Ainu right to education and Ainu practice of ‘education’: current situation and imminent issues in light of Indigenous education rights and theory

Several years have passed since the adoption by the United Nations of the Declaration on the Rights of Indigenous Peoples (UNDRIP). Yet, what changes have happened in the lives of Indigenous peoples for whom the Declaration was written? This paper employs a framework of Indigenous educational theory to focus on the case of the Ainu of Japan and examines what kind of changes could be happening vis‐à‐vis Ainu education but are not. I explain the current stalled state of deliberations regarding implementation of the UNDRIP, outline the current resource base for an Ainu‐run education system, and argue that it is the duty of the Japanese government to provide the infrastructure and expertise necessary to implement such an educational initiative, as well as to aid the Ainu in overcoming ‘internalized oppression’ which currently hampers many Ainu from embracing their Ainu identity and thereby vocally advocating their rights to an Indigenously driven Ainu education. I briefly touch upon the relevance of the Ainu situation to other Asian Indigenous peoples and contend that the Ainu case provides one useful watermark for comparison with other Indigenous peoples’ scenarios.     

Problems with international measures of education☆

Comparative studies often use standard measures of educational attainment. Each country’s indigenous educational credentials are reclassified into a standard set of categories. Because the indigenous credentials differ among countries, the reclassification process varies greatly, and it differs depending on which standard classification system is used. In a review of two comparative studies using two different standard classification systems, three observations were made: 1) translating the indigenous credentials into the standard categories can lead to very different distributions of similar countries’ populations in the standard categories. 2) Reclassifying the indigenous credentials into the standard categories appears to follow different decision rules in different countries. 3) The heterogeneity of the indigenous credentials combined into the standard categories tends to distort cross-country similarities and differences. We discuss the weaknesses of the two standard sets of categories and call for further efforts to improve them.     

Does complex instruction benefit intercultural education?

In this paper, I discuss some theoretical considerations regarding the use of complex instruction (CI), and the extent to which it can benefit the field of intercultural education (ICE), as it has been conceptualized by the so-called "pragmatic approach" to ICE. We examine longitudinal ethnographic research from two schools in Flanders to help address this issue. Our assessment is based on several key questions: Does CI address the diversity that is present in a classroom? Is this done via interaction? Can CI help us to observe the kind of diversity that is present in the classroom and does it offer ways of dealing with it? Can pupils and teachers learn to deal more actively and effectively with diversity through CI? Can it lead to changing interaction patterns? I conclude that, on the whole, CI has the potential to be a powerful tool for change. However, it needs to take local diversity more into consideration.     

Racist in the woodpile? Prejudice and education

Even in totalitarian regimes, freedom of thought presumably cannot be outlawed, provided that such thought remains unspoken and unwritten. In Australia, freedom of expression is taken-for-granted. This paper sets out to theorise my teaching practice/s, as I enact some of my theories. It emerges from my recent attempts to encourage in my students a greater sense of empathy towards others, and adoption of a multiplicity of perspectives. The contexts in which the study is embedded include immigration (to Australia) and attitudes to Indigenous Australians, but the teaching approaches described here can be applied to other similar contexts internationally. The paper outlines and evaluates related teaching strategies. Questions posed by the paper include: what are the internal mechanisms that limit our thought with regard to social issues such as equality? What are the teaching/learning approaches that we might employ to help our students transcend these limitations? Can freedom of thought only function in the context of self-regulation? In other words, where, if anywhere, are the ‘natural limits’ of freedom of thought, and are there times when freedom of thought is not desirable or acceptable? If so, who decides and how? What are the implications for the power differential between teacher and student?     

Does education influence wildlife friendly landscaping preferences?

In sprawling metropolitan areas, residential landscaping is a major concern with respect to biodiversity conservation, and it could play a critical role in conserving wildlife habitat. In the United States, residential landscaping typically consists of maintained lawns with specimen plantings of non-native trees and shrubs; such designs provide poor habitat for urban wildlife species. We conducted a case study of Raleigh, North Carolina residents to determine how providing information about the benefits of native plant landscaping to bird species influenced urban residents’ landscaping preferences. We used Wilcoxon Signed Rank tests to determine if respondent preferences for 0, 50, 75 and 100 % native plant landscaping coverages changed after residents were informed about the benefits that native plants provide for birds. Initially, the 50 % native landscaping coverage was most preferred by residents; however, preferences for all four native plant landscaping coverage designs were significantly different after the informational treatment. Neutrality changed to opposition for the 0 % native plant coverage, while opposition changed to support and neutrality for the 75 and 100 % native plant coverage designs, respectively. After the informational treatment, the 50 and 75 % native plant landscaping coverage had the highest mean preference levels, although the 100 % design was ranked first more than any other design. Our findings suggest that residential support for native plant landscaping is higher than is reflected by typical residential landscaping practices, and that dissemination of information regarding the benefits of native plant landscaping to birds could alter public preferences for native plant landscaping.     

Roma pupils’ attitudes towards education – a case study

When analysing the reasons behind the academic underachievement of Roma pupils, some teachers suggest that Roma people do not value education and that Roma children have negative attitudes towards school. With increasing frequency, Roma pupils from low socio-economic backgrounds are being researched and the research primarily adopts the perspectives of teachers and schools’ professional staff. The present study analyses attitudes towards education held by Roma pupils whose socio-economic status is comparable to the majority population and considers their perspective. The research was conducted with Roma pupils attending primary school in Maribor, Slovenia. To collect data, interviews were conducted. The study results suggest that the majority of Roma pupils from Maribor like attending school and value formal education; the majority indicated that they want to complete primary school and continue their education. The results also show that Roma pupils can be highly academically motivated if improved life conditions and improved education opportunities are provided to the Roma population.     

Selling social work education (2) credit when credit is due: A “three year” framework for social work education

Three year training courses are the ultimate goal for social work education. But changes in the funding of higher education will require more aggressive marketing strategies. It is necessary to consider alternatives to the full-time model beyond the conventional part-time approach. Three schemes for credit exemption are described. Educational opportunity with potential appropriate for social work education exists outside formal course provision. A proposal is made for the incorporation of agency inservice training provision and part-time adult education study into basic qualifying courses, adapting existing precedents and extending the programme provider model. It is suggested that although political obstruction will prevent an early move to a three year model, some of the mechanisms proposed could be incorporated into current planning to safeguard intellectual standards.     

Evaluation of school‐based AIDS education curricula in San Francisco

Students in 3 middle (n=385) and 3 high schools (n=254) in the San Francisco Unified School District participated in the evaluation of an AIDS education curriculum. Classes within‐schools were designated as either intervention classes or nonintervention classes. Students in intervention classes received 3 class periods of AIDS instruction with a newly developed curriculum. Students in nonintervention classes did not receive any special AIDS instruction. All students completed a pretest and posttest AIDS knowledge and attitude survey. The results indicated that AIDS instruction classes demonstrated a significant knowledge‐advantage, as well as change in attitudes (e.g., reflecting greater tolerance for attending class with students who may have AIDS or HIV infection).     

Multicultural education in Cyprus: A pot of multicultural assimilation?

In this paper, we attempt to answer the question: "is the Cypriot educational system a melting pot of every alien civilization and a kettle of cultural assimilation that perpetuates biases, clichés, racist behaviours and cultivates the idea that the different have no place among us?" We closely examine the case of a girl from Iran in a Cypriot primary school, using naturalistic observation models of research. Through the analysis of two vignettes, we attempt to answer the question posed above. We simultaneously reflect critically on the situation of multicultural education in Cyprus, while presenting its prospects for the future.     

The implications of ‘naming’ on Roma and Sinti right to education and social inclusion: an ethnography of education among a Sinti family network

Acknowledging the European political commitment to Roma education and the research in this field, my article deals with the experience of education of a Sinti ‘minority’ (The terms ‘minority’ and ‘majority’ will be used in this article, according to the meaning that is given to them within Anthropology and Education studies (cf.). The inverted commas are used to note that they are categories, used with the aim of a clearer explanation for the present text but not necessarily showing the complexity of the social and cultural contexts observed) in northern Italy. The study presents an interpretation of the observations collected during 21 months of ethnographic research among a Sinti family network and in a multicultural middle school, attended by their teenage children in Trent. The ethnographic interpretations point out how the languages and communication codes used within schools partly reproduce the asymmetric power relationships that exist between Roma and Sinti ‘ethnic minorities’ and the Italian so-called majority society. The process of ‘naming’ the ‘other’ plays a crucial role in this analysis, as it shows how meanings are imposed and handled in the relationship between institutions, ‘groups’ and individuals. Consequently, this process highlights the important role of anthropologists in pointing out the ‘emic’ and ‘etic’ (The concepts of ‘emic’ and ‘etic’ were coined in 1954 by the linguist Kenneth Pike and then used by anthropologists. ‘Emic’ refers to the ‘insiders’ points of view on their cultures, and ‘etic’ refers to the ‘outsiders’ accounts on cultures that are not their own) dimensions of every culture. Furthermore, the study’s methodology testifies to the author’s choice of pursuing an ‘engaged anthropology’. Finally, the relevance of the concept of propriospect will be stressed as a means to interpret educational and cultural processes in which the subjects actively take part, with particular attention to young Sinti and their peer groups.     

Teaching or Preaching? The Holocaust and intercultural education in the UK

This paper looks at the manner in which the Holocaust is taught in the UK and some of the major controversies surrounding the teaching of this topic. These issues include to what extent teaching about the Holocaust is, or should be, a pure lesson in history, or whether there should be a focus on universal moral lessons. I look at various case studies in which students are confronted with moral dilemmas as a path to understanding human behaviour in the past. I also examine to what extent "shock tactics" are useful as an educational tool.     

Examining power through social relations in teachers’ discourse about intercultural education

This study examined power through social relations between entities in the implementation of intercultural communicative competence (ICC) in an environment where English is spoken as a foreign language. The examination involved analysing the discourse of two foreign English teachers. Specifically, subject positioning of entities, made apparent through pronominal markers and shifts, as well as discourse meaning, were analysed to establish attributes and relations pertinent to the teaching and learning entities and context. The findings showed how teachers’ epistemologies can be made visible through the examination of discourse. Steven, a participant of this study, indicated that while he seemingly practised an inclusive approach, he was restricted by his teaching context, which appeared to be stricter, and his students’ language proficiency. The second teacher, Tamara, was more democratic in her pedagogical approach, seen through her students’ involvement. This signified a more open work environment as both teacher and student could make necessary adjustments to support the learning objectives. From this study, we could see how intercultural education is still perceived differently. This difference may be due to the parameters of the teachers. This study also showed how teachers’ discourse is a feasible site for the examination of power.     

Thinking interculturally: decolonizing history and citizenship education in Québec

The main objective of this article is to offer an alternative discursive framework for teaching history and citizenship education in Québec, Canada. Enabling a more inclusive discussion around how citizenship is constructed, thinking interculturally allows us begin thinking about practical ways in which citizenship and history education might detract from the exclusive form of inclusion that currently resides in Québec’s intercultural model (and, consequently, in history classrooms).     

Ethnicizing Ulster’s Protestants?: Ulster-Scots education in Northern Ireland

The Ulster-Scots ethnolinguistic ‘revival,’ often considered to be the ethnic, cultural or linguistic expression of unionism and loyalism, has recently made inroads into schools across Northern Ireland. With intercommunal educational segregation pervasive in the province, the teaching of such an ‘ethnic identity’ has potential sociological ramifications. Utilizing an in-depth textual analysis of the Ulster-Scots Agency’s educational materials and interviews with educationalists and political elites, I contend that although this ethnicization represents a break of sorts with traditional unionist-loyalist ideas rather than an unproblematic reinforcement of them, it holds considerable potential for the deepening of normative senses of communal difference.     

Internships for women in higher education administration: springboards for success?

Administrative positions within higher education have been very homogeneous, reflecting an institutional culture in which males prevail. In an attempt to encourage women to consider alternatives in administrative positions, internship programs were developed to provide women with opportunities and a mechanism for career advancement. The purpose of this case study was to examine what women did as a result of participating in such an administrative internship program over a ten year time period at a comprehensive university. Interview data yielded consistent results that support existing literature about women in higher education. Trends were identified and recommendations suggested for encouraging more diversity within administrative positions in higher educational institutions. The findings of this study confirm the need for mentoring relationships for women in administrative positions.     

Taiwanese students’ perceptions of teaching assistants’ effectiveness in group work education

To effectively enhance teaching quality at universities, the Ministry of Education in Taiwan established a programme for promoting teaching excellence and adopted a teaching assistant (TA) system in 2004. Although studies of TA systems have covered various topics, empirical research investigating student perspectives of TA systems in the group work curriculum are lacking. The aim of this study was to explore students’ perspective on the effectiveness of TAs in classroom instruction and practical group training. To evaluate second-year university students’ perceptions, a two-part questionnaire consisting of eight Likert-type statements and four free-response questions was utilised. The majority of responses to Likert-type statements were 5 or 4; three conceptual themes indicated that students were highly concerned with the quality of TAs. The study provides a preliminary step in addressing the necessity of TAs in group work; long-term goals should be to invite more TAs into practical social work courses. In this paper, the study’s findings, their possible implications for group work education, and directions for future research are discussed.     

Progress or procrastination? The education of young people who are looked after

The education of young people who are looked after by local authorities continues to be an issue which is inadequately addressed across England and Wales as a whole. However, recent research has shown that a number of local authorities are developing initiatives to enhance the educational experiences of this cohort of vulnerable young people. This article identifies the difficulties and, from research data, outlines some of the strategies which have proved effective. The data indicate that the problems can be resolved, given commitment, and suggest that practitioners in local authorities must continue to strive to ensure that all young people who they are looking after have an equal opportunity to experience a positive educational career.     

How did we get here? The career paths of higher education fundraisers

University‐based fundraisers have career paths that are unique in that most do not come to their careers through traditional training programs that are available to other professions, which may impact their expectations of and experiences in their work. Using the conceptual framework of person‐in‐environment fit, this study uses qualitative data from semistructured interviews of 44 higher education fundraisers to understand factors influencing their career trajectories. While formal educational backgrounds do not necessarily provide specific skills necessary for a fundraising career, findings show that many rely on on‐the‐job training, which was at times inadequate. Findings also counter common reports of fundraisers as “falling into the profession” when choosing to join the fundraising field and demonstrate how organizational factors can influence recruitment and retention.     

Increasing access to higher education and employment,Ethiopian immigrants’ in Israel

In modern societies, where higher education serves as a significant vehicle of integration, the inclusion of immigrants within the realm of higher education is not a foregone conclusion. This is the result of cultural, economic, and social gaps. In some cases, the integration process is blocked prior to the stage of academic studies. This situation has resulted in the creation of a teacher education program for Ethiopian students in Israeli academic colleges of education for the purpose of bridging the gap between higher education and employment, and increasing the chances of the graduates’ admission into the field of teaching. The aim of the present study was to examine the success of the program, emphasizing the graduates’ integration into the teaching profession. It was conducted by means of Mixed Methods research. An examination of the data indicates that a substantial number of graduates were integrated into various educational settings. It also reveals the improving status of the graduates as well as the influence of the program on their personal and professional development.