共查询到19条相似文献，搜索用时 156 毫秒
1.
刘晓燕 《内蒙古大学学报(人文社会科学版)》1998,(5)
文章考证了澳大利亚土著人的起源、历史变迁及生存历程。土著人起源于史前时代,由东南亚迁徙而来,漫长的岁月中没有固定的家园和住所,以狩猎和采集为主要经济活动,有独特的宗教信仰和美妙的原始艺术。欧洲殖民地进入澳大利亚初期,曾对土著人实行野蛮屠杀。土著人的进化和他们同白人的同化与结合构成了现代文化与原始文化之间的互相交流和合作。澳大利亚政府制订了一系列有利于土著居民发展的福利和保护政策 相似文献
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澳大利亚联邦是一个民族多样性显著,高度重视教育,土著人教育发展显著的国家。澳大利亚政府面对土著人发展的境况,以本国的历史为基础,以整个澳大利亚的社会、文化和经济的发展为支撑,在尊重土著人与非土著人之间的差异的前提下,针对土著人教育发展而制定了一系列优惠的政策措施。澳大利亚土著人教育优惠政策彰显出了作为典型的多元文化国家的澳大利亚追求民主平等以及文化的多样性的价值取向。 相似文献
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汪诗明 《淮阴师范学院学报(哲学社会科学版)》2011,33(5):639-645,700
在20世纪70年代初澳大利亚推行多元文化政策前,虽然白人视土著人为野蛮的和未开化的这一歧视性看法没有发生本质性改变,但在不同的历史阶段,他们对待土著人的态度还是有微妙的变化。这种变化必然对其土著政策产生重要影响,由此形成了具有特定内容且带有鲜明阶段性特征的土著政策。但无论哪种形式的土著政策,都无法掩饰这些政策的非人道和歧视性的本来面目。 相似文献
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澳大利亚国际教育产业发展探究 总被引：2，自引：0，他引：2
澳大利亚国际教育产业形成于20世纪80年代中期。为支持该产业发展,澳大利亚政府主要采取了三大策略:开拓国际教育市场;立法保护国际教育市场;保障国际教育质量。在这些策略推动下,澳大利亚国际教育产业发展迅速。与此同时,其进一步发展也将受到四个问题的掣肘:政府支持过度;移民政策的负面效应;教育产业整治中的利益考量;大学的公共财政支持不足。尽管存在这些问题,在未来一段时期内澳大利亚国际教育产业仍将保持其竞争力。 相似文献
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陈冬英 《番禺职业技术学院学报》2012,(1):60-64
TAFE是澳大利亚政府独特的职业教育培训体系,为澳大利亚政府的＂宠儿＂,在其发展过程中,不仅有经费的支持,也有系列报告发表等政策扶持。通过介绍TAFE的概况,以Kangan报告、Kirby报告、Deveson报告等相关报告看其发展历程,从中总结出其发展趋势,为我国高职教育的发展提供一定的借鉴和指导。 相似文献
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澳大利亚职业教育质量保障体系经历了初步探索、迅速发展和稳步完善三个重要阶段,各阶段因社会经济发展水平不同呈现出不同的特征。初步探索阶段,澳大利亚政府在一系列职业教育发展报告支持下出台改革政策,职业教育质量保障系统从各州独立转向联邦政府参与的国家统一体系;迅速发展阶段,新自由主义复苏,澳大利亚政府出台国家职业教育框架的同时更加关注职业教育市场的灵活性,质量保障体系更加注重促进工业与教育领域相互对话;稳步完善阶段,澳大利亚政府建立质量培训框架和技能质量署,确保职业教育保障体系在质量标准和质量监管方面趋向完善。澳大利亚职业教育质量保障体系发展具有政府严格的质量监管与市场机制并行、国家质量标准灵活实用、出台法律法规保障及时高效等显著特点。 相似文献
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澳大利亚的职业技术教育新动向 总被引：1，自引：0，他引：1
澳大利亚政府职业和技术教育系统中最高优先权之一,就是保证工商业直接参与培训方针政策的制定与实施。目前,澳大利亚政府正在改革国家培训系统,以保证其更能满足需求、更能适应工商业的变化,将原来由培训机构开发课程计划改变为由行业决定各种职业资格需要掌握什么能力,最后在全国统一实施。 相似文献
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澳大利亚的留学政策一直牵动着不少学生和家长的神经。近期,澳大利亚政府出台了关于留学生的种种有利政策,这些政策在担保金、签证审核、打工时间、工作许可等多方面对国际生都非常有利,相信2012年澳大利亚留学将更受到中国学子的青睐。 相似文献
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Tess Miller 《Diaspora, Indigenous, and Minority Education》2018,12(4):182-200
The practice of measuring Indigenous achievement dates back to the early 1960s. Since then, Indigenous people have been subjected to a number of different standardized assessments intended to capture indicators of their well-being. Unfortunately, little attention has been given to the cultural appropriateness of subjecting Indigenous people to instruments designed for non-Indigenous populations. Subsequently, there has been reluctance for some Indigenous jurisdictions to participate in standardized large-scale assessments that have now become commonplace throughout the world. The purpose of this literature review was to consolidate literature reporting on the different types of assessments and corresponding outcomes used to measure achievement of Indigenous students in Canada and to synthesize more recent documents reporting on assessment practices and Indigenous student achievement. The outcome of this examination of literature provides insight into how achievement has been measured in the past and how we might transition toward culturally responsive assessment for the future. 相似文献
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Michael Marker 《History of education》2015,44(4):480-502
Historians of education wanting to develop culturally responsive historiographies of Indigenous communities should move beyond a reliance on government and church policy documents – with some variegations of testimony from residential school survivors. The unique circumstances of colonisation that were forged by national/settler policies should be investigated in tandem with a traditional knowledge of local meanings of time, landscape and mythos. This work examines the differences in Canadian and American schooling policies – notably the residential schools – from the experiences of the Coast Salish who are a transnational people with a transcendent discernment of their traditional territory bisected by the Canada–US border. Nation-state borders have produced impediments for Indigenous peoples and conceptual problems for historians. This paper, drawing on secondary and primary source documents, oral history recordings and conversations with Coast Salish community members, compares the cross-border educational experiences of the region with suggestions for more place-based historiographies of Indigenous education. 相似文献
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Zane Ma Rhea 《教育政策杂志》2013,28(1):45-66
This paper examines the Australian government’s Indigenous policy by interrogating the concept of partnership between governments and Indigenous communities through three examples. Increasingly, the Australian federal government is focusing attention on the poor literacy and numeracy outcomes for Indigenous children in remote and very remote locations. The three examples examined in this paper occurred between 2002 and 2007 during the development of the government’s policies about partnership accountability. A case study methodological approach evolved into a policy ethnography which was adopted to investigate the central question examined in this paper about the strengths and limitations of partnering as a policy concept. The strongest theme to arise from analysis was that parents and caregivers, and indeed their broader families and communities, had a distinctly different expectation of partnership to that of the government policy. Drawing on social exchange theories, the differences identified were concerned with the asymmetry and reciprocity. Indigenous communities are asserting the right to negotiated agreements that are accountable ‘both ways’ and governments seem to be more focussed on a ‘one way’ process of making Indigenous people accountable for education failure. 相似文献
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Neil Harrison 《Asia-Pacific Journal of Teacher Education》2007,35(1):41-53
It is often assumed in education that we have left the deficit model behind, but this paper suggests that policies and programs continue to position Indigenous students within a discourse of progress and enlightenment. Through this discourse, they are positioned between an image of what they once were as disadvantaged and what they are supposed to become in the process of studying at school and university. This paper examines some of the messages that are secretly transmitted both inside and outside the classroom when Indigenous students are constituted in discourse as behind or below and having to catch‐up to the non‐Indigenous students. It suggests other ways in which teachers could address the production of cross‐cultural relations through classroom discourses to avoid positioning Indigenous people in a deficit relation to non‐Indigenous people. 相似文献
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Grace Sarra 《International Journal of Inclusive Education》2013,17(6):611-625
Cherbourg State School is approximately 300 km northwest of Brisbane. It is situated in an Aboriginal community at Cherbourg with approximately 250 students. At the Cherbourg State School, the aim was to generate good academic outcomes for all students from kindergarten to Year 7 and to nurture a strong and positive sense of what it means to be Aboriginal in today’s society. In this paper, I will discuss modernism and postmodernism in indigenous studies and how this has impacted on the design and development of the Indigenous Studies Programme at the Cherbourg State School. The programme was designed to provide students with the opportunity to learn about the history of Indigenous people from Indigenous voices and provide an understanding of the impact of invasion and the consequences on the lives of Indigenous people, in the past and present. The stories from the elders and members of their own community provided knowledge that allowed students to challenge Aboriginal identity by taking on existing perceptions so that they could be better processed and understood. 相似文献
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“We do not know what is the real story anymore”: Curricular contextualization principles that support indigenous students in understanding natural selection 
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下载免费PDF全文 We propose a process of contextualization based on seven empirically derived contextualization principles, aiming to provide opportunities for Indigenous Mexican adolescents to learn science in a way that supports them in fulfilling their right to an education aligned with their own culture and values. The contextualization principles we empirically derived account for Nahua students' cultural cognition, socialization, and cultural narratives, thus supporting Indigenous students in navigating the differences between their culture and the culture and language of school while learning complex science concepts such as natural selection. The process of curricular contextualization we propose is empirically driven, taking culture and socialization into account by using multiples sources (cognitive tasks to explore teleology, ethnographic observation of students' community and classroom, and interviews with students and community members) and builds on the scholarship in Culturally Relevant Pedagogy and Indigenous Education. We used these principles to redesign a middle school biology unit on natural selection to make it more culturally relevant for Nahua students. The enactment of this unit resulted in students being engaged in science learning and achieving significant learning gains. The significance of this study lies in presenting evidence that learning science in culturally relevant ways supports the learning of challenging biology concepts. We provide evidence that Western science can be learned in ways that are more aligned with Indigenous students' Traditional Indigenous Knowledge, thus informing the implementation of educational policies aiming to improve the quality of secondary education for Indigenous adolescents. Our proposed contextualization principles can benefit students of all cultural identities who feel that their religion, language, or traditional knowledge are not aligned with school science, facilitating their access to culturally relevant science education. 相似文献
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AbstractIndigenous women stand in solidarity on the frontline of refusal, protecting their ancestral homelands and their ways of life across North America and beyond. The Indigenous stand-off at Standing Rock in opposition to the Dakota Access Pipeline inspires this photo series of vignettes where Indigenous voices accompany images of Indigenous women in their battle as frontline water protectors. The intention of these vignettes is to share the intimacy of Indigenous experiences on the frontline that challenge perceptions of Indigenous women and instead situate them as warriors of wellness in the face of violence. The frontline in this reality represents the contested space where Indigenous people gather to refuse settler-colonial violence against Mother Earth, territorial lands, and Indigenous Peoples. Through the photo essay, we observe how Indigenous women reclaim identity through language revitalization, commitment to original instruction, and the right to visibility. Indigenous women define their missions of wellness and address direct challenges to community health they overcome in these spaces of refusal. 相似文献
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Walking simultaneously in two worlds as an Indigenous researcher, navigating Indigenous and Western epistemologies/methodologies can have its challenges. Indigenous methodologies have become an important element of qualitative research and have been increasingly taken up by both Indigenous and non-Indigenous researchers. Indigenous methodologies seek to ensure that the research is culturally safe and culturally respectful through recognition of Indigenous worldviews, respect, and accountability. It is no longer research on or about Indigenous people, rather it is becoming research for and with Indigenous people. In this paper, we reflect on the experiences of an Indigenous researcher working with a non-Indigenous supervisor within an overarching Western theoretical framework of poststructuralism while also using Indigenous methodologies. We discuss the tensions and points of connection that emerged in the research design process. We suggest that Indigenous and Western epistemologies/methodologies do not have to be used to the exclusion of each other; they can be used effectively to complement and support each other. 相似文献
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Martin Mills 《International Journal of Inclusive Education》2013,17(1):57-73
This article contends that the third generation of cultural–historical activity theory as forwarded in Yrjo Engeström’s version of expansive learning offers the people of South Africa a framework within which to practically realise the objective of a more culturally inclusive and relevant education. By recognising and harnessing the divergent and even opposing principles and values within indigenous and modern western knowledge traditions, the expansive learning framework provides a vehicle for implementing the kind of education which has been conceived of by such policies as the country’s Indigenous Knowledge Systems (IKS) Policy and the Science-IKS curriculum. It is argued that this approach has the potential to take the indigenous knowledge initiatives beyond their current impasse in policies and bureaucratic institutions by generating new forms of cultural activity from the very conflicts inherent in the project. The principles of object orientation, multi-voicedness, historicity, contradictions as a driving force and expansive transformation are outlined at the level of interacting western and IKS, but shown to be operationalised through learning and research activity at a local level in classrooms and communities so that they generate new practices and policies from people’s daily activity. 相似文献