Diaspora, Indigenous, and Minority Education最新文献_第9页

Exploring self-determined urban Indigenous adult education in an Indigenous organization 在一个原住民组织中探索自主的都市原住民成人教育

Diaspora, Indigenous, and Minority Education Pub Date : 2022-03-24 DOI: 10.1080/15595692.2022.2055542

Angela Easby, Aleksandra Bergier, K. Anderson

{"title":"Exploring self-determined urban Indigenous adult education in an Indigenous organization","authors":"Angela Easby, Aleksandra Bergier, K. Anderson","doi":"10.1080/15595692.2022.2055542","DOIUrl":"https://doi.org/10.1080/15595692.2022.2055542","url":null,"abstract":"ABSTRACT Urban Indigenous communities in Canada are sites of dynamic knowledge transfer among Indigenous people who build community together both from within similar cultural frameworks and across difference. These “inter-national” urban Indigenous communities face distinct challenges and opportunities for implementing Indigenous knowledge transfer processes. This article examines the mechanisms through which knowledge transfer occurs at the Ontario Federation of Indigenous Friendship Centres, a large urban Indigenous organization in Toronto, Ontario. The researchers used interviews and focus groups to explore strategies for knowledge transfer among Elders, Knowledge Keepers, leaders, and staff. We argue that urban Indigenous communities transfer knowledge through processes that are sensitized to the diverse inter-national nature of these environments while at the same time oriented toward achieving the continuity of a common knowledge base. Thinking about these processes and their underlying goals through an educational lens helps broaden understandings of where Indigenous education occurs to include professional workplaces.","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79744463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Learning to aspire, aspiring to subvert: Namibian San youths’ narratives about the future as mimetic work of resistance 学习渴望，渴望颠覆:纳米比亚青年对未来的叙述是模仿抵抗的工作

Diaspora, Indigenous, and Minority Education Pub Date : 2022-03-06 DOI: 10.1080/15595692.2022.2045581

Velina Ninkova, A. Paksi

引用次数: 0

A book review of Indian education for all: decolonizing indigenous education in public schools John P. Hopkins and James A. Banks, Teachers College Press, New York, NY, 2020, 196 pp., $34.95 (paperback), ISBN: 978-0-8077-6459-6 《印度全民教育书评:公立学校的非殖民化土著教育》，约翰·霍普金斯和詹姆斯·A·班克斯著，纽约师范学院出版社，2020年，196页，34.95美元(平装本)，ISBN: 978-0-8077-6459-6

Diaspora, Indigenous, and Minority Education Pub Date : 2022-03-02 DOI: 10.1080/15595692.2022.2042804

Revaline Jena Nez

引用次数: 0

Student, parent, and teacher perspectives on reconciliation-related school reforms 学生、家长和教师对与和解相关的学校改革的看法

Diaspora, Indigenous, and Minority Education Pub Date : 2022-02-22 DOI: 10.1080/15595692.2022.2042803

E. Milne, T. Wotherspoon

引用次数: 2

Existing without living: a sociological perspective of Bedoons’ educational experience at Kuwait university 没有生活的存在:贝都人在科威特大学教育经历的社会学视角

Diaspora, Indigenous, and Minority Education Pub Date : 2022-02-14 DOI: 10.1080/15595692.2022.2038559

Nawaf Alanezi, A. Alrashidi

引用次数: 0

“We’ve worn out the use of that word”: Australian New Youth on Multiculturalism, And the Politics of Identity, Difference and Belonging “我们已经厌倦了这个词的使用”:澳大利亚新青年关于多元文化主义，以及身份，差异和归属的政治

Diaspora, Indigenous, and Minority Education Pub Date : 2022-02-01 DOI: 10.1080/15595692.2022.2028136

H. Wright, Yao Xiao

{"title":"“We’ve worn out the use of that word”: Australian New Youth on Multiculturalism, And the Politics of Identity, Difference and Belonging","authors":"H. Wright, Yao Xiao","doi":"10.1080/15595692.2022.2028136","DOIUrl":"https://doi.org/10.1080/15595692.2022.2028136","url":null,"abstract":"ABSTRACT Internationally a plethora of narratives within, beside and in opposition to multiculturalism has necessitated the rethinking of some key questions. Is multiculturalism apt for equitable representation? Can multiculturalism remain the hegemonic discourse and policy of diversity or is it destined to be supplanted? In this essay, we reconsider multiculturalism’s changing currency and pedagogical potential, contextualized in the global multicultural city of Sydney, Australia. Our qualitative research is grounded in the voices and knowledge of “new youth,” who self-identify as immigrant, multiracial, and/or queer – (post)multicultural signifiers that are non-Indigenous and yet significantly differing from the previously taken for granted Eurocentric white heterosexual representations of the Australian nation. Through our in-depth interviews with these new youth – who are also activist community workers – we learned how they affectively make sense of multiculturalism and community. They are emotionally divested from multiculturalism that tinkers with ethnoracial categories/differences yet leave the structures of whiteness both opaque and intact. On the other hand, they see some value in but are ambivalent about multiculturalism’s potential to make a difference to community work, struggles for justice, and their own identities and senses of belonging. Our findings, which have implications for diversity and social justice education, indicate the emergence of post-multicultural and/or alternative, complex articulations of diversity and belonging that unsettle fixed identity categories and conceptions of the nation and belonging and indeed multiculturalism itself.","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86039680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The role of the multilingual assistant in the parent-teacher conference in early childhood education and care: opaque agencies 多语助理在幼儿教育与护理家长会中的作用:不透明机构

Diaspora, Indigenous, and Minority Education Pub Date : 2022-01-23 DOI: 10.1080/15595692.2022.2028137

Janne Solberg

{"title":"The role of the multilingual assistant in the parent-teacher conference in early childhood education and care: opaque agencies","authors":"Janne Solberg","doi":"10.1080/15595692.2022.2028137","DOIUrl":"https://doi.org/10.1080/15595692.2022.2028137","url":null,"abstract":"ABSTRACT Multilingual assistants may be invited into the parent-teacher conference to interpret in educational settings. The article examines the role of the multilingual assistant in the parent-teacher conference in the Norwegian early childhood education and care. What characterizes the role of the multilingual assistant in parent-teacher conferences, and how does the multilingual assistant exert agency within this role? Goffman’s theory of footing is adopted as an analytic resource to identify various forms of agency (aligning or expanding). The multilingual assistant is seldom addressed as a discussant, (or ”author” in Goffman's terms), in talk, thus most of the time the multilingual assistant functions as a dialogue interpreter (”animator” in Goffman`s terms). However, even within this function, the analysis demonstrates a certain potential for exerting “expanding animator-agency.” Because of opaque footing practices, blurring the animator-author distinction in the talk, the analysis suggests the multilingual assistant to be capable of more expanded agency than what may be expected at first sight.","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79559931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Keeping the immigrant bargain: the costs and rewards of success in America 保持移民交易:在美国成功的成本和回报

Diaspora, Indigenous, and Minority Education Pub Date : 2022-01-18 DOI: 10.1080/15595692.2022.2028138

Sharon Lai-LaGrotteria, Toni York

引用次数: 0

The (im)possibilities of education in Amazonia: assessing the resilience of intercultural bilingual education in the midst of multiple crises 亚马逊地区教育的(非)可能性:在多重危机中评估跨文化双语教育的弹性

Diaspora, Indigenous, and Minority Education Pub Date : 2022-01-03 DOI: 10.1080/15595692.2021.2015317

Tuija Veintie, Johanna Hohenthal, Katy Betancourt Machoa, A. Sirén

引用次数: 3

Unsettling the urban–rural dichotomy for Indigenous education and education for reconciliation 原住民教育与和解教育的城乡二元对立

Diaspora, Indigenous, and Minority Education Pub Date : 2021-12-23 DOI: 10.1080/15595692.2021.2011199

E. Kim, Eric Layman

{"title":"Unsettling the urban–rural dichotomy for Indigenous education and education for reconciliation","authors":"E. Kim, Eric Layman","doi":"10.1080/15595692.2021.2011199","DOIUrl":"https://doi.org/10.1080/15595692.2021.2011199","url":null,"abstract":"ABSTRACT The urban/rural dichotomy used in framing Indigenous educational issues is becoming increasingly untenable and deserving of scrutiny. Indigenous urban education follows initiatives derived from rural areas with the assumption that rural Indigenous education programs are pure or authentic. Without a critical examination of power relations, the flow of people and knowledge in the Indigenous curriculum development process may lead to continued disrespect, appropriation, and tokenization of Indigenous knowledges. This article challenges the conventional conceptualizations surrounding the rural/urban Indigenous educational divide. In so doing, the authors explore two cases: The Saskatchewan (Canada) Ministry of Education’s official K-12 science curriculum attempts to integrate Indigenous perspectives, as do Taiwan’s Indigenous experimental schools. The finding suggests moving beyond pan-urban/rural paradigms that are stemming from settler colonialism. Acknowledging the important role partnerships play for Indigenous education policy and program development, the authors put forth Crit-Trans Partnership Framework to analyze these two cases.","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82993432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1