scholarly journals Bridging Cultures Over-Under: Digital Navigation to Create Liminal Spaces of Possibility

2018 ◽  
Vol 10 (2) ◽  
pp. 67-84
Author(s):  
Michelle Hogue ◽  
Joanne Forrest
Keyword(s):  
Indigenous Peoples ◽  
Pilot Project ◽  
Post Secondary Education ◽  
Indigenous Students ◽  
Post Secondary ◽  
Liminal Spaces ◽  
Culture History ◽  
Similar Preparation ◽  
Polar Opposite ◽  
The University

In this paper, we as educators of Indigenous students transitioning into post-secondary education, reflect on our collaborative pilot project: Bridging Cultures Over-Under, a connection of Indigenous students in similar preparation for university programs at the University of Lethbridge in Lethbridge, AB, Canada, and at Batchelor Institute in Darwin, NT, AU. Unbeknownst to the students, the story of attempted assimilation of Indigenous peoples in both countries, and the resultant socio-economic conditions, is both parallel and similar. Through Skype sessions, Indigenous students in polar opposite countries shared their own experiences, culture, history, stories, dreams and desires and some of their academic work. The goal was to understand their shared experience and further build on these relationships so they might learn from and support each other through peer mentoring. Outcomes of this project have lead to a continued connection and the development of a secure Facebook site so that the students can further build their relationships and develop a more extensive network as they continue on their academic journey.

Should I stay, or should I go? Migration attitudes after the financial crisis (2014–19) among students from Halabja (KRI)

2020 ◽  
Vol 14 (3) ◽  
pp. 201-222
Author(s):  
Silvia-Lucretia Nicola ◽  
Shahen Mohammed Faraj
Keyword(s):  
Financial Crisis ◽  
Brain Drain ◽  
Kurdistan Region ◽  
Young Population ◽  
Post Secondary Education ◽  
Social Unrest ◽  
Post Secondary ◽  
Job Opportunities ◽  
First Results ◽  
The University

Students from the University of Halabja were asked in a survey conducted in April 2019 about their attitudes towards emigration in the wake of a prolonged financial crisis burdening the Kurdistan Region of Iraq (KRI) since 2014. While these students are not yet migrants, researching the reasons for their envisaged migration helps to better understand the challenges they face. Despite a continuous development of its post-secondary education sector, the KRI still struggles with low absorption rates of graduates. At the same time, the KRI exhibits a growing youth bulge, as well as high unemployment levels among its young population. These unfavourable conditions might cause a brain drain, pushing the educated youth to leave the country in search of better financial means, as well as waves of social unrest as seen throughout Iraq and the wider Middle East. First results show that more than half of the surveyed students have considered emigrating. Local job opportunities would, however, diminish their percentage.

scholarly journals New dimensions - nursing education in the post-secondary education system in the Republic of South Africa

Curationis ◽  
1983 ◽  
Vol 6 (1) ◽  
Author(s):  
C. Searle
Keyword(s):  
South Africa ◽  
Nursing Education ◽  
South African ◽  
Advisory Council ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Academic Level ◽  
Teacher Training Colleges ◽  
The Republic ◽  
The University

On April 5, 1982 in her capacity as President of the South African Nursing Association, the author received a letter from the then Minister of Health. Dr. the Hon. L A P A Munnik to inform her that the Minister of Education had submitted the information to him that the Advisory Council of the Universities of South Africa had approved the principle whereby universities could develop an association with nursing colleges on the same lines as exist in respect of teacher training colleges, that is, as colleges external to the university but linked on an academic level to the university concerned.

scholarly journals Supporting Successful Transitions to Post-Secondary Education for Indigenous Students: Lessons from an Institutional Ethnography in Ontario, Canada

2013 ◽  
Vol 4 (4) ◽  
Author(s):  
Jean-Paul Restoule ◽  
Angela Mashford-Pringle ◽  
Maya Chacaby ◽  
Christine Smillie ◽  
Candace Brunette ◽  
...  
Keyword(s):  
High School ◽  
Secondary Education ◽  
Cultural Identity ◽  
Secondary Students ◽  
Institutional Ethnography ◽  
Post Secondary Education ◽  
Online Surveys ◽  
Institutional Policies ◽  
Indigenous Students ◽  
Post Secondary

This study examines some of the ways institutional policies and practices can support or hinder the successful transition to post-secondary education for Indigenous people. Tracing the path from Indigenous high school student to post-secondary education applicant and utilizing knowledge gained from interviews, focus groups, and online surveys as part of an institutional ethnography approach, we offer recommendations for institutions and applicants to help increase enrollment and enhance the success of Indigenous post-secondary students. We share implications for institutions and post-secondary education applicants utilizing self-identification or cultural identity tracking.

scholarly journals Experiences of an Aboriginal Youth

2015 ◽  
Vol 8 (2) ◽  
Author(s):  
Tonya-Leah Watts
Keyword(s):  
Review Paper ◽  
Post Secondary Education ◽  
Mentorship Program ◽  
Post Secondary ◽  
University Of Toronto ◽  
Aboriginal Populations ◽  
Star Program ◽  
Sick Children ◽  
The University

This article is designed to inspire youth to pursue their dreams. Spoken from a first person narrative, Tonya-Leah Watts highlights her time at the Summer Mentorship Program (SMP) at the University of Toronto, her experience of being featured in a documentary series, and her research internship as a part of the Student Advancement Research (StAR) Program at the Hospital for Sick Children (SickKids). During her time at SMP in the summer of 2014, Tonya-Leah participated in various talks and activities that were designed to prepare her for post-secondary education. She also had the opportunity to shadow a dermatologist and write a review paper on type-2 diabetes mellitus among Aboriginal populations in Canada. Later that summer she was featured on a show called Dream Big in which she had another opportunity to shadow a dermatologist. The research skills that she acquired from SMP combined with her newly gained inspiration from the Dream Big experience helped her get a research internship at SickKids for the summer of 2015. During her time there, she learned various techniques and concepts while contributing to three studies at the hospital. The purpose of this article is to encourage youth to take control of their future.Cet article est conçu pour inspirer les jeunes à poursuivre leurs rêves. Écrit à la première personne, Tonya-Leah Watts souligne son temps à la Programme de mentorat d'été (SMP, Summer Mentorship Program) à l'Université de Toronto, son expérience d'être dans une série documentaire et son stage de recherche comme partie du Programme de recherche pour l'avancement des étudiants (StAR, Student Advancement Research Program) à l'Hôpital pour les enfants malades (SickKids, Hospital for Sick Children). Durant son temps à la SMP durant l'été 2014, Tonya-Leah a participé en diverses activités conçus pour la préparer pour l'éducation post-secondaire. Elle a aussi eu l'occasion de suivre un dermatologue et d'écrire une revue sur le diabète sucré de type II parmi les populations aborigènes au Canada. Plus tard cet été elle a été présentée sur une émission appelée Dream Big dans laquelle elle a eu une autre occasion de suivre un dermatologue. Les habiletés de recherche qu'elle a acquise de SMP, combiné avec son inspiration récemment acquise de l'expérience Dream Big, l'a aidé à obtenir un stage à SickKids pour l'été de 2015. Durant son temps à SickKids, elle a appris des diverses techniques et concepts tout en contribuant à trois études à l'hôpital. L'objet de cet article est d'encourager les jeunes de prendre contrôle de leur futur.

A Diagnostic and Rehabilitation Model

1982 ◽  
Vol 13 (2) ◽  
pp. 34-37
Author(s):  
Ralph M. Crystal ◽  
Barbara J. Witten ◽  
Jane Ann Wingate
Keyword(s):  
Secondary Education ◽  
Graduate Program ◽  
Learning Disabled ◽  
Rehabilitation Services ◽  
Learning Needs ◽  
Post Secondary Education ◽  
University Of Kentucky ◽  
Post Secondary ◽  
Public School Systems ◽  
The University

This article describes a project being implemented at the University of Kentucky to facilitate rehabilitation services for learning disabled individuals capable of entering a post-secondary education/training program. The project links public school systems and the Bureau of Rehabilitation Services in the state of Kentucky, as Well as the Special Education department and the Graduate Program in Rehabilitation Counseling at the University. The objectives of the project include assisting learning disabled individuals in understanding their educational and remedial learning needs, assisting clients in making post-secondary education and career choices, and assisting in providing counseling and remedial support services. Since the project is now being implemented, no evaluation data is available at this time.

scholarly journals High School to University in Ontario: Did an Extra Year Make a Difference?

2005 ◽  
Vol 35 (2) ◽  
pp. 99-119
Author(s):  
Patrick Brady ◽  
Philip Allingham
Keyword(s):  
Secondary School ◽  
Teacher Education Program ◽  
First Year ◽  
Post Secondary Education ◽  
Credit System ◽  
Academic Credit ◽  
Post Secondary ◽  
Significant Difference ◽  
University Level ◽  
The University

This study examined perceptions of preparedness for post-secondary education in the province of Ontario. Participants were 272 university students enrolled in the first year of a four-or five-year concurrent teacher education program and represented two distinctive groups: (a) entrants who had completed the old five-year Ontario Academic Credit system, and (b) those who were admitted to university via the new four-year program. They responded to a questionnaire which inquired into the degree to which they believed that their final year of secondary school had adequately prepared them for the transition to university level studies. Although data analysis did not reveal any significant difference between the two groups in terms of academic achievement, Grade 12s reported feeling less prepared overall for the challenges of university, especially in terms of the acquisition of specific academic skills, as well as adjustment to the university social milieu.

scholarly journals A permanência e a conclusão no ensino superior: O que dizem os Índios da Universidade Estadual do Centro Oeste do Paraná (UNICENTRO) – Brasil

2017 ◽  
Vol 25 ◽  
pp. 6
Author(s):  
Juliane Sachser Angnes ◽  
Maria de Fátima Quintal de Freitas ◽  
Marcel Luciano Klozovski ◽  
Zoraide Da Fonseca Costa ◽  
Carla Marlana Rocha
Keyword(s):  
Higher Education ◽  
Indigenous Peoples ◽  
Exclusion Process ◽  
Entrance Examination ◽  
Indigenous Students ◽  
Supplemental Program ◽  
Psychosocial Effect ◽  
Access To Knowledge ◽  
The University ◽  
False Idea

This article aims to understand the perspective of indigenous students, about staying and completing their studies at Universidade Estadual do Centro-Oeste do Paraná [UNICENTRO] - Brazil, considering the experience of the Special Entrance Examination for Indigenous Peoples in this state. This is a qualitative research, accomplished from 2002 to 2010, in order to listen to the Indians voices (and silence), and their difficulties to complete higher education. The results showed that, this process regarded as an “inclusion of Indians at the university” –a secular and privileged space– is restricted to access. That is, the psychosocial effect generated by the false idea that a supplemental program of vacancies is distorting, as it creates a false notion that society is becoming more equal and just, when in fact what happens, is an increase in the degree of resignation and acceptance towards diversity and subtle forms of injustice and exploitation. The results refer to strategies for entering higher education of discriminated social and ethnic-racial segments are a way to minimize the exclusion process that Brazil has faced since the discovery. However, it is assumed that such affirmative actions must be complemented with educational actions that strengthen access to knowledge. The perspective of Affirmative Actions in higher education should not only increase the access of blacks, indigenous people and public school graduates, but also, their permanence and integration. In addition, the results remind about the Indian, to enter /to stay /to complete a university. That has as central characteristics to be monolingual, hierarchical, Eurocentric or North American-centric; it is not a simple process, because the contradictions exist among the intercultural intentions of a logic marked by exclusion, competition and selection, and the perspective of a public and democratic university, which has not yet become intercultural. However, the specific Entrance Examination allowed reflections on what changes are possible, with the insertion and promotion of new processes and protagonism of students and indigenous leaderships.

scholarly journals Investigating Integration: The Geographies of the WUSC Student Refugee Program at the University of British Columbia

Refuge ◽  
1969 ◽  
Vol 27 (1) ◽  
pp. 59-74
Author(s):  
Robyn Plasterer
Keyword(s):  
Qualitative Research ◽  
British Columbia ◽  
Human Capital ◽  
Post Secondary Education ◽  
Refugee Students ◽  
Skill Sets ◽  
Post Secondary ◽  
University Of British Columbia ◽  
The World ◽  
The University

This paper examines the geographies of resettlement and integration with respect to the Student Refugee Program(SRP) of the World University Service of Canada (WUSC).As Canada’s only program to link resettlement with post-secondary education, the SRP makes manifest intriguing geographies that intersect international, national, and local scales. Th is study carried out the first qualitative research of the WUSC SRP at the University of British Columbia (UBC). It draws from good settlement practices,refugees’ existing skill sets, and refugees’ perspectives to examine how refugee students’ human capital can best contribute to Canadian integration.

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