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Indigenous Peoples and Diabetes is a bold attempt to reframe the meaning of diabetes mellitus as a socio-political disorder from the perspective of indigenous peoples, community workers, medical anthropologists, and health professionals working and/or living in North America, Latin America, the Arctic, Australia, and the Indian Ocean. The anthology discusses the effects of social history on the etiology and epidemiology of type 2 diabetes within indigenous experiences of cultural expansionism and colonial occupation. Indigenous narratives about the right to food, health, emotional experience, and the importance of networks of solidarity provide reflective critiques on community wellness, empowering individuals to regain control of their health, spiritual knowledge, and emotional liberty. Innovative programs to combat the diabetes epidemic and promote physical and emotional wellness are discussed in detail, such as the Mino-Miijim Good Food for the Future program on the White Earth Reservation in Minnesota; the Kahnawake School Diabetes Prevention Project developed in the Kanien'keh??:ka (Mohawk) community of Kahnawake, near Montreal, Canada; and the Cultural Rebuilding Project at the Potawot Health Village in northern California.

Critiques the modernist tenets and moral integrity of contemporary adult education practice. Challenges educators to reconceptualize adult education as a postmodern pedagogy of engagement.Briton challenges the dominant depoliticized vision of adult education, calling into question the modernist tenets and moral integrity of contemporary adult education practice. By examining his own struggle to escape the confines of modernist thought, the author delivers a succinct yet decisive critique of modern educational practice and challenges educators to reconceptualize their field of endeavor as a postmodern pedagogy of engagement.In refusing to deny its conjectural foundations, to mask its tenuous structure, or to defend its precarious integrity, the book assumes a form that distinguishes it markedly from its modernist counterparts. In favoring commentary over empirical evidence, a multiplicity of voices over a prescriptive narrative, the development of an ethical attitude toward practice over formulaic prescriptions for practice, and inter-over intra-disciplinary sources to substantiate its claims, this work calls into question a whole range of modernist predilections. By repeatedly breaching the narrowly prescribed parameters of adult education’s orthodoxy and constantly promoting reflective inquiry, this book reveals how different, yet equally valid, forms of evidence can be drawn upon to develop an ethical postmodern perspective that calls the modern instrumental practice of adult education into question.

Women in the UAE have a role to play in the development of their country's political, economical, educational and social goals. Although social constraints exist for women and work, they presently dominate some sectors like education. This study identifies barriers, current leadership roles and their participation in the decision-making process. Barriers to job entry and career progression were identified. In particular married women with children found it difficult to balance their roles as care givers and career women. Educational leaders employed transformational leadership styles, were considered to be role models and contributed to decision-making by providing quality decisions based on experience and expertise. Strategies to assist women in overcoming barriers are recommended because women form an integral part of the workforce aligning with the government's Emiritisation goals.

Women in the UAE have a role to play in the development of their country's political, economical, educational and social goals. Although social constraints exist for women and work, they presently dominate some sectors like education. This study identifies barriers, current leadership roles and their participation in the decision-making process. Barriers to job entry and career progression were identified. In particular married women with children found it difficult to balance their roles as care givers and career women. Educational leaders employed transformational leadership styles, were considered to be role models and contributed to decision-making by providing quality decisions based on experience and expertise. Strategies to assist women in overcoming barriers are recommended because women form an integral part of the workforce aligning with the government's Emiritisation goals.

Environmental Education for Empowerment: Action Research and Community Problem Solving [Illustrated] [Paperback] William Stapp (Author)

Examines the theories of Bakhtin and Freire in relation to bilingual education and second language learning.Bilingual Education: A Dialogue with the Bakhtin Circle is the first book to make a connection between bilingual education and the theories of the Bakhtin circle. The analysis is focused on language as a social entity from the perspective of Bakhtinian dialogic existence. The author includes a discussion of critical/radical pedagogy connected to Paulo Freire’s dialogic pedagogy. Also addressed are the major laws and policies of bilingual education in the U. S. and the current debate involving English-only versus English-plus instruction.

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Western education has often employed the bluntest of instruments in colonizing indigenous peoples, creating generations caught between Western culture and their own. Dedicated to the principle that leadership must come from within the communities to be led, Voices of Resistance and Renewal applies recent research on local, culture-specific learning to the challenges of education and leadership that Native people face. Bringing together both Native and non-Native scholars who have a wide range of experience in the practice and theory of indigenous education, editors Dorothy Aguilera–Black Bear and John Tippeconnic III focus on the theoretical foundations of indigenous leadership, the application of leadership theory to community contexts, and the knowledge necessary to prepare leaders for decolonizing education. The contributors draw on examples from tribal colleges, indigenous educational leadership programs, and the latest research in Canadian First Nation, Hawaiian, and U.S. American Indian communities. The chapters examine indigenous epistemologies and leadership within local contexts to show how Native leadership can be understood through indigenous lenses. Throughout, the authors consider political influences and educational frameworks that impede effective leadership, including the standards for success, the language used to deliver content, and the choice of curricula, pedagogical methods, and assessment tools.Voices of Resistance and Renewal provides a variety of philosophical principles that will guide leaders at all levels of education who seek to encourage self-determination and revitalization. It has important implications for the future of Native leadership, education, community, and culture, and for institutions of learning that have not addressed Native populations effectively in the past.

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This book draws attention to the urgent need for early childhood education to critically encounter and pedagogically respond to the entanglements of environmentally damaged places, anti-blackness, and settler colonial legacies. Drawing from the author’s multi-year participatory action research with educators and children in suburban settings, the book highlights Indigenous presences and land relations within ongoing settler colonialism as necessary, yet often ignored, aspects of environmental education. Chapters discuss topics such as: geotheorizing in a capitalist society, absences of Black place relations, and unsettling unquestioned Western assumptions about nature education. Rather than offer prescriptive solutions, this book works to broaden possibilities and bolster the conversation among teachers and scholars concerned with early years environmental education.

Recent discussions and dissemination of information regarding the rapid growth of Asian Americans and Pacific Islanders (AAPI) across our nation are creating some awareness among administrators and educators in higher education institutions regarding the extensive diversity of AAPIs, the struggles of some AAPI populations in pursuing and succeeding in higher education, and the lack of support for their educational success. National discourse on AAPIs among educators, policymakers and AAPI communities underscores the need for more research”including more relevant research”that can inform policy and practice that will enhance educational opportunities for AAPIs who are underserved in higher education. The book focuses on diverse topics, many of which do not appear in the current literature. The chapters are authored by an array of distinguished and emerging scholars and professionals at various universities and colleges across the nation. The authors, whose insights are invaluable in understanding the diverse issues and characteristics that affect the educational success of underserved AAPI students, and they represent the ethnicities and cultures of Cambodian, Chinese, GuamanianChamorro, Filipino, Hispanic, Hmong, Japanese, Korean, Laotian, Native Hawaiian, Okinawan, Samoan, Vietnamese, and multiracial Americans. The authors not only integrate theoretical concepts, statistical analyses, and historical events, but they also merge theory and practice to advocate for social justice for AAPIs and other underrepresented and underserved ethnic minority groups in higher education.

Language can be simultaneously both a support and a hindrance to students’ learning of mathematics. When students have sufficient fluency in the mathematics register so that they can discuss their ideas, they become chiefs who are able to think mathematically. However, learning the mathematics register of an Indigenous language is not a simple exercise and involves many challenges not only for students, but also for their teachers and the wider community. Collaborating to Meet Language Challenges in Indigenous Mathematics Classrooms identifies some of the challenges―political, mathematical, community based, and pedagogical― to the mathematics register, faced by an Indigenous school, in this case a Mäori immersion school. It also details the solutions created by the collaboration of teachers, researchers and community members.

The Carlisle Indian School (1879–1918) was an audacious educational experiment. Lieutenant Richard Henry Pratt, the school’s founder and first superintendent, persuaded the federal government that training Native children to accept the white man’s ways and values would be more efficient than fighting deadly battles. The result was that the last Indian war would be waged against Native children in the classroom. More than 8,500 children from virtually every Native nation in the United States were taken from their homes and transported to Pennsylvania. Carlisle provided a blueprint for the federal Indian school system that was established across the United States and also served as a model for many residential schools in Canada. The Carlisle experiment initiated patterns of dislocation and rupture far deeper and more profound and enduring than its founder and supporters ever grasped.      Carlisle Indian Industrial School offers varied perspectives on the school by interweaving the voices of students’ descendants, poets, and activists with cutting-edge research by Native and non-Native scholars. These contributions reveal the continuing impact and vitality of historical and collective memory, as well as the complex and enduring legacies of a school that still affects the lives of many Native Americans.    

This volume is a path-breaking contribution to the study of efforts of diaspora, indigenous, and minority groups, broadly defined, to use education (formal and informal) to sustain cultural continuity while grappling with the influences and demands of wider globalizing, nationalizing, or other homogenizing and assimilatory forces. Particular attention is given to groups that use educational elements other than second-language teaching alone in programs to sustain their particular cultural traditions. The focus of the book on cultural sustainability changes the nature of questions posed in multicultural education from those that address the opening of boundaries to issues of preserving boundaries in an open yet sustainable way. As forced and elective immigration trends are changing the composition of societies and the educational systems within them -- bringing a rich diversity of cultural experience to the teaching/learning process -- diaspora, indigenous, and minority groups are looking more and more for ways to sustain their cultures in the context of wider socio-political influences. This volume is a first opportunity to consider critically multicultural efforts in dialogue with educational options that are culturally particularistic but at the same time tolerant. Academics will find this an excellent reference book. Practitioners will draw inspiration in learning of others’ efforts to sustain cultures, and will engage in critical reflection on their own work vis-à-vis that of others. Teachers will realize they do not stand alone in their educational efforts and will uncover new strategies and methodologies through which to approach their work.  

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Applying Indigenous Research Methods focuses on the question of "How" Indigenous Research Methodologies (IRMs) can be used and taught across Indigenous studies and education. In this collection, Indigenous scholars address the importance of IRMs in their own scholarship, while focusing conversations on the application with others. Each chapter is co-authored to model methods rooted in the sharing of stories to strengthen relationships, such as yarning, storywork, and others. The chapters offer a wealth of specific examples, as told by researchers about their research methods in conversation with other scholars, teachers, and community members. Applying Indigenous Research Methods is an interdisciplinary showcase of the ways IRMs can enhance scholarship in fields including education, Indigenous studies, settler colonial studies, social work, qualitative methodologies, and beyond.

Indigenous Children’s Survivance in Public Schools examines the cultural, social, and political terrain of Indigenous education by providing accounts of Indigenous students and educators creatively navigating the colonial dynamics within public schools. Through a series of survivance stories, the book surveys a range of educational issues, including implementation of Native-themed curriculum, teachers’ attempts to support Native students in their classrooms, and efforts to claim physical and cultural space in a school district, among others. As a collective, these stories highlight the ways that colonization continues to shape Native students’ experiences in schools. By documenting the nuanced intelligence, courage, artfulness, and survivance of Native students, families, and educators, the book counters deficit framings of Indigenous students. The goal is also to develop educators’ anticolonial literacy so that teachers can counter colonialism and better support Indigenous students in public schools.

Indigenous students remain one of the least represented populations in higher education. They continue to account for only one percent of the total post-secondary student population, and this lack of representation is felt in multiple ways beyond enrollment. Less research money is spent studying Indigenous students, and their interests are often left out of projects that otherwise purport to address diversity in higher education.  Recently, Native scholars have started to reclaim research through the development of their own research methodologies and paradigms that are based in tribal knowledge systems and values, and that allow inherent Indigenous knowledge and lived experiences to strengthen the research. Reclaiming Indigenous Research in Higher Education highlights the current scholarship emerging from these scholars of higher education. From understanding how Native American students make their way through school, to tracking tribal college and university transfer students, this book allows Native scholars to take center stage, and shines the light squarely on those least represented among us.