representation of reality, which afforded them a new type of interactivity and participation. In addition, the study highlights the generational differences that can be explored in digital transitions.

scholarly journals Recommended methodologies to determine Australian Indigenous community members' perceptions of their health needs: a literature review

2020 ◽  
Vol 26 (2) ◽  
pp. 95 ◽  
Author(s):  
Rosetta Lillian Smith ◽  
Sue Devine ◽  
Robyn Preston
Keyword(s):  
Indigenous People ◽  
Relevant Literature ◽  
Community Based Participatory Research ◽  
Research Process ◽  
Indigenous Community ◽  
Health Needs ◽  
Indigenous Australians ◽  
Participatory Action ◽  
Community Members ◽  
Research Methodologies

When addressing disparities in health status of Indigenous Australians, it is necessary to consult with Indigenous people to explore their health needs. The process of improving health outcomes is complex; it requires acknowledgement of underlying cultural and social determinants of health and active engagement of Indigenous people to define the issues and identify solutions. The aim of this study is to explore the most appropriate research methodologies to determine Australian Indigenous community members’ perceptions of their health needs. A scoping review was conducted in BioMed Central, CINAHL, Informit Health, MEDLINE Ovid, ProQuest and Scopus databases and Google Scholar for all relevant literature published between 2009 and 2018. Extensive manual searches of reference lists were also undertaken. The limited number of articles relating to needs assessment with Indigenous community members prescribed broadening the scope of the review to include articles that describe methodologies to enhance Indigenous people’s engagement in the research process. Twelve papers met the inclusion criteria. Three major themes emerged: (1) the imperative to develop and implement Indigenist research methodologies; (2) participatory action research (PAR) and community-based participatory research (CBPR) as appropriate methodologies to conduct research with Indigenous community members; and (3) yarning or storytelling as a culturally appropriate Indigenous method of data collection.

scholarly journals “It Helps if You Think of Yourself as a Radio Presenter!” A Lefebvrian Commentary on the Concerns, Conflicts and Opportunities of Online Block Teaching

2021 ◽  
Vol 8 (1) ◽  
pp. 18-35
Author(s):  
Ben Harkin ◽  
Chrissi Nerantzi
Keyword(s):  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Hybrid Approach ◽  
Teaching Approach ◽  
Future Research ◽  
Learning And Teaching ◽  
Student Dialogue ◽  
Challenges And Opportunities ◽  
Online Spaces

The COVID-19 pandemic has generated shifts in how higher education provision is offered. In one UK institution block teaching was introduced. This way of teaching and learning has brought new challenges and opportunities for staff and students. To date, little research or theoretical discussion has investigated how this hybrid approach or differences between tutors and student can arise in the use of online teaching spaces (OTS) within a block-teaching format. The present paper focuses on the institution-wide implementation of an online block-teaching model at Manchester Metropolitan University in the United Kingdom. With a specific emphasis on observations and reflections on the experiences of undergraduate students’ and staff by one of the authors from the Department of Psychology who employed an online block teaching approach (6 weeks) from the beginning of block 1 during the academic year 2020/21. We provide a novel methodological advancement of Lefebvre’s (1991) Trialectic of Space to discuss how students and tutors jointly produce and experience learning and teaching within an online block teaching approach. Pre-existing behavioural, cognitive and emotional experiences of using online spaces, contribute to the curriculum, student-tutor and student-student dialogue. We also highlight the importance of community within an online block teaching approach. Applications of the Lefebvrian model (1991) to present pedagogical approaches along with avenues of future research are considered.

scholarly journals Enhancing Teachers’ Competence in the Learning of Fiqih Mawaris through the Collaboration of Conventional and Modern Media At-Tashil Digital Application at Balai Diklat Keagamaan Aceh

2019 ◽  
Vol 5 (2) ◽  
pp. 44
Author(s):  
Nurdin Nurdin
Keyword(s):  
Digital Media ◽  
Data Reduction ◽  
Teaching And Learning ◽  
Training Center ◽  
Low Level ◽  
Qualitative Approaches ◽  
Modern Media ◽  
The Media ◽  
The Subject

Problems in today’s learning includes the low competence of teachers in the use of media for teaching and learning. Among the weaknesses of teachers is the lack of the ability in using the media in learning fiqih mawaris. Many teachers still use conventional media such as markers, board and paper. This affects on the low level of students’ ability on the subject of fiqih mawaris. This study aims to understand the competence of teachers in teaching and learning fiqih mawaris through the collaboration of conventional media and digital media (the application of At-Tashil) at the training center of Balai Diklat Keagamaan (BDK) Aceh. This study adopts qualitative approaches. Data were collected through interviews, the study of documents and observations, while collected data were analyzed through data reduction, presentation of data and the withdrawal of conclusion. The results show that teachers’ competence on subjects of the fiqih mawaris was improved through the process of collaboration between conventional media and modern media of At-Tashil application.

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