scholarly journals Exploring excellence in Indigenous education in Queensland secondary schools

2021 ◽  
Author(s):  
Marnee Shay ◽  
Jodie Miller ◽  
Suraiya Abdul Hammed
Keyword(s):  
Indigenous Education ◽  
Indigenous Communities ◽  
Structured Interviews ◽  
Indigenous Students ◽  
Supportive Leadership ◽  
Cultural Constructs ◽  
Whole School ◽  
Direct Outcome ◽  
Cross Case Analysis ◽  
Collection Methods

In the national and international landscape, there is very limited exploration of cultural constructs of excellence, in particular, in Indigenous contexts. This pilot study aimed to centre the voices of Indigenous people in conceptualising excellence in Indigenous education, as well as to share understandings between Indigenous and non-Indigenous practitioners. Qualitative data collection methods were used including collaborative yarning, storying, and semi-structured interviews. Data were analysed using cross-case analysis to examine the views of educators across three school sites. Indigenous participants highlighted the importance of nurturing culture and identity; building up young people; and, building a culture of inclusivity and belonging. Supportive leadership was also identified as an enabler for enacting excellence in schools. A direct outcome of this project was a whole-school policy that builds on a strengths perspective and forefronts the embedding of Indigenous knowledges and perspectives, supporting the wellbeing of Indigenous students, affirming the identities of Indigenous students and having specific strategies to engage with local Indigenous communities.

scholarly journals Narratives of the Unsung Heroes: Trials and Endeavors of the English Language Teachers at an Indigenous School in Malaysia

Sains Insani ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 82-90
Author(s):  
Fariza Puteh Behak ◽  
Noor Saazai Mat Saad ◽  
Ramiaida Darmi ◽  
Suzanah Selamat
Keyword(s):  
School Children ◽  
English Language ◽  
Indigenous Education ◽  
Language Teachers ◽  
Structured Interviews ◽  
Indigenous Students ◽  
Orang Asli ◽  
National School ◽  
Indigenous Children ◽  
English Language Teachers

Many studies on indigenous education focus on measuring the indigenous students’ literacy and understanding the sociocultural blockades in learning; however, less studies have been done on reconnoitering the teachers’ experiences in teaching indigenous school children, especially in teaching the English language. The main objective of the study is to explore the challenges faced by English language teachers at an indigenous national school in teaching the English language.  In addition, it will also explore the exertions made by the teachers in their quest of boosting the teaching and learning process. This study applied a case study approach to really understand the experiences of the teachers in teaching the indigenous children. The study was conducted at an indigenous national school that teaches 100% indigenous students. Data were collected through semi-structured interviews with nine primary school English language teachers. Data were analyzed using a thematic analysis, where data were transcribed verbatim, coded and characterized into substantial themes. The findings show that the English language teachers were faced with two main challenges which were navigating the learning issues of indigenous children and expertise issues of the teachers. However, despite the challenges, the teachers were constantly thinking of ways for the betterment of the indigenous students’ holistic achievement such as trying to understand the students’ cultural norms as well as nurturing the predisposition of students in learning. It is hoped that this study could contribute to the professional development efforts and supportive agendas for English language teachers teaching indigenous school children.   Kebanyakan kajian pendidikan Orang Asli terfokus kepada pengukuran literasi murid Orang Asli dan juga tentang halangan sosio-budaya di dalam proses pembelajaran di sekolah; tetapi tidak banyak kajian di lakukan tentang pengalaman guru-guru yang mengajar murid Orang Asli di sekolah, terutamanya di dalam mengajar Bahasa Inggeris. Kajian ini meliputi tema penyediaan pendidikan holistik dengan meneroka cabaran yang dihadapi dan usaha yang dilakukan oleh guru-guru di sebuah sekolah kebangsaan Orang Asli di Malaysia. Kajian ini menggunakan pendekatan kajian kes dan dijalankan di sebuah sekolah kebangsaan Orang Asli di Semenanjung Malaysia. Kajian ini melibatkan sembilan guru Bahasa Inggeris di sebuah sekolah. Data dikutip melalui temubual berstruktur dan data kemudiannya dianalisis menggunakan analisis bertema, di mana data ditranskripsi, dikod dan dikategorikan mengikit tema yang signifikan.  Dapatan kajian menunjukkan guru-guru berhadapan dengan dua cabaran utama iaitu gaya pembelajaran murid yang berbeza dan juga masalah kepakaran guru. Walau bagaimanapun, guru-guru juga berusaha untuk memahami budaya pelajar dan mengenal pasti kekuatan pelajar di dalam mendidik mereka. Adalah diharapkan bahawa dapatan kajian dapat menyumbang kepada pembangunan profesional dan juga menjadi agenda yang menyokong guru-guru Bahasa Inggeris yang mengajar di sekolah Orang Asli

scholarly journals Notas acerca de la construcción curricular en la educación indígena

2017 ◽  
pp. 207-229
Author(s):  
Santiago A. Gutiérrez Sánchez
Keyword(s):  
Indigenous Peoples ◽  
Educational System ◽  
Indigenous Education ◽  
Indigenous Communities ◽  
Education Curriculum ◽  
Indigenous Students ◽  
El Sistema ◽  
Indigenous Territories ◽  
Curriculum Construction ◽  
Work Done

Este artículo presenta tres notas que nos permiten acercarnos a la construcción de planes de estudio y currículos de las instituciones educativas en territorios indígenas a partir de las experiencias colectivas y comunitarias de pueblos indígenas en el Departamento del Cauca (Colombia). El ensayo es producto de la experiencia de trabajo con docentes, organizaciones y comunidades indígenas durante el 2015 y 2016 en los municipios de Silvia y Jambaló. Estas notas son reflexiones personales y colectivas que presentan algunas tensiones pedagógicas que vive la educación escolar en territorios indígenas al suroccidente colombiano. Las cuales nos permiten acercarnos a los cambios que viven algunas instituciones educativas que atienden población indí­gena y afrontan el gran reto de construir currículos y planes de estudio en el marco de la educación propia y el Sistema Educativo Indígena Propio que adelantan las organizaciones indígenas.Palabras clave: educación indígena, currículo, maestros comunitarios y movimiento étnico peda­gógico ABSTRACTSome notes regarding curriculum construction in indigenous educationThis paper deals with three notes to approach curriculum construction in schools at indig­enous territories. These notes are based on communal and collective experiences of the indigenous peoples of Departamento del Cauca (Colombia). This essay is the result of the work done with teachers, organizations and indigenous communities between 2015 and 2016 in the municipalities of Silvia and Jambaló. These notes are personal and collective reflections which unveil pedagogical tensions in school education at indigenous territories in the southwest of Colombia. This, in turn, allow us to understand the changes that some of these schools with indigenous students undergo, and the challenges they meet when designing curricula in the frame of their own education and that of the Sistema Educativo Indígena (Indigenous Educational System) promoted by indigenous organizations.Keywords: indigenous education, curriculum, communal teachers, ethnic pedagogic movement.

Indigenous higher education sector: the evolution of recognised Indigenous Leaders within Australian Universities

2020 ◽  
pp. 1-7 ◽  
Author(s):  
Stacey Kim Coates ◽  
Michelle Trudgett ◽  
Susan Page
Keyword(s):  
Higher Education ◽  
Indigenous Education ◽  
Indigenous Australians ◽  
Access To Higher Education ◽  
Public Schooling ◽  
Indigenous Students ◽  
Early Experiences ◽  
Commonwealth Government ◽  
The 1960S ◽  
Over Time

Abstract There is clear evidence that Indigenous education has changed considerably over time. Indigenous Australians' early experiences of ‘colonialised education’ included missionary schools, segregated and mixed public schooling, total exclusion and ‘modified curriculum’ specifically for Indigenous students which focused on teaching manual labour skills (as opposed to literacy and numeracy skills). The historical inequalities left a legacy of educational disparity between Indigenous and non-Indigenous Australians. Following activist movements in the 1960s, the Commonwealth Government initiated a number of reviews and forged new policy directions with the aim of achieving parity of participation and outcomes in higher education between Indigenous and non-Indigenous Australians. Further reviews in the 1980s through to the new millennium produced recommendations specifically calling for Indigenous Australians to be given equality of access to higher education; for Indigenous Australians to be employed in higher education settings; and to be included in decisions regarding higher education. This paper aims to examine the evolution of Indigenous leaders in higher education from the period when we entered the space through to now. In doing so, it will examine the key documents to explore how the landscape has changed over time, eventually leading to a number of formal reviews, culminating in the Universities Australia 2017–2020 Indigenous Strategy (Universities Australia, 2017).

scholarly journals Illuminating Indigenous health care provider stories through forum theater

2021 ◽  
Vol 17 (1) ◽  
pp. 61-70
Author(s):  
Vanessa Van Bewer ◽  
Roberta L Woodgate ◽  
Donna Martin ◽  
Frank Deer
Keyword(s):  
Higher Education ◽  
Health Care ◽  
Health Care Professionals ◽  
Indigenous Health ◽  
Indigenous Education ◽  
Cultural Safety ◽  
Lateral Violence ◽  
Indigenous Students ◽  
Current Context ◽  
Physical Spaces

Learning about the historical and current context of Indigenous peoples’ lives and building campus communities that value cultural safety remains at the heart of the Canadian educational agenda and have been enacted as priorities in the Manitoba Collaborative Indigenous Education Blueprint. A participatory approach informed by forum theater and Indigenous sharing circles involving collaboration between Indigenous and non-Indigenous health care professionals ( n = 8) was employed to explore the above priorities. Through the workshop activities, vignettes were created and performed to an audience of students and educators ( n = 7). The findings emerging from the workshop illuminated that Indigenous people in nursing and higher education face challenges with negotiating their identity, lateral violence and struggle to find safe spaces and people due to tokenism and a paucity of physical spaces dedicated to Indigenous students. This study contributed to provoking a greater understanding of Indigenous experiences in higher education and advancing reconciliation.

scholarly journals Ethnobotanical biocultural diversity by rural communities in the Cuatrociénegas Valley, Coahuila; Mexico

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Eduardo Estrada-Castillón ◽  
José Ángel Villarreal-Quintanilla ◽  
Juan Antonio Encina-Domínguez ◽  
Enrique Jurado-Ybarra ◽  
Luis Gerardo Cuéllar-Rodríguez ◽  
...  
Keyword(s):  
Rural Communities ◽  
Exotic Species ◽  
Protected Area ◽  
Indigenous Communities ◽  
Larrea Tridentata ◽  
Biocultural Diversity ◽  
Ethnobotanical Knowledge ◽  
Structured Interviews ◽  
Biosphere Reserves ◽  
Rural Landscapes

Abstract Background Cuatrociénegas, part of the Chihuahuan Desert, is a region of unique biological, geological, geographical, and evolutionary importance. Its current population is mestizo; nevertheless, it has high national historical, cultural, and touristic relevance in Mexico. It has been cataloged as nationally significant for its flora and fauna by Mexican law, as well as being designated a High Protection site by the World Wildlife Fund and UNESCO. Because of its diverse and complex biological and sociocultural characteristics, we considered it important to determine, identify, and analyze various aspects of the traditional ethnobotanical knowledge and practices in this region. Methods Between 2016 and 2019, seven field trips were made to document the knowledge and use of flora. Cuatrociénegas is a protected area, collecting botanical material is regulated, so specimens were photographed and collected in neighboring communities, and in public and private gardens. Later permission was obtained to complete the collection of specimens (2019–2020). The plants were identified and entered into the flora database of the state of Coahuila, and deposited in the Herbarium of the Faculty of Forest Sciences, Autonomous University of Nuevo León, Mexico. One hundred ten local residents (50 men and 60 women), aged between 27 and 91 years, were interviewed (semi-structured interviews). The cultural importance of ethnobotanical resources (cultural significance index) and its significance with respect to ethnobotanical richness in other Biosphere Reserves in Mexico (Mann-Whitney test), and similarities in the diversity of exotic species (Sørensen index) were studied. Results and discussion The ethnobotanical information registers 158 species and 132 genera in 57 vascular and non-vascular families, documenting a greater knowledge and use of cultivated species (84) with respect to wild species (74). The diversity of plants reported is compared to other ethnobotanical studies carried out in Mexican Biosphere Reserves. These results are highly relevant, in spite of unique exotic species. The people local pay special attention to medicinal and ornamental plants. The species that presented the highest use values are Larrea tridentata, Jatropha dioica, and Machaeranthera pinnatifida, three species characteristic of the desert region. Conclusions The particular diversity of wild flora in Cuatrociénegas Valley, combined with the varied introduced flora, is an important multifunctional resource. Special attention to introduced species is associated with harvesting use restrictions in the protected area as well as the high value of ornamental species that are difficult to maintain in desert areas. The extensive use of ethnobotanical knowledge is an example that biocultural diversity (at the conceptual level) is also strongly associated with socio-ecological systems incorporating mestizo groups and semi-urban rural landscapes, thus ceasing to be an exclusive focus of indigenous communities and regions.

The Tomato Pip's Story: Creative Narratives as Bridging Cultural and Science Discourses for Indigenous Students

2017 ◽  
Vol 47 (2) ◽  
pp. 171-184
Author(s):  
Lorrin Ruihi Shortland ◽  
Terry Locke
Keyword(s):  
Digestive System ◽  
Indigenous Education ◽  
Disciplinary Literacy ◽  
Word Count ◽  
Indigenous Students ◽  
Science Discourse ◽  
Group Data ◽  
Focus Group Data ◽  
Human Digestive System

This article reports on what happened when a Rumaki pūtaiao kaiako (Science) teacher at a New Zealand high school trialled the use of creative narratives with her Year-10 students as a way of developing their understanding of the human digestive system. These students were members of the school's Māori immersion unit, and creative narratives were in part utilised as a bridge between science discourse and the cultural knowledges these students brought to their learning. In this case study, students developed ‘Tomato Pip’ narratives through four versions, which told the story of a tomato pip travelling through the human digestive system. Word-count data based on these versions and from a summative test were analysed and correlations found between test scores and three categories of word-count total (total words, total science words and total discrete science words). A discourse analysis of one student's narratives identified two distinct voices in these texts: the personal narrator and the emerging biologist. Questionnaire and focus-group data indicated that the use of creative narratives was both motivational to these students and effective as a bridge into science discourse mastery. It is argued that the findings have implications for disciplinary literacy theory, Indigenous education and science instruction.

Participation of Indigenous employees in the Quebec's forestry sector: opportunities and barriers

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jean-Michel Beaudoin ◽  
Marie-Eve Dufour ◽  
Eve Desroches-Maheux ◽  
Luc Lebel
Keyword(s):  
Indigenous People ◽  
Design Methodology ◽  
Job Insecurity ◽  
Indigenous Communities ◽  
Structured Interviews ◽  
Theoretical Frameworks ◽  
Personal Problems ◽  
Content Type ◽  
Number Of Factors ◽  
Forestry Sector

PurposeThe purpose of this study is to better understand the factors influencing the attraction of Indigenous workers to the Quebec forestry sector.Design/methodology/approachUsing a collaborative approach, 64 semi-structured interviews were conducted between 2016 and 2018 with workers and stakeholders from three Indigenous communities in Quebec, Canada.FindingsThe results highlight the motivations for choosing a job in the forestry sector, including family and friends, attachment to the territory, financial necessity, the search for a challenge and a sense of pride. They also show some of the obstacles to holding a job in forestry, namely work–life conflict, transportation, job insecurity, education and personal problems.Social implicationsIndigenous people have a lower employment rate than non-Indigenous people, which can be explained by a number of factors that hinder their integration into the labour market. They nevertheless represent an interesting labour pool for companies working in the natural resources sector. This study sheds light on the opportunities and barriers to attract this workforce.Originality/valueThe study is one of the few to use theoretical frameworks focused on motivation and a qualitative approach to data collection in order to examine to examine the attraction of Indigenous workers to the forestry sector in Quebec (Canada) from a worker's perspective.

scholarly journals Use and traditional knowledge of Byrsonima crassifolia and B. coccolobifolia (Malpighiaceae) in a Makuxi community of the Roraima savanna, northern Brazil

2017 ◽  
Vol 47 (2) ◽  
pp. 133-140
Author(s):  
Rodrigo Leonardo Costa de OLIVEIRA ◽  
Veridiana Vizoni SCUDELLER ◽  
Reinaldo Imbrozio BARBOSA
Keyword(s):  
Age Groups ◽  
Indigenous Communities ◽  
Ethnobotanical Study ◽  
Structured Interviews ◽  
Adult Men ◽  
Fruit Species ◽  
Byrsonima Crassifolia ◽  
Gender And Age ◽  
Northern Brazil ◽  
Indigenous Land

ABSTRACT Byrsonima crassifolia and B. coccolobifolia, popularly known as mirixis, muricis, mantecos or nances, are common fruit species in the Amazonian savannas. Their fruits are used in the preparation of juices and other beverages, while the other parts of the plants are used for different purposes in some indigenous communities. The aim of the present ethnobotanical study was to investigate the knowledge and traditional uses of mirixis in the Darora Indigenous Community, of the Makuxi ethnicity, in the São Marcos Indigenous Land, state of Roraima, northern Brazil. The knowledge on these species among the residents was analyzed considering their gender and age. A survey was carried out by means of semi-structured interviews with 60 respondents (36 men and 24 women), between 18 and 84 years of age. Data from the interviewees was compared between genders and two age groups (< 40 and ≥ 40 years of age). Ethnobotanical indices (Informant diversity value; Informant equability value) were calculated, and no significant differences were found in the diversity of uses between genders (U = 283.0000, p > 0.05) and age groups (U = 359.5000, p > 0.05), indicating that the knowledge on the species is evenly distributed among residents. Results show that both species are used for different purposes in the food, fuelwood and medicinal categories in the Darora Community, and this knowledge is widely shared among adult men and women of all ages.

scholarly journals THE IMPLEMENTATION OF INDIGENOUS KNOWLEDGE IN PRESERVING UNIVERSITAS INDONESIA LIBRARY’S MANUSCRIPTS

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Deka Anggawira ◽  
Tamara Adriani Salim
Keyword(s):  
Data Collection ◽  
Indigenous Knowledge ◽  
Direct Observation ◽  
Qualitative Approach ◽  
Storage Process ◽  
Structured Interviews ◽  
Traditional Approaches ◽  
Maintenance Process ◽  
And Storage ◽  
Collection Methods

This study discusses the implementation of local wisdom in the preservation of manuscripts at Universitas Indonesia’s library. The purpose of this study is to identify the implementation of local wisdom in the preservation of manuscripts in that library. This research uses a qualitative approach coupled with direct observation and structured interviews as data collection methods. The results of this study indicate that Universitas Indonesia Library has implemented local wisdom in preserving manuscripts. This can be seen from the use of local wisdom in the storage process, including the design of the rooms and storage facilities and the pattern of behavior in its storage process. The maintenance process of local wisdom includes the control of the environment using traditional approaches and the use of traditional materials in the maintenance of manuscripts. Another finding is that the process of capturing or inheriting knowledge from a previous manuscript is based on the manpower manifested in its preservation behavior. Therefore, it can be understood that the implementation of local wisdom in the process of preservation of manuscripts in UI Library is based on the preservation of knowledge from previous manuscript managers or librarians.

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