1,720,977 research outputs found
In Their Own Voices: First Nations Students Identify Some Cultural Mediators of Their Learning in the Formal School System
Get PDFTheories of cognition argue that children develop thinking, communication, learning, and motivational styles consistent with the culture into which they are socialized. Cultural socialization, therefore, influences how students learn, particularly how students mediate, negotiate, and respond to curriculum materials, instructional strategies, learning tasks, and communication patterns in the classroom. But what specific aspects of culture influence the learning of a particular group of students? The author set out to answer this question in relation to First Nations students by conducting research among First Nations students in a Winnipeg high school. Five culturally relevant themes were identified that provide insights into the development of appropriate instruction for preservice teachers for the enhancement of cross-cultural communication, the design and implementation of assessment strategies, and the creation of effective instructional materials. These are traditional Aboriginal approaches to learning, patterns of oral interaction, concepts of self, curriculum relevance, and the educator\u27s interpersonal style.Selon les théories sur la cognition, les enfants développent des structures de raisonnement, de communication et d\u27apprentissage ainsi que des schèmes motivationnels qui correspondent à la culture dans laquelle ils sont socialisés. La socialisation culturelle influencerait donc l\u27apprentissage des élèves, surtout la façon dont ils abordent et manipulent la matière, les stratégies d\u27enseignement, les activités d\u27apprentissage et les modèles de communication dans la salle de classe. La question qui se pose est donc la suivante: quels sont les aspects culturels qui agissent sur l\u27apprentissage d\u27un groupe donné d\u27élèves? L\u27auteur a voulu répondre à cette question par rapport aux élèves des Premières Nations en étudiant des Autochtones fréquentant une école secondaire à Winnipeg. On a identifié cinq thèmes culturellement significatifs susceptibles de guider la formation des stagiaires dans le but d\u27enrichir la communication interculturelle, améliorer la conception et la mise en œuvre de méthodes d\u27évaluation et encourager la création de matériel didactique efficace. Il s\u27agit là d\u27approches autochtones traditionnelles à l\u27apprentissage, aux modèles d\u27interaction orale, aux concepts du moi, à la pertinence du programme d\u27études et au style de l\u27enseignant en relations humaines
Redefining the Public Purposes of Schools in an Age of Globalization and Human Rights edited by Ali Abdi and Lynette Schulz
No full textDecolonizing Indigenous Education: Beyond Culturalism: Toward Post-cultural Strategies
No full textAs a response to the recent international calls to decolonize the education of Indigenous students and increase school success among them by including indigenous knowledge into school curricula, aspects of Aboriginall cultural knowledge/perspectives were integrated into the Social Studies curriculum in a Canadian inner city school in order to appraise the effect on academic achievement, class attendance and school retention among some Canadian Aboriginal students. Results suggest some optimism about increasing school success among these students by integrating Aboriginal perspectives. Five effective approaches to the integration of Indigenous perspectives into the school curriculum and some critical elements of instruction that appear to affect academic achievement, class attendance and school retention among some Canadian Aboriginal students are discussed.
Les recents appels internationaux exigent la decolonisation de l'enseignement des eleves indigenes pour augmenter leur succes scolaire en incluant les connaissances indigenes dans les curricula des ecoles. Pour repondre aces appels, des aspects de la connaissance et des perspectives de la culture autochtone ont eM integres dans le curriculum des sciences humaines d'une ecole dans un vieux quartier pauvre du Canada afin d'evaluer les effets sur l'accomplissement academique, l'assiduite et le redoublement scolaires chez quelques eleves autochtones canadiens. Le resultat suggere un certain optimisme dans l'augmentation du succes scolaire chez ces eleves avec l'integration des perspectives autochtones. Cinq fac;ons efficaces pour integrer les perspectives indigenes au curriculum de l'ecale et quelques elements critiques de l'instruction qui semblent avoir affecte le succes academique, l'assiduite et le redaublement scolaires chez quelques eleves autochtanes canadiens sont examines ici
Teachers\u27 Perceptions of the Integration of Aboriginal Culture Into the High School Curriculum
Get PDFRecently activities surrounding the integration of Aboriginal cultural knowledge, content, and perspectives into the school curriculum have increased in an attempt to increase school success and retention among Aboriginal students. But how do public schoolteachers, mainly non-Aboriginal and belonging to Canadian mainstream culture, perceive this integration? An ethnographic study conducted among 10 teachers from three public high schools revealed that although there was an expressed openness to the integration of Aboriginal knowledge and perspectives into the school curriculum, in practice little or only moderate headway is being made. What teachers integrated, how they integrated it, and what they perceived as challenges to, and facilitators of, integration are discussed in this article. Based on the research findings, 10 recommendations are made to guide policy and practice in the integration of Aboriginal perspectives.L\u27intégration dans le programme d\u27études d\u27un contenu autochtone impliquant des connaissances et des perspectives culturelles, s\u27est intensifiée ces derniers temps. Cette tentative vise à améliorer la performance scolaire des élèves autochtones et les maintenir aux études. Comment les enseignants dans les écoles publiques, qui sont majoritairement non-autochtones et membres de la culture canadienne dominante, perçoivent-ils cette intégration? Une étude ethnographique auprès de 10 enseignants dans trois écoles secondaires publiques a révélé que même s\u27ils manifestent une ouverture quant à l\u27intégration au programme d\u27études des connaissances et des perspectives autochtones, dans la pratique, peu de progrès sont réalisés dans ce domaine. Cet article porte sur le matériel que les enseignants ont intégré et comment ils l\u27ont fait. De plus, on y discute les points de vue des enseignants sur les éléments qui se dressent comme obstacles à l\u27intégration et ceux qui en facilitent la mise en œuvre. S\u27appuyant sur les résultats de la recherche, on présente dix recommandations offrant des lignes directrices pour les politiques et les pratiques dans l\u27intégration de perspectives autochtones
Educational Needs and Barriers for African Refugee Students in Manitoba
Get PDFThis study investigated the educational needs and barriers for diverse African refugee students in two inner‐city high schools in Manitoba. Forty African refugee students, two principals, eight teachers, four parents, and four community leaders participated in the study. Five focus groups, individual interviews, and school and classroom ob‐ servations were used to collect data. Results revealed that academic, economic, and psychosocial challenges facing African refugee students adversely affected their abil‐ ity to integrate and cope well in school, thereby significantly reducing their socio‐ economic opportunities. Policy implications and urgent reform measures such as forgiveness of refugee resettlement loans and better housing in safer neighbourhoods are suggested. Key words: War‐affected African refugee students educational needs, educational barriers,refugee student support programs, social integration and educational suc‐ cess. Dans cet article, l’auteure analyse les besoins en éducation et les difficultés des élèves réfugiés venant du continent africain et fréquentant deux écoles secondaires situées dans des quartiers pauvres au Manitoba. Quarante élèves africains, tous des réfugiés, deux directeurs d’école, huit enseignants, quatre parents et quatre leaders communau- taires ont participé à cette étude. Cinq groupes de discussion, des entrevues indivi- duelles et des séances d’observation dans l’école et en classe ont été utilisés pour ré- unir les données. Les résultats indiquent que les défis scolaires, économiques et psy- chosociaux auxquels font face ces jeunes africains réfugiés affectent leur aptitude à bien s’intégrer et s’adapter à l’école, ce qui a pour effet de réduire nettement leurs possibilités socioéconomiques. L’auteure suggère des changements au niveau des politiques ainsi que des mesures de réforme urgentes, telles l’exonération du rem- boursement des prêts consentis pour l’aide à l’établissement des réfugiés et l’amélioration des conditions de logement et ce, dans des quartiers plus sûrs. Mots clés : besoins en éducation des élèves réfugiés provenant de pays africains en guerre, obstacles à l’éducation, programmes d’assistance à l’intention des élèves réfu- giés, intégration sociale, réussite scolaire
Changing students, changing teaching: Understanding the dynamics of adaptation to a changing student population
No full textoai:ojs.pkp.sfu.ca:article/7117As global migrations increase, educators search for effective ways of meeting the learning needs of diverse student populations. I explore this challenge in a study conducted at the high school level where concerns about student diversity and subject matter intersect sharply. Using a case study approach to understand the dynamics of teachers’ adaptations to changing student populations, I document adaptations made by Math and English teachers in a large Canadian city in the areas of curriculum, instruction, and assessment. I examine the goals, conceptions of subject matter, instructional practices, and views about student learning held by Math and English teachers; the teachers contrast as to whether they did or did not reconceptualize and change their practices when faced with new populations of students, specifically African refugee students. I also examine ways in which the teachers’ school contexts, for example, their subject departments, facilitated or inhibited change in their teaching practices. I conclude that different patterns of goals, conceptions of subject matter, and beliefs about students characterize teachers who adapt and those who do not. In the light of these findings I urge teacher education programs to reconsider their exclusive focus on multicultural competence and take these patterns/elements into account in the preparation of teachers for working successfully with changing student populations
Exploring critical reflection as a possibility for teacher education in a post-colonial context (Sierra Leone)
No full text
Achieving Educational Equality: Assuring All Students an Equal Opportunity in School by Herbert Grossman
Get PDFCurriculum as cultural practice: Postcolonial imagination
Get PDFThe opportunity to take familiar curriculum concepts/ideas and re-imag-ine and re-articulate them in ways that facilitate the development of new habits of mind is exciting for me for a number of reasons. First, it brings to the forefront what I have been “preaching ” in my academic work for some time now, namely, that alternative sites for curriculum theorizing could be generated from already established curricular metaphors/concepts and their reflections in practice. Second, the move itself is a recognition that multiple modes of theoretical representation emerge from genuinely valuing alter-native insights and perspectives grounded in a dynamic variety of human experiences, thereby adding richness and complexity to curriculum and curriculum discourse. Third, it is an opportunity for me to closely examine a popular and taken-for-granted curriculum metaphor—“curriculum as cultural practice”—and demonstrate how, historically, it has been mediated through a colonial imagination “contrived to the disbenefit of the other” (London, 2001, p. 45). The intent here is to re-imagine and re-theorize thi
- …
