In this article, I explore the question, "What is the relationship between appropriation of Indigenous thought and what might be called "deep learning" based in years of education in Indigenous contexts." Beginning with an examination of meanings ascribed to cultural appropriation, I bring texts from Gee on secondary…

The examination of indigenist interests in the New Zealand university is framed by a theoretical understanding of indigeneity as a strategy in regulating social organisation and resource management in neoliberal global capitalism. Three stages of the brokerage of indigenist interests are identified. These are: the production and representation of…

This study focuses on the perceptions of knowledge and learning by indigenous students in an intercultural bilingual teacher education programme in Amazonian Ecuador. The study framed within postcolonial and critical theory attempts to create a space for the indigenous students to speak about their own views through the use of photography and…

This paper explores the nature of postgraduate research in the broad area of Pacific education completed in New Zealand universities. First, a number of basic trends are identified in terms of institutional affiliation, area of educational research, MA and PhD balance, growth over time, national/ethnic focus and the expected beneficiaries of the…

By considering the "Ontario First Nation, Métis, and Inuit Policy Framework" (2007) from a Foucauldian perspective, this paper presents a policy discourse of knowledge, power, and identity from a multicultural education framework. Through Foucauldian theoretical perspectives, the paper creates alternate possibilities in confronting the…

As places to engage with changing and complex ideas, institutions of higher education offer a logical site for bringing Indigenous ways of knowing together with environmental studies and science. However, profound differences between Indigenous and Western knowledges, as well as ongoing colonialism, cultural biases of science, and the nature of…

Some Indigenous students are at risk of academic failure and science teachers have a role in salvaging these equally able students. This article firstly elucidates the research entailed in Indigenous science education in Australia and beyond. Secondly, it reviews the cultural and language barriers when learning science, faced by middle and senior…

When the Maori goddess, "Hinetitama", asked the Maori god, "Tane", who her father was, he replied, "Uia ki nga pou o t whare ... Ask the posts of your house". This traditional Maori (indigenous people of New Zealand) story implies a cultural teaching pedagogy that utilises the "marae" (a Maori building…

In this article we aim to explore those points at which migrant identity and landscape intersect. We also consider implications for holistic models of counselling with migrant groups. The New Zealand migration literature was the starting point to consider how and why the experience of migration has been studied. We asked how collective biography…

I use the metaphor "zebra crossing" in my reflective narrative to describe my plight and struggle as a non-white person growing up and working in Johannesburg, South Africa, during the apartheid era. This article considers and compares the notions of culture, diversity and identity as I now work in a tertiary institution in Melbourne,…

The Sami are an indigenous people of the Arctic, and through a resolution of the United Nations, Norway is bound to take care of the Sami culture and language. Since 1987 the Sami have had their own curriculum, but they have no mathematics syllabus. In this paper we summarize the legal acts that take care of the Sami culture within the Norwegian…

The study investigated how San students of Botswana, in a junior community secondary school, understood literacy in school and at home. A qualitative, narrative case study approach was used to gain a deeper understanding of what students value and understand by literacy from co-participants' and informants' perspectives. Findings across…

The 2014 "Comparative Education Review" bibliography of refereed journal articles on topics relevant to comparative and international education covers all 12 months in 2014 and includes 3,389 entries--a full 30 percent increase over the set of references assembled in the 2013 bibliography. They are drawn from 280 refereed journals, both…

In Kenya, indigenous knowledges related to the natural sciences are not considered in the formal science education of secondary students. Despite the prevalence of studies that examine indigenous knowledges in Kenyan school and community contexts, the perspectives of students and teachers concerning indigenous natural science knowledges and their…

Postings generated during "natural" online interactions among geographically dispersed/diasporic Nigerians contain ideas from different intellectual sources. A few of the ideas encapsulated within texts produced were brought to the fore, discussed, and analyzed. The consequent search for the presence of indigenous knowledge within the…