Download or read book Ojibwe Women as Adult Learners in a Teacher Education Program microform Towards an Understanding of Aboriginal Women s Experiences of Learning and Change written by Kathryn Mary Freeman and published by National Library of Canada = Bibliothèque nationale du Canada. This book was released on 2001 with total page 468 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Ojibwe Women as Adult Learners in a Teacher Education Program Towards an Understanding of Aboriginal Women s Experiences of Learning and Change written by Kathryn M. Freeman and published by . This book was released on 2001 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Existing literature in adult education pays scant attention to the experience of Aboriginal adult learners, especially those who are women. Further, while more Aboriginal teachers are needed, and the majority of Aboriginal teacher education students are women, almost no research has been conducted with this student population. The purpose of this study is to better understand the experience of Ojibwe women as adult learners in a program of teacher education. The study explored the experience of eight voluntary participants ranging in age from twenty-nine to fifty-one years of age nearing completion of a two year university program in Aboriginal teacher education. Participants' motivations, expectations, characteristics, interaction, experiences in the program, and goals upon completion were examined. A qualitative approach was employed in gathering data. There were four parts to the study: in-depth interviews with participants; follow-up interviews after individuals had received transcripts of the first interview; a demographic questionnaire; and field notes. Interviews, which yielded more than four hundred typed pages, formed the main part of the study. The emergent research design generated findings which were sorted into four main themes: relationships with others as an Aboriginal teacher education student; survival and success as an Aboriginal learner, personal change during the teacher education program; and "I am an Ojibwe woman." Findings were reported primarily in participants' own words and discussed in relation to theories on adult learning, adult development and Aboriginal education. Interpersonal, community and cultural connections were important to all participants and significantly influenced their educational endeavours. Participants demonstrated cultural continuity and a sense of social responsibility in their activities and concerns as teachers-in-preparation. Program features and other factors which supported or hindered participants in completing their program were identified and discussed. The study explored aspects of personal change and raised ethical issues regarding the appropriateness of conducting research in the area of Aboriginal adult development, concluding that a far deeper and broader research effort would be necessary, and one conducted from the perspective of a cultural 'insider' to achieve legitimacy. Conclusions which have implications for research and program planning in Aboriginal education and questions for further investigation were identified.
Download or read book Ojibwe Women as Adult Learners in a Teacher Education Program Towards an Understanding of Aboriginal Women s Experiences of Learning and Change written by and published by . This book was released on 2001 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Indigenous Women and Adult Learning written by Sheila Aikman and published by Routledge. This book was released on 2020-12-17 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: In contemporary educational research, practice and policy, ‘indigenous women’ have emerged as an important focus in the global education arena and the 2030 Sustainable Development Agenda. This edited book investigates what is significant about indigenous women and their learning in terms of policy directions, research agendas and, not least, their own aspirations. The book examines contemporary education policy and questions the dominant deficit discourse of indigenous women as vulnerable. By contrast, this publication demonstrates the marginalisations and multiple discriminations that indigenous women confront as indigenous persons, as women and as indigenous women. Chapters draw on ethnographic research in Egypt, Ethiopia, India, Mexico, Nepal, Peru and the Philippines and engage with indigenous women’s learning from the perspectives of rights, gender equality and cultural, linguistic and ontological diversity. The book investigates intergenerational and intercultural learning and indigenous women’s agency and power in the face of complex and dynamic changing social, physical, economic and cultural environments. The grounded ethnographic chapters illustrate indigenous women’s diverse historical and contemporary experiences of inequalities, opportunities and formal education and how these influence their strengths, learning aspirations and ways of learning, as well as their values, demands, desires and practices. Chapters 1– 6 and 8 in this book were originally published in a special issue of the journal Studies in the Education of Adults.
Download or read book Web Walkers a Phenomenological Study of Adult Native American Distance Learning Experiences written by Sandra D. Weiterman Barton and published by . This book was released on 2013 with total page 476 pages. Available in PDF, EPUB and Kindle. Book excerpt: This phenomenological study investigated the experiences and perceptions of eight female adult Native Americans distance learners. To understand the complex issues of Native American education and distance learning, the literature review included the history of the educational policy directed towards Native Americans, Tribally Controlled Universities and Colleges, distance learning, the Digital Divide, Vygotsky and socio-cultural learning, and the indigenous pedagogical paradigm. This study has a two-fold purpose: 1) to add to the body of knowledge on adult Native American distance learners by using qualitative methods to explore the experiences and perceptions of those learners, and 2) to introduce a Standard Model of Indigenous Learning and document if the five model threads are an important component of the participants' learning processes. With the accelerated implementation of distance learning platforms in the higher education arena, it is important to understand the experiences and perceptions of adult Native Americans. In addition, it is vital to determine if distance learning poses an underlying threat to their cultural values. Furthermore, determining which components of the learning process are important to adult Native Americans is a critical step in understanding and implementing the appropriate teaching methods and curriculum. The results of this study centered on the experiences and perceptions of the participants in various distance learning environments. Components and practices deemed necessary for learning to occur in the distance learning environment and the face-to-face classroom were discussed and defined. Respect, meaningful interaction, relevancy, and life-long learning were important themes found in the study. Several conclusions were drawn from the results of this study. The participants definitely differentiate between the meaning of education and learning. Building on that concept, most perceive distance learning environments that do not contain a face-to-face component as a tool to accomplish an education. However, respectful, meaningful, face-to-face interaction along with understanding the relevancy of the learning material is perceived as a real [indigenous] learning experience. Comments about the relationship between learning and life, made by the participants, clearly indicate support for socio-cultural learning. In addition, all participants indicated that the five threads of the proposed model are important factors in the learning process and should be incorporated into classrooms. The implications of the study are numerous. Without a face-to-face component, distance learning will not provide the learning experience desired by many Native Americans, thereby creating a possible barrier to education. The five threads of the Standard Model of Indigenous Learning were substantiated by all participants, who vary in age, tribal affiliation, educational background and blood quantum. Thus, the model can serve as a solid foundation for developing curriculum throughout the Native American community, rather than for just one tribe. Recommendations for further study include conducting this study with adult male Native Americans, indigenous peoples of other countries, and other ethnic groups to determine if the model can be generalized to other populations. The teaching practices of Native American instructors and the curriculum at Tribal colleges and universities should be examined to determine if, and to what extent, the five model threads are being used. Implementation of the Standard Model of Indigenous Learning has the capability of transforming the current educational system into a truly learning environment, rather than an environment of acquiring knowledge to satisfy educational requirements.
Download or read book School Family and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 518 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Download or read book Resources in Education written by and published by . This book was released on 1968-10 with total page 968 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reflecting Visions written by Linda King and published by UNESCO. This book was released on 1998 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book contains 14 papers: "Indigenous Peoples and Adult Education: A Growing Challenge" (Rodolfo Stavenhagen); "Indigenous Peoples: Progress in the International Recognition of Human Rights and the Role of Education" (Julian Burger); "Adult Learning in the Context of Indigenous Societies" (Linda King); "Linguistic Rights and the Role of Indigenous Languages in Adult Education" (Utta von Gleich); "Youth and Adult Education and Literacy for Indigenous Peoples in Latin America: Guatemala, Honduras, Ecuador, Peru and Bolivia" (Teresa Valiente Catter); "The Educational Reality of the Indigenous Peoples of the Mesoamerican Region" (Vilma Duque); "Multiculturalism and Adult Education: The Case of Chile" (Francisco Vergara E.); "Anangu Teacher Education: An Integrated Adult Education Programme" (Mary Ann Bin-Sallik, Nan Smibert); "Inuit Experiences in Education and Training Projects" (Kevin Knight); "Adult Education among Indigenous Peoples in Ecuador" (Pedro Humberto Ushina S.); "Indigenous Reflections on Education: The Mixes and Triquis of Mexico: Our Experience in Popular Education" (Sofia Robles Hernandez); "A Personal Critique of Adult Education" (Fausto Sandoval Cruz); "Capacity Building: Lessons from the Literacy Campaign of the Assembly of the Guarani People of Bolivia" (Luis Enrique Lopez); "Development, Power and Identity: The Challenge of Indigenous Education" (Nicholas Faraclas); "The Saami Experience: Changing Structures for Learning" (Jan Henry Keskitalo); and "Tiaki Nga Taonga o Nga Tupuna: Valuing the Treasures. Towards a Global Framework for Indigenous People" (Nora Rameka, Michael Law). Appended are the Huaxyacac (Oaxaca) Declaration on Adult Education for Indigenous Peoples and a note on the book's contributors. (MN)
Download or read book Perspectives on Indigenous Pedagogy in Education Learning From One Another written by Cote-Meek, Sheila and published by IGI Global. This book was released on 2023-07-24 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: As Indigenous pedagogy continues to grow in the modern educational landscape, it is critical to fully understand key questions such as what Indigenous pedagogy is, why Indigenous pedagogy is important, and how you link Indigenous theory and practice in the classroom. Further study is required to ensure Indigenous pedagogy is utilized appropriately in education. Perspectives on Indigenous Pedagogy in Education: Learning From One Another explores the complexities of negotiating and integrating Indigenous pedagogies in education and presents a variety of global perspectives on Indigenous pedagogies in education. Covering key topics such as collaborative learning, storytelling, and Indigenous experience, this reference work is ideal for industry professionals, administrators, researchers, academicians, scholars, practitioners, instructors, and students.
Download or read book Research in Education written by and published by . This book was released on 1968 with total page 996 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Transforming Perspectives written by Michele T. D. Tanaka and published by . This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the increasingly diverse context of North American schools, cross-cultural understanding is of fundamental importance. Most teachers are mono-cultural - typically white, middle class women. To inform teaching practice, these educators draw primarily from personal cultural backgrounds often to the exclusion or detriment of other cultural ways of knowing brought to the classroom by students. Teacher education programs are challenged to interrupt the norms of their conventional practices in order to help dominant culture teachers become more sensitive and insightful towards issues of cross-cultural pedagogy. In particular, the needs of Canadian Aboriginal students require close attention. Indigenous ways of learning and teaching are rarely included in school curricula. This dissertation argues that not only is an indigenous pedagogy useful for Aboriginal students, it also serves to support learning for all students in a multicultural classroom. This phenomenological narrative study looked at the experience of non-Aboriginal preservice teachers enrolled in a university course taught by instructors from several First Nations of Canada. The course took place on Lkwungen Coast Salish territory and provided direct access to indigenous knowledge as the participants worked with earth fibre textiles. The wisdom keepers created a place for the preservice teachers to participate extensively in a cultural approach to learning that was quite different from their previous educational experiences. While engaging in the indigenous handwork, the preservice teachers carefully observed both their own processes as learners and the ways in which the wisdom keepers in the course acted as teachers. The insight gained through this reflexive work troubled the participants' deep-seated Eurocentric perspectives. Reflecting on personal shifts in attitudes, values and beliefs about the twinned processes of learning and teaching, the participants reported changes in their teaching practice with.
Download or read book Watch and Learn written by Brent Delaine and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: "As urbanization and globalization continue to disrupt the intergenerational transmission of Ojibwe/Anishinaabemowin and other Indigenous languages, innovative approaches to language revitalization are increasingly necessary. (Re)establishing Ojibwe as a home language is an important part of this process; however, the needs of adult learners with no access to traditional classrooms must also be met. One way is to harness the power of user-friendly digital media tools and their potential to disseminate information across vast distances using the Internet. By combining some aspects of traditional Anishinaabe pedagogy with contemporary videographic techniques, a dramatic mini-series called Bamitaagewin was created. The goal of Bamitaagewin is to entertain adult viewers while exposing them to target language chosen for its potential use at home with children.This Master's thesis study was designed to assess the efficacy and feasibility of a narrative video-based approach to Indigenous language revitalization. Twenty participants viewed the entire series and completed a language test. Two weeks later, they returned and underwent a "cold" test to assess how much of the target language they had retained. After viewing a review episode, participants completed a third round of testing. Next, they were interviewed to discover how they felt about learning Ojibwe from a narrative video series.Results indicate that viewing the video series fostered the retention of Ojibwe imperative verbs, even after only a single viewing. During the interviews, participants overwhelmingly reported a positive and entertaining learning experience. These results suggest that narrative language-teaching videos may fill an important but oft-neglected niche, and thereby contribute to Indigenous language revitalization. " --
Download or read book Indigenous Education written by Huia Tomlins-Jahnke and published by University of Alberta. This book was released on 2019-07-11 with total page 561 pages. Available in PDF, EPUB and Kindle. Book excerpt: For Indigenous students and teachers alike, formal teaching and learning occurs in contested places. In Indigenous Education, leading scholars in contemporary Indigenous education from North America, New Zealand, and Hawaii disentangle aspects of colonialism from education to advance alternative philosophies of instruction. From multiple disciplines, contributors explore Indigenous education from theoretical and applied perspectives and invite readers to embrace new, informed ways of schooling. Part of a growing body of research, this is an exciting, powerful volume for Indigenous and non-Indigenous teachers, researchers, policy makers, and scholars, and a must-read for anyone who wants to understand the contested spaces of contemporary education. Contributors: Jill Bevan-Brown, Frank Deer, Wiremu Doherty, Dwayne Donald, Ngarewa Hawera, Margie Hohepa, Robert Jahnke, Patricia Maringi G. Johnston, Spencer Lilley, Daniel Lipe, Margaret J. Maaka, Angela Nardozi, Katrina-Ann R. Kapāʻanaokalāokeola Nākoa Oliveira, Wally Penetito, Michelle Pidgeon, Leonie Pihama, Jean-Paul Restoule, Mari Ropata-Te Hei, Sandra Styres, Huia Tomlins-Jahnke, Sam L. No‘eau Warner, K. Laiana Wong, Dawn Zinga
Download or read book Transforming Perspectives the Immersion of Student Teachers in Indigenous Ways of Knowing written by and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: In the increasingly diverse context of North American schools, cross-cultural understanding is of fundamental importance. Most teachers are mono-cultural - typically white, middle class women. To inform teaching practice, these educators draw primarily from personal cultural backgrounds often to the exclusion or detriment of other cultural ways of knowing brought to the classroom by students. Teacher education programs are challenged to interrupt the norms of their conventional practices in order to help dominant culture teachers become more sensitive and insightful towards issues of cross-cultural pedagogy. In particular, the needs of Canadian Aboriginal students require close attention. Indigenous ways of learning and teaching are rarely included in school curricula. This dissertation argues that not only is an indigenous pedagogy useful for Aboriginal students, it also serves to support learning for all students in a multicultural classroom. This phenomenological narrative study looked at the experience of non-Aboriginal preservice teachers enrolled in a university course taught by instructors from several First Nations of Canada. The course took place on Lkwungen Coast Salish territory and provided direct access to indigenous knowledge as the participants worked with earth fibre textiles. The wisdom keepers created a place for the preservice teachers to participate extensively in a cultural approach to learning that was quite different from their previous educational experiences. While engaging in the indigenous handwork, the preservice teachers carefully observed both their own processes as learners and the ways in which the wisdom keepers in the course acted as teachers. The insight gained through this reflexive work troubled the participants' deep-seated Eurocentric perspectives. Reflecting on personal shifts in attitudes, values and beliefs about the twinned processes of learning and teaching, the participants reported changes in their teaching practice with.
Download or read book Teaching and Learning as an Act of Love written by Myra Laramee and published by . This book was released on 2013 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This thesis is an exploratory qualitative study whereby 21 randomly selected participants made meaning of their experiences while engaged in Seven Traditional Indigenous Teaching Practices (STITP). The particular seven practices used were the Smudge, Oral Knowledge Transmission, Teaching and Sharing Circles, Storytelling, an Oracle and Sweat Lodge. I incorporated the STITP into Summer Institutes on Aboriginal education (1994-2007) as an integrated approach for providing the link between the practise of our ancestors and the andragogical theory of adult learning. I conducted 3 Sharing Circles and 13 interviews (of the 21 participants) resulting in the voices and stories that revealed how the participants made meaning of their experiences as the focus of this research. They described their relationships and their responses to the educational transactions that took place for them while in the learning circle of the institute. They described what they learned, what was important to them, and how they are using STITP today. The participants' stories build upon an earlier study where Elder/Knowledge Keepers, as participants and witnesses to the STITP, were interviewed for their perspectives and experiences. The Elder/Knowledge Keepers' voices emerged with four learning themes that provided a link between Indigenous pedagogies and adult learning theory and supported the importance of these in pedagogies in teacher education. The student participants also discussed the importance of these four major themes. The viability for the use of STITP in teacher education have proven positive and important for shifting paradigms, changes in perceptions, and learning growth as reflected in the participants' narratives. Serious consideration to the use of Indigenous practices like STITP in future teacher education, preparation for certification and postgraduate study is suggested. This study resulted in a development of a concept of 'seven footprints' connecting the Indigenous learning lodges to the academic classroom a model for teacher education that further emerged as an 'eighth footprint' reflecting an a Prophecy of the 'Eight Fires' as outlined in this thesis. Since this model referred to as Mekiniiwak Kayas Itutooskewin Kiskinomakewin: Indigenous Life-Long Learning Model is in its early stages of exploration and development, further research is feasible and necessary.
Download or read book Emerging Narratives of Native American Asian American and African American Women in Middle Adulthood with an Education Doctorate Degree written by and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Emerging narratives of Native American, Asian American, and African American women in middle adulthood with an education doctorate degree.
Download or read book Aboriginal Women in Education written by Jennifer Brant and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
