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Thematische Bibliographien / Indigenous education / Dissertationen

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Dissertationen zum Thema „Indigenous education“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 25. Juli 2025

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1

Hogarth, Melitta D. "Addressing the rights of Indigenous peoples in education: A critical analysis of Indigenous education policy." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/118573/1/Melitta_Hogarth_Thesis.pdf.

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For far too long, Aboriginal and Torres Strait Islander peoples' voices have been silenced. This study critically analyses the National Aboriginal and Torres Strait Islander Education Strategy 2015 through the lens of the Coolangatta Statement on Indigenous peoples' rights in Education. Focus is placed on how the Strategy addresses the rights of Aboriginal and Torres Strait Islander peoples in education when seeking to improve the educational attainment of Indigenous primary and secondary students. In turn, the representations of Aboriginal and Torres Strait Islander students, parents and comm

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Kityo, Sylvester. "Primary education reform in Uganda : assimilating indigenous education." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61672.

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3

Meston, Troy A. "Coloniality, Education and Indigenous Nation Building." Thesis, Griffith University, 2022. http://hdl.handle.net/10072/419474.

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This dissertation, “Coloniality, Education and Indigenous Nation Building”, is a post-qualitative meta-analysis that examines the continuing inability of the Australian schooling system to adequately service the needs of Indigenous learners. The concepts of coloniality, education and Indigenous nation-building are used to establish the distinct parameters of my research locale. These tropes outline diffuse subtleties orchestrated to constrain Indigenous self-determination. Coloniality signifies the shift of Australia toward a modern nation, with its continuing strength contingent upon the “l

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4

Brady, Wendy. "Indigenous Australians and non-indigenous education in New South Wales, 1788-1968." Thesis, The University of Sydney, 1996. http://hdl.handle.net/2123/12822.

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5

Artieda, Teresa Laura, Yamila Liva, Victoria Soledad Almiron, and Anabel Nazar. "Education for indigenous childhood at the Indigenous Reservation Napalpí (Chaco, Argentina. 1911-1936)." Pontificia Universidad Católica del Perú, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/80331.

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En este artículo abordamos la educación para la infancia indígena en la reducción napalpí (Chaco, Argentina) entre 1911 y 1936, donde se implementó el primer plan del estado nacional para el encierro y disciplinamiento de los indígenas sometidos, miembros de los pueblos qom, moqoit y shinpi’, en un escenario altamente conflictivo de campañas militares del estado nacional por el control territorial y político de los dominios indígenas, la expansión del capitalismo y la proletarización de esas poblaciones.Analizamos el proyecto de escolarización de la infancia indígena de la reducción, presentam

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6

Valencia, Mireya. "Restoring Reciprocity: Indigenous Knowledges and Environmental Education." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/pomona_theses/224.

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Environmental education in the U.S. has been slow to incorporate Indigenous knowledges, with most pre-university curriculum centering around Western science. I believe incorporating Indigenous knowledges into environmental education can promote reciprocal, critical, and active human-nature relationships. While Indigenous knowledges should infiltrate all levels of environmental education, I argue that alternative forms of education which operate outside the formal school system might present the fewest immediate obstacles.

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Reid, O'Connor Bronwyn L. "Exploring a Primary Mathematics Initiative in an Indigenous Community School." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/398092.

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An important focus in Indigenous education research focuses on equitable educational experiences to support student outcomes. This study explored the implementation of a mathematics education initiative in an Australian Indigenous community school aimed at raising students’ mathematics proficiency over a 7-month period. The initiative was informed by current scholarship focused on effective practices in mathematics education, and explored how teachers implemented a mathematics education initiative, and factors that influenced the development of students’ mathematical proficiency. To achieve th

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8

Nimmer, Natalie E. "Documenting A Marshallese Indigenous Learning Framework." Thesis, University of Hawai'i at Manoa, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10757762.

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<p> While many Marshallese learners thrive in school environments, far more have struggled to find academic success, both at home and abroad. While this has been documented by educational researchers for decades, there is a dearth of research about how Marshallese students learn most effectively. Examining culturally-sustaining educational models that have resulted in successful student outcomes in other indigenous groups can inform strategies to improve educational experiences for Marshallese students. Understanding how recognized Marshallese experts in a range of fields have successfully lea

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Santana, Colin Yasmani. "Indigenous Youth´s Experiences at the Undergraduate Program in Indigenous Education, Mexico. Professionalization and Identity." Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/112546.

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El presente trabajo busca contribuir, de un lado, a la discusión de la imagen homogénea, que en algunos casos se configura sobre quiénes son y somos los estudiantes indígenas, y por otro, al conocimiento de los retos y desafíos que enfrentamos los jóvenes indígenas en programas académicos. Presento las experiencias educativas de jóvenes provenientes de distintos grupos originarios, hombres y mujeres formados en la Licenciatura en Educación Indígena (LEI) en la Universidad Pedagógica Nacional - Unidad Ajusco, en la Ciudad de México. Y retomo algunas entrevistas realizadas a egresados de la gen

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Sheehan, Norman. "Indigenous knowledge and higher education : instigating relational education in a neocolonial context /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17681.pdf.

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11

au, K. Trees@murdoch edu, and Kathryn A. Trees. "Narrative and co-existence : mediating between indigenous and non-indigenous stories." Murdoch University, 1998. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070125.94722.

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Ths thesis demonstrates how theory and praxis may be integrated within a postcolonial, or more specifically, anticolonial frame. It argues for the necessity of telling, listening and responding to personal narratives as a catalyst for understanding the construction of identities and their relationship to place. Tlus is acheved through a theorisation of narrative and a critique of postcolonialism. Three 'sites' of contestation are visited to provide this critique: the "Patterns of Life: The Story of the Aboriginal People of Western Australia" exhibition at the Perth Museum; a comparison of West

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12

Soaladaob, Kiblas. "Cultivating Identities: Re-thinking Education in Palau." Thesis, University of Canterbury. Macmillan Brown Centre for Pacific Studies, 2010. http://hdl.handle.net/10092/5889.

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A plethora of cross-cultural research studies has been conducted and published on the conflict or collision between western models of education and indigenous knowledge and learning. Following on the visions of these studies, the research reported in this thesis explores how these tensions between differing bodies of knowledge impact youth identity in non-western societies. More specifically, the study examines the case of how western models of education impacts the Palauan traditional educational models and whether or not the privileging of western systems of learning over Palauan systems doe

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Baker, Jeff Jordan. "Learning to relate : an exploration of Indigenous Science Education." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/56803.

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This dissertation shares the story of my research exploring the transformative possibilities of Indigenous Science Education for catalyzing the emergence of more equitable and sustainable ways of living. It is an educational response to humanitarian and ecological crises, and draws on the holistic frames of complexity and Indigenous knowledges to balance the dominance of the mechanistic worldview in which these crises are rooted, and that permeates school science. Weaving participatory action research and Indigenous research methodologies into an Indigenous Métissage, my research sought to dec

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Rosado-May, Francisco Javier. "Intercultural higher education for indigenous Yucatec Maya in Mexico." Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/112544.

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Mediante una descripción vivencial de la construcción de la Universidad Intercultural Maya de Quintana Roo, este trabajo presenta importantes decisiones tomadas y caminos andados para la implementación de un modelo educativo, intercultural, en un contexto de alto rezago y pobreza de los indígenas mayas en Quintana Roo. Sin descuidar las normas y políticas que aplican a instituciones públicas en México, los esquemas de financiamiento, arreglo institucional y pedagogía intercultural, desarrollados en la UIMQRoo, tomaron en cuenta elementos de aprendizaje/transmisión y de construcción/ innovación

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Bainton, David. "Suffering development : indigenous knowledge and western education in Ladakh." Thesis, University of Bristol, 2007. http://hdl.handle.net/1983/365ef4b2-e7aa-4be3-bec1-e753374d09c1.

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16

au, P. Mudhan@murdoch edu, and Parmesh Mudhan. "Participation of Indigenous students in education: an exploration of the significance of place in an Indigenous community school." Murdoch University, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20080730.151937.

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This study explores the pedagogical significance of life experiences of Indigenous students from an Australian community school and its relation to school participation. In particular the study focuses on the implications of students associations with place on school curriculum. With the rate of participation of Indigenous students in education currently lower compared with non-Indigenous students, this study further informs our understanding of this phenomenon. The study is interpretive, based on the perspectives of students, staff and parents of an Indigenous community school successful

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Miller, Colton Duane. "Biculturalism among Indigenous College Students." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2763.

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Indigenous* college students in both Canada and the United States have the lowest rates of obtaining postsecondary degrees, and their postsecondary dropout rates are higher than for any other minority (Freeman & Fox, 2005; Mendelson, 2004; Reddy, 1993). There has been very little research done to uncover possible reasons for such low academic achievement and high dropout rates for Indigenous students. Some of the research that has been done indicates that one challenge for Indigenous students is the difficulty in navigating the cultural differences between higher education and their Indigenous

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Torres, Samuel B. "Beyond Colonizing Epistemicides: Toward a Decolonizing Framework for Indigenous Education." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/895.

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American schooling and Indigenous peoples share a coarse relationship mired by devastating periods of forced removal, indoctrination, and brutal assimilation methods. Over the course of more than a century of failed education policy—though often veiled in good intentions—Indigenous peoples have yet to witness a comprehensive Indigenous education program that fundamentally honors the federal trust responsibility of the United States government. On the contrary, with a contemporary approach of apathy, invisibility, and institutionalization, it is not difficult to see the legacy of settler coloni

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Matthews, Aaron Richard. "Navigating two worlds: Indigenous Australian students' transitions into higher education." Thesis, Matthews, Aaron Richard (2020) Navigating two worlds: Indigenous Australian students' transitions into higher education. Masters by Research thesis, Murdoch University, 2020. https://researchrepository.murdoch.edu.au/id/eprint/60411/.

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While participation is slowly increasing, Indigenous Australian students are still significantly under-represented in higher education. The reasons for this are complex and varied, including: Cultural unfamiliarity with Western-dominant university epistemology; historical exclusion from participation in higher education; and socioeconomic factors. However, little is known about the lived experiences and collective narratives of Indigenous Australian students as they transition into university. This study was designed to address this gap, by exploring the narratives, experiences and percept

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Zinyeka, Gracious. "The epistemological basis of indigenous knowledge systems in science education." Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/52979.

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Integration of indigenous knowledge into the school science curricula is useful for pedagogical reasons, particularly for improving learners performance in science. However, the lack of universal and specifically stated epistemology (ies) of indigenous knowledge (IK) is undoubtedly a major challenge for inclusive science-IK curriculum integration. In this study, with the aim to resolve this epistemological challenge, an epistemological framework based on truth theories was developed. Some IK practices were collected and the framework was tested with some science teachers to assess its effect

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Mudhan, Parmesh. "Participation of Indigenous students in education: an exploration of the significance of place in an Indigenous community school." Thesis, Mudhan, Parmesh (2008) Participation of Indigenous students in education: an exploration of the significance of place in an Indigenous community school. PhD thesis, Murdoch University, 2008. https://researchrepository.murdoch.edu.au/id/eprint/693/.

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This study explores the pedagogical significance of life experiences of Indigenous students from an Australian community school and its relation to school participation. In particular the study focuses on the implications of students’ associations with ‘place’ on school curriculum. With the rate of participation of Indigenous students in education currently lower compared with non-Indigenous students, this study further informs our understanding of this phenomenon. The study is interpretive, based on the perspectives of students, staff and parents of an Indigenous community school successf

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Mudhan, Parmesh. "Participation of Indigenous students in education: an exploration of the significance of place in an Indigenous community school." Mudhan, Parmesh (2008) Participation of Indigenous students in education: an exploration of the significance of place in an Indigenous community school. PhD thesis, Murdoch University, 2008. http://researchrepository.murdoch.edu.au/693/.

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This study explores the pedagogical significance of life experiences of Indigenous students from an Australian community school and its relation to school participation. In particular the study focuses on the implications of students’ associations with ‘place’ on school curriculum. With the rate of participation of Indigenous students in education currently lower compared with non-Indigenous students, this study further informs our understanding of this phenomenon. The study is interpretive, based on the perspectives of students, staff and parents of an Indigenous community school successfu

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Leitch, Angela Maria. "The unexamined system: Indigenous students' secondary school attendance." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/376519.

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Since 2008, various Prime Ministers of Australia have used the “closing the gap” report to focus on the low level of school attendance and educational achievement of Indigenous students. Consequentially, new strategies focusing on schools, Indigenous parents and students are implemented, and the following year the Prime Minister repeats the call for improvement. It seems that nothing changes. This cyclical issue raises fundamental questions, “Why does a gap in attendance between Indigenous and non-Indigenous students persist, and are there unexamined factors that perpetuate the ‘wicked’ proble

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Walker, Roz, University of Western Sydney, of Arts Education and Social Sciences College, and School of Humanities. "Transformative strategies in indigenous education : a study of decolonisation and positive social change : the Indigenous Community Management Program, Curtin University." THESIS_CAESS_HUM_Walker_R.xml, 2004. http://handle.uws.edu.au:8081/1959.7/678.

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This thesis is located within the social and political context of Indigenous education within Australia. Indigenous people continue to experience unacceptable levels of disadvantage and social marginalisation. The struggle for indigenous students individually and collectively lies in being able to determine a direction which is productive and non-assimilationist – which offers possibilities of social and economic transformation, equal opportunities and cultural integrity and self-determination. The challenge for teachers within the constraints of the academy is to develop strategies that are g

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Durmush, Georgia. "Empowering Indigenous thriving : Identifying conceptions of wellbeing and enabling the voice and agency of Indigenous youth in higher education." Phd thesis, Australian Catholic University, 2022. https://acuresearchbank.acu.edu.au/download/c9206bf6f58a1880c87478be2927c052cfcdf8d1db22c6733f5a9a16967aefd1/1476762/Durmush_2022_Empowering_indigenous_thriving_identifying_conceptions_of.pdf.

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First Nations youth in Australia are the future leaders of their communities and represent over half the Indigenous population; as such their voices and wellbeing needs are vital for their communities' brighter future. This thesis weaves together Indigenous and Western theoretical perspectives to identify the wellbeing needs of First Nations students’ attending university. The research put First Nations higher education youth’s voices and agency at the epicentre, enabling Indigenous higher education youth to define what their wellbeing needs are, thus providing future theory, research, and pra

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Sutton, Ann D. "Perspectives on Montessori| Indigenous Inquiry, Teachers, Dialogue, and Sustainability." Thesis, Prescott College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10746945.

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<p> This research aimed to deepen understanding about effective Montessori teachers and broaden the context of the topic by examining aligning Montessori theory with Indigenous theory and sustainability theory. The research was guided by an Indigenous research paradigm and involved using appreciative inquiry and tapping into the wisdom of experienced Montessori educators, considered as coresearchers and elders. Using Bohm’s dialogue process, six small groups of elders pondered together about the essence of Montessori and their insights about teachers who effectively implement the Montess

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Williams, Shayne Thomas, and shayne williams@deakin edu au. "Indigenous values informing curriculum and pedagogical praxis." Deakin University. School of Education, 2007. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20071130.095612.

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As an Indigenous research study into the cultural quality of Indigenous education this thesis focuses on the proposition that mainstream education marginalises Indigenous learners because of its entrenchment in the Western worldview. The thesis opens with an analysis of the cultural dynamics of Indigenous values, the politics of Indigenous identity, and the hegemonic constraints of West-centric knowledge. This analysis is then drawn upon to critically examine the cultural predisposition of mainstream education. The arguments proffered through this critical examination support the case that

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Putra, Kristian Adi. "Youth, Technology and Indigenous Language Revitalization in Indonesia." Thesis, The University of Arizona, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10932510.

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<p> The three studies in this dissertation were carried out with the intention of showing how Indigenous communities in critically endangered language settings can “bring their language forward” (Hornberger, 2008) by encouraging Indigenous youth participation and integrating technology into Indigenous language revitalization efforts in and out of educational settings. Indigenous youth play a pivotal role in determining the future of their languages (McCarty, et. al, 2009). However, youth are often situated in contexts where they no longer have adequate supports to learn and use the

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Hardison-Stevens, Dawn Elizabeth. "Knowing the Indigenous Leadership Journey: Indigenous People Need the Academic System as Much as the Academic System Needs Native People." Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1393513741.

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PAIXÃO, ANTONIO JORGE PARAENSE DA. "INTERCULTURALISM AND POLITICS IN SCHOLL EDUCATION INDIGENOUS VILLAGE TEKO HAW - PARÁ." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=17637@1.

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Este trabalho investiga a relação que a comunidade indígena Tembé, da aldeia Teko Haw, localizada à margem esquerda do Rio Gurupi, município de Paragominas (PA), divisa com o estado do Maranhão, mantém com a sua escola. Utilizando-nos da observação participante, de entrevistas junto aos professores indígenas e não indígenas e à coordenação das escolas, bem como da incursão a documentos e leis que fundamentam esta modalidade de ensino, buscamos compreender os significados e percalços locais assumidos por uma política educacional pautada pelo conceito de interculturalidade. Para isso, nos utiliz

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Olivera, Rodríguez Inés, and Gunther Dietz. "Higher education and indigenous peoples: national contexts to place the experiences." Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/112543.

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Con la intensión de ofrecer el marco de referencia para comprender y comparar las experiencias canalizadas en este número, el siguiente texto presenta la situación de los jóvenes indígenas en la educación superior en México y Perú. Esta descripción contextual ha sido construida desde la comprensión de que todo lo avanzado en esta materia ha sido el resultado de procesos de configuración de una demanda, su traducción como política pública y su re-traducción en la gestión, aplicación o uso de la misma. De esta forma, el texto presenta los casos de México y Perú en dos ejes: la formulación de la

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Davis, Johnathon A. "Durithunga: Growing, nurturing, challenging and supporting urban indigenous leadership in education." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/115810/1/Johnathon_Davis_Thesis.pdf.

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Community Durithunga is a step forward in the Australian context of Indigenous education praxis. The research focuses on embedding Indigenous Knowledges within the process of problematising Indigenous education, utilising Indigenous Knowledge and practices in the development of research and analysis of what works from an Indigenous community perspective. This research applies relationality theory to the complex challenge of Indigenous education. The research method used in developing relationality is a kinship research frame known as Tumba Tjina. Ultimately the research is envisioned to give f

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Tipton, Joshua C., Pamela H. Scott, and William F. Flora. "Teacher Perceptions of Indigenous Representations in History: A Phenomenological Study." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3020.

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This phenomenological study addressed teacher perceptions of indigenous representations in United States history within a school district in East Tennessee. Teacher perceptions of indigenous representations in history were defined as teacher beliefs towards the inclusion and representation of indigenous peoples in United States history. Individual and focus group interviews were conducted from a purposeful sample of United States history teachers from multiple high schools in the school district. The analysis of data revealed three themes: (a) systemic challenges to multiculturalism within sta

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Tipton, Joshua C., Pamela Scott, and William Flora. "Teacher Perceptions of Indigenous Representations in History: A Phenomenological Study." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3038.

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Harald, Patrice E. "Is it too late by eight? Recognising the protective factors of culture, education and family in raising resilient Aboriginal and Torres Strait Islander children." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/112183/1/Patrice_Harald_Thesis.pdf.

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This study explores the development of resilience and cultural resilience and the strength of Aboriginal and Torres Strait Islander children in the early years 0-8 years. Cultural resilience is based on success and Indigenous worldviews. Participants indicated that culture, family and community play a significant role in growing up children. It enabled children to cope with transitioning between home, community and the school community. Factors such as a knowing one's culture, protocols, having respect for self and others builds strength,identity and ability to display empathy to others. Famil

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Phillips, Jean. "Resisting contradictions : non-Indigenous pre-service teacher responses to critical Indigenous studies." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/46071/1/Donna_Phillips_Thesis.pdf.

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The study examines non-Indigenous pre-service teacher responses to the authorisation of Indigenous knowledge perspectives in compulsory Indigenous studies with a primary focus on exploring the nature and effects of resistance. It draws on the philosophies of the Japanangka teaching and research paradigm (West, 2000), relationship theory (Graham, 1999), Indigenist methodologies and decolonisation approaches to examine this resistance. A Critical Indigenist Study was employed to investigate how non-Indigenous pre-service teachers managed their learning, and how they articulated shifts in resist

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Heuvel, Lisa L. "Teaching at the interface: Curriculum and pedagogy in a teachers' institute on Virginia Indian history and cultures." W&M ScholarWorks, 2011. https://scholarworks.wm.edu/etd/1539791817.

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In the 1990s, as Virginia Indians faced the 2007 quadracentennial of Jamestown's founding, they initiated plans to publicly correct inaccuracies and omissions embedded in the historical narrative. The Beyond Jamestown: Virginia Indians Past and Present Teachers' Institute was one such initiative through the Virginia Foundation for the Humanities' Virginia Indian Heritage Program. Designed for educators' professional development regarding Virginia Indian history and cultures, the Institute's first two years (2007 and 2008) featured a Virginia Indian-developed curriculum with both Native and non

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Walker, Roz. "Transformative strategies in indigenous education : a study of decolonisation and positive social change : the Indigenous Community Management Program, Curtin University." Thesis, Click here for electronic access, 2004. http://handle.uws.edu.au:8081/1959.7/678.

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This thesis is located within the social and political context of Indigenous education within Australia. Indigenous people continue to experience unacceptable levels of disadvantage and social marginalisation. The struggle for indigenous students individually and collectively lies in being able to determine a direction which is productive and non-assimilationist – which offers possibilities of social and economic transformation, equal opportunities and cultural integrity and self-determination. The challenge for teachers within the constraints of the academy is to develop strategies that are g

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Taieb, Belkacem. "Education as a healing process." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112519.

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This master's thesis is written by an indigenous person who sees education as a healing process. In the tradition of narrative inquiry (Clandinin and Connelly, 2000) I interweave autobiographical texts with reflections on colonialism, indigeneity and multiculturalism. I am Amazigh (Kabyle) from the country now called Algeria, where my people have lived for some 5,000 years. I was raised in France, where I experienced a racism which I became conscious of when I arrived in Canada. I draw on the Medicine Wheel teachings given by First Nations Elders in Canada as the philosophical framework of my

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Bunker, Alison M. "Conceptions of learning identified by indigenous students entering a University preparation course." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1370.

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The increase in Indigenous participation in university courses in recent years has not been matched by an increase in graduation. In the mainstream university population, student success has been linked to approaches to learning, which are linked to conceptions of learning. This study investigates what conceptions of learning Indigenous students identify at the beginning of their university career. Thirty six students completed a 'Reflections on Learning Inventory' developed by Meyer (1995). Nine of these students were interviewed in depth about what they thought learning was and how they woul

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Macdonald, Mary-anne. "Examining the perceived benefit of education for Aboriginal secondary students in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2018. https://ro.ecu.edu.au/theses/2087.

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Indigenous and remote Australians have lower education and employment levels than non- Indigenous and urban Australians and face continued socio-economic disadvantage. Many contemporary voices have called for quantitative evidence for Indigenous education policy. The current thesis responds to this gap in the literature by developing a factor model of Indigenous education engagement, and supports this with regression equations and qualitative interviews exploring the impact of various experiences on Indigenous engagement with secondary school. The current study found that, despite gap in atten

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Hogarth, Melitta Dorn. "A critical analysis of the Aboriginal and Torres Strait Islander Education Action Plan." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/89754/1/Melitta_Hogarth_Thesis.pdf.

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This study involves the analysis of one of the most recent Indigenous Education policies, the Aboriginal and Torres Strait Islander Education Action Plan 2010-2014 (MCEECDYA, 2011). It examines how the language used within policy positions Aboriginal and Torres Strait Islander peoples. Articulating Rigney's (1999) Indigenist Research Principles with Fairclough's (2001) Critical Discourse Analysis provides a platform for critical dialogues about policy decision-making. In doing so, this articulation enables and emphasises the need for potential policy revision to contribute to the Aboriginal an

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Sarmiento, Paola. "Interculturalidad from below : an Indigenous movement's encounter with Peruvian intercultural education policy." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/60178.

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This study examines the discursive encounter about the notion of Interculturalidad between the Chirapaq Indigenous organization of Peru and the official Peruvian intercultural education policy. Taking a multi-perspective approach, it addresses how an Indigenous organization discursively (re)constructs the notion of Interculturalidad and how this (re)construction challenges and resists the Peruvian government’s dominant construction reflected in an official policy. The study draws on a hybrid decolonial theoretical framework, which is informed by decolonial theory, conceptualizations of Intercu

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Nelson, Melanie. "Indigenous parents of students with special needs in education : the lived experience." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/60962.

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Parents of students with special needs may experience stressors in association with their interaction with the education system. Meetings with multiple professionals can be intimidating, the process of assessment can be confusing, terminology used may be unfamiliar, and realizing their child is having challenges may be upsetting. Following the designation, navigation of special education services can also be challenging. Parents of Indigenous children may experience additional stressors. There is an incompatibility between traditional Indigenous cultural values and mainstream education, constr

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Ibhakewanlan, John-Okoria. "Contextual learning : education through inter-cultural dialogue of elite and indigenous-indigent." Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/30614/.

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Universal access to education has been an urgent concern since the establishment of the United Nations’ Millennium Development Goals or MDG. While aiming at ‘Education for All’, the MDG did not specify what kind of education nor how that education would be delivered. Besides the emphasis on access, apparent in the various attempts to ensure provision of education for the world’s poor, there has been also focus on material resources - especially a reliance on foreign aid. This author argues that what is needed in the long-term is a localized or Culturally Responsive approach that includes a con

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Parkes-Sandri, Robyn Amy. "Weaving the past into the present : Indigenous stories of education across generations." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/61010/1/Robyn_Parkes_Sandri_final_theis_11_April_2013.pdf.

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In Queensland, there is little research that speaks to the historical experiences of schooling. Aboriginal education remains a part of the silenced history of Aboriginal people. This thesis presents stories of schooling from Aboriginal people across three generations of adult storytellers. Elders, grandparents, and young parents involved in an early childhood urban playgroup were included. Stories from the children attending the playgroup were also welcomed. The research methodology involved narrative storywork. This is culturally appropriate because Aboriginal stories connect the past wit

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O'Connor, Kevin Barry. "Investigations into Indigenous research and education through an experiential and place-based lens." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99737.

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The lack of Indigenous cultural knowledge and perspectives in the school curriculum has been identified as a significant factor in school failure amongst Indigenous students. This thesis includes a literature review of Indigenous education, as articulated by Indigenous scholars. Issues of identity, self-determination, local control, community, culture and a return to a traditional-holistic model of education are investigated. An analysis of experiential and place-based educational models is taken as these alternative practices have shown success in addressing Indigenous students needs. The fun

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Wikander, Lolita, and lolita wikander@cdu edu au. "DIVERSITY MANAGEMENT IN AN EDUCATIONAL INSTITUTE SPECIALISING IN INDIGENOUS TERTIARY EDUCATION: A CASE STUDY AND CRITICAL REVIEW." Flinders University. Flinders Institute of Public Policy and Management, 2010. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20100603.131355.

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This thesis will examine the organisational culture and work context at Batchelor Institute of Indigenous Tertiary Education (BIITE) as it relates to diversity management and cultural safety/identity. This research will have wider relevance as a means to understanding organisational cultures in a globalising world where cross cultural collaboration is becoming commonplace. The philosophical underpinnings of this project are critical and deconstructionist with a framework based on the principles of Participatory Action Research while simultaneously incorporating an autoethnographic component. T

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Diop, Ousmane. "Decolonizing Education in Post-Independence Sub-Saharan Africa: The Case of Ghana." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1385073171.

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Inman, John Lawrence. "Another way to understand gifted and dyslexic| Hypothetical transformation via an indigenous worldview." Thesis, Fielding Graduate University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3685621.

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<p> To address the daunting challenges we face as a global community, we need people who can see the world beyond an "either-or" dualistic perspective. This dissertation presumes such a dualistic perspective has been especially damaging to the twice-exceptional (2e) or gifted and learning disabled (Gifted and LD or GLD) children of the world, children who are growing up like I did, gifted and learning disabled. These children have so much potential to see the world as connected and to teach us to honor diversity and complementarity. Yet the Western educational paradigm typically thinks of thes

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