Indigenous education

Afterword -- Occupy Education: Learning and Living Sustainability by Tina Lynn Evans (Peter Lang, 2012)

by Richard Kahn

Forthcoming book. Order one today!

A kind of manifesto statement on the current state of the so-called socio-cultural turn in environmental education and... more A kind of manifesto statement on the current state of the so-called socio-cultural turn in environmental education and the ecological turn in critical pedagogy, as both move to frameworks of decolonization and hopeful dialogue and solidarity with sovereignty activists and indigenous scholars/educators. A call for hope in the form of the "wild jeremiad" is issued.

Advancing educational outcomes through Education for Enterprise in a Maori/Pacifika school: The case of Nga Kakano Christian Reo Rua Kura Part ONE: Strategic development issues

by Peter Mellalieu

Mellalieu, P., & Vause, A. (2012, March 17). Advancing educational outcomes through Education for Enterprise in a Maori/Pacifika school: The case of Nga Kakano Christian Reo Rua Kura Part ONE: Strategic development issues. Innovation & chaos ... in search of optimality. Retrieved March 17, 2012, from http://pogus.tumblr.com/post/19444076798/advancing-educational-outcomes-through-education-for

In October 2011, a team of business students from Unitec Institute of Technology presented a workshop introducing... more In October 2011, a team of business students from Unitec Institute of Technology presented a workshop introducing pupils at Nga Kakano o te Kaihanga Trust school (Nga Kakano School) to the principles of business finance and law. The highly interactive workshop engaged the school pupils to such an extent that the Principal, Te Rangi Allen, invited Unitec teacher Peter Mellalieu and his student Aroha Vause to explore how business education could be introduced into the Nga Kakano School’s educational programme.

As a precursor to pursuing the initiative for introducing what later became known as ‘Education for Enterprise’ (E4E) into the school, Vause and Mellalieu conducted an assessment of the broader development issues facing the school, informed by the principles of Strategic Audit (Mellalieu, 1992). This article presents the issues as identified in October 2011, and outlines the subsequent progress towards addressing the issues through implementation of selected strategic development initiatives.

Creating entrepreneurs in extreme environments: The case of Botswana

by Peter Mellalieu

Mellalieu, P. J. (2006). Creating entrepreneurs in extreme environments: The case of Botswana. Advance, (Winter), 8–9.

When we think of Botswana we think immediately of the country’s immense natural beauty and spectacular wildlife.... more When we think of Botswana we think immediately of the country’s immense natural beauty and spectacular wildlife. World-class entrepreneurship is probably not the first thing that comes to mind. Unitec Associate Professor Peter Mellalieu is improving this situation.

Botswana is a southern African country of 1.7 million people in a land-locked area twice the size of New Zealand. New Zealanders may know the country for its tourist destinations such as
the Okavango Delta and the Kalahari Desert. Botswana rightly prides itself as the most stable democracy in sub-Saharan Africa. To some extent, this stability has derived from a policy of zero tolerance towards corruption.

Following independence from the United Kingdom in 1966, the country had the good fortune to discover abundant mineral wealth in the form of diamonds. However, the country’s leaders now recognise that once the “easy wealth” from diamonds is exhausted, new forms of wealth creation will be required. These new forms will be based on human endeavour, innovation, creativity and entrepreneurship.

For a more extensive report, see:
Mellalieu, P. J. (2006). Creating Enterprise in Extreme Environments: Strategic Leadership from an Entrepreneurship Development Centre at the University of Botswana (p. 67). Auckland, NZ: New Zealand Centre for Innovation & Entrepreneurship, Unitec Institute of Technology. Retrieved from http://web.me.com/petermellalieu/Teacher/Examples/Entries/2007/10/18_Creating_enterprise_in_extreme_environments__Strategic_leadership_from_an_entrepreneurship_development_centre_at_the_University_of_Botswana.html

An extreme case: Two cases for enterprise development workshops in Botswana

by Peter Mellalieu

Mellalieu, P. J. (2009). An extreme case: Two cases for enterprise development workshops in Botswana (Case and workshop notes). Auckland, NZ: Unitec New Zealand Centre for Innovation and Entrepreneurship (NZCIE). Retrieved from http://web.me.com/petermellalieu/Teacher/Examples/Entries/2009/7/31_An_extreme_case%3A_Two_cases_for_enterprise_development_in_Botswana.html

In 2005, I embarked on a programme to design and facilitate a series of ‘capacity building’ workshops in enterprise... more In 2005, I embarked on a programme to design and facilitate a series of ‘capacity building’ workshops in enterprise development with the University of Botswana, Gaborone, Botswana in southern Africa. The workshops were designed to help faculty members experience the practical foundations for the delivery of effective enterprise development education programmes for world-class entrepreneurs and their supporters: their co-partners, investors, advisors, teachers, trainers - and entrepreneurs-to-be. Part of the task involved advising on how to develop the university’s existing Business Clinic into an Entrepreneurship Development Centre serving prospective entrepreneurs and the supporters described earlier. This blueprint for this development is presented in Mellalieu (2006a) and summarised in Mellalieu (2006b).

In order to demonstrate the value and practice of 'real world learning', I lead four teams to provide advice to entrepreneurs founded on four ‘live’ cases of an entrepreneurial start-up or SME growth opportunity. The workshop teams first updated the ‘live’ cases in conversation with ‘their’ entrepreneurial client. Finally, each team presented their analysis and advice back to the case client in the final plenary session of the workshop. Two of the cases, Heroic Fashion Designers and Brackendene Lodge are presented here.

Related:
Mellalieu, P. J. (2006a). Creating Enterprise in Extreme Environments: Strategic Leadership from an Entrepreneurship Development Centre at the University of Botswana (p. 67). Auckland, NZ: New Zealand Centre for Innovation & Entrepreneurship, Unitec Institute of Technology. Retrieved from http://web.me.com/petermellalieu/Teacher/Examples/Entries/2007/10/18_Creating_enterprise_in_extreme_environments__Strategic_leadership_from_an_entrepreneurship_development_centre_at_the_University_of_Botswana.html

Mellalieu, P. J. (2006b). Case study: Capacity building for entrepreneur enabling in Southern Africa. International Indigenous Journal of Entrepreneurship, Advancement, Strategy and Education, 2(1). Retrieved from http://www.indigenousjournal.com/IIJEASVolIIIss1Mellalieu.pdf

Mellalieu, P. J. (2006c). Fitness for purpose - Capacity building for enterprise development and entrepreneurship in southern Africa (Special issue on quality assurance in higher education). Lonaka - Bulletin of the Centre for Academic Development, University of Botswana, Botswana, 67–85. Retrieved from http://web.me.com/petermellalieu/Teacher/Examples/Entries/2006/10/2_Fitness_for_purpose__Capacity-building_for_enterprise_development_and_entrepreneurship_in_southern_Africa.html

ISURGENT EDUCATORS: DECOLONIZATION AND THE TEACHING OF INDIGENOUS-SETTLER RELATIONS

by Emma Battell Lowman

Indigenous Policy Journal of the Indigenous Studies Network,
Vol. XVIII, No. 2, Summer, 2007

Dos Semeadores da Palavra: o ensino do Português junto dos «Gentios» (contributo para uma história da didáctica do português língua não materna) Dos Semeadores da Palavra: o ensino do Português junto dos «Gentios» (contributo para uma história da didáctica do português língua não materna)

by Ana Leitão

VII Congresso Luso-Brasileiro de História da Educação: Cultura Escolar, Migrações e Cidadania
20 a 23 de Junho de 2008, FPCE – Universidade do Porto

Problematising school space for Indigenous education: teachers' and parents' perspectives

by Tess Lea

Lea, T., A. Wegner, et al. (2011). "Problematising school space for Indigenous education: teachers’ and parents’ perspectives." Ethnography and Education 6(3): 265-280

ABRACADABRA for magic under which conditions? Case studies of a web-based literacy intervention in the Northern Territory

by Tess Lea

Harper, H., J. Helmer, T.Lea et al. (2012). "ABRACADABRA for magic under which conditions? Case studies of a web-based literacy intervention in the Northern Territory." Australian Journal of Language and Literacy 35(1): 33-50. Australian Journal of Language and Literacy 35(1): 33-50.

Experiências e desafios na formação de professores indígenas no Brasil

by Ricardo Cavalcanti-Schiel

Review - Resenha
2003. In: Em Aberto 76: 179-185. (Brasília: Instituto Nacional de Estudos e Pesquisas Educacionais - INEP).

La escuela rural de la Reforma Educativa: pequeño ensayo sobre una historia reciente

by Ricardo Cavalcanti-Schiel

2004. In: Anuario de Estudios Bolivianos, Archivísticos y Bibliográficos 10: 179-222. (Sucre, Bolivia: Archivo y Biblioteca Nacionales de Bolivia/ Fundación Cultural del Banco Central de Bolivia).

Para abordar la interculturalidad: apuntes críticos a partir de (y sobre) la nueva educación escolar indígena en Sudamérica

by Ricardo Cavalcanti-Schiel

2007. In: Anath Ariel de VIDAS. (org.). Les limites de l interculturalité en Amérique Latine aujourd hui: 167-183. (Cahiers ALHIM v. 13. Saint-Denis: Groupe de Recherche Amérique Latine Histoire et Mémoire- Université de Paris VIII).

Indigenous post-secondary institutions in Canada and the US

by Andrea Jenkins

An exploratory comparative study of Indigenous postsecondary institutions in the US and Canada

by Andrea Jenkins

Comparing Indigenous Postsecondary Institutions in Canada and the US

by Andrea Jenkins

Connected: Indigenous Spirituality as Resistance in the Classroom

by Eric Ritskes

Published in: "Spirituality, Education & Society: An Integrated Approach. Edited by N. Wane, E. Manyimo & E. Ritskes (Sense, 2011).

Language as Authenticity: Mapping the Meanings of the Cultural Politics of Quechua

by Tara McGovern

Draft for a Cultural Politics class.  Probably will extend and edit into a larger work.

In this paper, I explore the relationship among language, nation, and culture through the theoretical lens of cultural... more In this paper, I explore the relationship among language, nation, and culture through the theoretical lens of cultural politics in the Andes of South America. In the politics of indigeneity, language plays a major role in the battlefields of recognition and visibility and achieving political self-determination through legal rights and non-discrimination. Andean countries have undergone several phases of redefinition as multi- or bi-cultural, most evident in educational institutions.  Finally, I assess some more recent globalizing appropriations and commodifications of Quechua language and culture by non-Quechua individuals in politics, tourism, and fine arts.

Mino Nendmowin - Good Minds a Tool for Transformation

by Bryan Loucks

cultural literacy and mainstream literacy for indigenous adult learners. communities of attachment, respectful enculturation

For generations, mainstream designed learning systems and literacy programs have been failing Aboriginal peoples. In... more For generations, mainstream designed learning systems and literacy programs have been failing Aboriginal peoples. In 2009, an innovative holistic model was developed and implemented to address the complex issues and barriers facing on reserve and urban Aboriginal adult literacy learners.  The model includes three streams of learning 1) Community/Employment Connections; 2) Education/Literacy Development and 3) Self/Cultural Connections. The concepts "communities of attachment", "respectful enculturation" and "resiliency" link literacy, individual, family, and community within contemporary cultural contexts. The Good Minds model has been delivered in urban and on reserve environments six (6) times to over 70 learners since 2009 in 2 week to 6 week module segments. 

Same language different lingo - EQ Australia Autumn vol 1998

by Wendy Hanlen

Empowering Indigenous governance through vocational education and training

by Wendy Hanlen

Indigenous literacies: Moving from social construction towards social justice

by Wendy Hanlen