Indigenous Education in Comparative Perspective: Global Opportunities for Reimagining Schools

Cottrell, Michael

doi:10.20533/ijcdse.2042.6364.2010.0031

Cited by 11 publications

(10 citation statements)

References 16 publications

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“…Inspired by Vygotsky, it integrates Maori values of 'holistic development, empowerment, family and community relationships' and seeks to foster 'learning dispositions' (see Claxton and Carr, 2004). Its emergence reflects ideas about the 'global reimagining of schools' (Cottrell 2010), taking into account the forces of globalization and legacy of colonialism on the one hand, whilst giving increased recognition of the validity of local, indigenous epistemologies and cultures on the other (Cleghorn & Prochner 2010).…”

Section: From 'Fragments' To 'Framework' For Transformative Cultural ...mentioning

confidence: 99%

“…A 'whole to part' principle laid the basis for the nursery project to synthesise new knowledge for new contexts, rather than operating from an 'empire-strikes-back' agenda. Studies of educational history from other parts of the world also pointed to a 'global reimagining of schools' (Cottrell 2010), where the forces of globalization and the legacy of colonialism are acknowledged, and the validity of local, indigenous epistemologies and cultures is recognised (Cleghorn & Prochner 2010). Echoed here was Bhai Sahib's encouragement to evaluate historical gains and losses as a basis to imagine new futures and legacies (9.2.4).…”

Section: Engendering Local Processes For the 'Global Reimagining' Of ...mentioning

confidence: 99%

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Socio-Onomastics of Distorted Names: Nicknaming Practices among Punjabi Speakers in Pakistan

Riaz

2024

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Due to hierarchical power relations and the difficulty of confronting others or expressing disdain explicitly in small rural communities, nicknames and spoiled names can be an overt avenue for venting displeasure, ridiculing, expressing social inequality, asserting superiority, conveying judgment, or warning against improper behaviour. The study focuses on how native Punjabi speakers in rural Punjab, Pakistan, distort names to express disdain, rage, affection, or frankness towards people in their presence or absence. Distorted names used both overtly (in the person’s presence) or secretly have been collected through a questionnaire filled in by 22 participants belonging to 22 villages in Punjab, Pakistan. Socio-cultural implications of those names have also been investigated and discussed. The author shows that the boundary between distorted names and nicknames is indistinct. This applies to both their formal features, semantic and pragmatic properties. Speakers not only morphologically distort the formal names but also use the names of castes, animals, physical attributes, and professional titles as address forms or referential expressions. Although distorted names generally offend the referent, they, like nicknames, can be used in both positive and negative contexts. The article describes the main motivational patterns of distorted names, similar to those usually pointed out for nicknames, and focuses mainly on their pragmatic features as noted in the metalinguistic comments of the respondents. Though the use of such naming labels may display quite universal regularities, the socio-cultural situation of the caste-based traditional rural communities of Punjab brings its own specifics to the way distorted names and nicknames are used in the area under study.

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Section: From 'Fragments' To 'Framework' For Transformative Cultural ...mentioning

confidence: 99%

Section: Engendering Local Processes For the 'Global Reimagining' Of ...mentioning

confidence: 99%

Socio-Onomastics of Distorted Names: Nicknaming Practices among Punjabi Speakers in Pakistan

Riaz

2024

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“…As advances in technology enhance convenience, few educators are experimenting with digital video as a tool for assisting classroom learning (Rooney, 2007). On theoretical frameworks relating specifically to technologyassisted facilitation, Cottrell (2010) indicates participatory video (PV) projects tap into many aspects of scholarship, increasing cultural appreciation while enriching unexplored life perspectives that provide for transformational processing. Similarly, by recognizing digital technology as legitimate for more than just passively viewing in-class documentaries, I used PV as an ethnosemantic process to invite and chronicle UCN student interrogation of lesson delivery.…”

Section: Participatory Video As An Ethnos-sciencementioning

confidence: 99%

Nurturing Environmental Transformation and Scholastic Success in Northern Manitoba

Stepaniuk¹

2021

JSD

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Effective non-traditional approaches to environmental lesson delivery and enrollee evaluation remain ephemeral in northern Manitoba as indicated by negative local attitudes towards imported and metropolitanized instruction (Martin, 2014; Mercredi, 2009). Current pandemic aside, and as increased attrition and abysmal failure rates have not changed in decades, there is relevance in exploring the experiential context and local implications of an inductive student model intended to improve remote environmental understanding and scholastic performance. To help prevent perpetuating a dis-order in which Indigenous expressions are neither recognized nor developed, learning experiences of University College of the North (UCN) students concerning regional freshwater availability and the calculation of stream flow were documented. Using componential analysis and participatory video as a mediating technology, allied empirical test scores and codified normative elements of self and environmental ‘awareness’ in traditional classrooms versus boreal settings were examined. Three exploratory factor axes explained more than 50% of the variance from an integrated but diverse set of 27 chosen variables. Titled axes declining in order of importance were Environmental Engagement, Scholastic Scoring and Non-Conventional Lesson Delivery. Seventy percent of unsolicited adult student responses suggest moralization and unique meta-ethical quale were undeniably and academically important. Empirical-‘ized’ findings advocate UCN must now ask which aspects of curriculum design, lesson delivery and enrollee assessment might result in greater scholastic success when nurturing personalized transformations in the milieu of ongoing threats to both freshwater sustainability and Cree safeguarding paradigms in northern Manitoba.

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“…More to the point, there is a concern from Indigenous governments regarding the need to go beyond certain statistical approaches that privilege the interests of dominant governments and stakeholders. It is critical that more decentralized approaches to data collection methods are explored and made relevant and inclusive of the people under investigation (Chatterjee 1993 ; Cottrell 2010 ; Moreton-Robinson and Walter 2010 ; Walter and Andersen 2013 ). Having more accurate and localized data, and a community-centered approach enables a more accurate assessment of Modern Treaty implementation and provides insight into how knowledge is appreciated, understood, and generated.…”

Section: The Nis G A’a Nation Household Surveymentioning

confidence: 99%

Measuring What Counts to Advance Indigenous Self-Determination: A Case Study of the Nisg̱a’a Lisims Government’s Quality of Life Framework and Survey

Bouchard

Perry²,

West-Johnson³

et al. 2020

Int. Journal of Com. WB

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Modern Treaties are presented as a means for improving the lives of First Nations, Inuit, and Métis peoples in Canada by providing specific rights, and negotiated benefits. However, the positive impacts of Modern Treaties on Indigenous well-being are contested (Borrows and Coyle 2017; Coulthard 2014; Guimond et al. 2013; Miller 2009; Poelzer and Coates 2015). Developing a more transparent, consistent, collaborative and contextual way of measuring well-being relevant to the cultural realities of Modern Treaty beneficiaries is an important step for generating comparative methods that could systematically demonstrate whether, and under what conditions, such agreements can effectively reduce socio-economic disparities and improve the quality of life of Indigenous communities. The authors first examine previous attempts at measuring Indigenous well-being, then reflect on well-being in relation to the Modern Treaty context. Subsequently, the authors provide an example from one Self-Governing Indigenous Government, the Nisga’a Lisims Government, to collect well-being data through the Nisga’a Nation Household Survey using a mixed quantitative-qualitative method developed through a culturally grounded and participatory approach.

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Indigenous Education in Comparative Perspective: Global Opportunities for Reimagining Schools

Abstract: Despite the striking parallels in the educational experiences of Indigenous peoples in Canada, the United States, Australia and New Zealand, very

Cited by 11 publications

References 16 publications

Socio-Onomastics of Distorted Names: Nicknaming Practices among Punjabi Speakers in Pakistan

Socio-Onomastics of Distorted Names: Nicknaming Practices among Punjabi Speakers in Pakistan

Nurturing Environmental Transformation and Scholastic Success in Northern Manitoba

Measuring What Counts to Advance Indigenous Self-Determination: A Case Study of the Nisg̱a’a Lisims Government’s Quality of Life Framework and Survey

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