Background: Understanding how students conceptualize culturally responsive service learning (CRSL) before and after an experiential education (EE) program has the potential to inform the instructional and theoretical designs and long-term possibilities of EE programs in teacher education. Purpose: To (a) explore students' early-trip conceptions of…

Sustainable development requires the valuing of Indigenous knowledges. The complex and intertwined processes of coloniality and globalisation have contributed to spreading a dominant set of Western knowledge, values, and practices discrediting local Indigenous knowledges and wisdom (Thaman, 2003). Achieving Sustainable Development Goal 4 (SDG4),…

Current scientometric indexes do not encourage the linguistic diversity of sources cited in academic texts and researchers are not motivated to cite texts written in smaller languages. This diminishes the cultural diversity of the sources cited and limits the representation of small and indigenous cultures. This text proposes a scientometric…

Creating information literate students and future employees is an expected outcome of a tertiary education. This paper shares insights from a successful collaboration between an academic and three university librarians to create an online learning module designed to develop students' professional information literacy capability: identifying…

The focus of this article's discussion is related to the integration of character education based on local culture at "Madrasah Aliyah" (Senior High School) in Aceh. The participants were determined purposively, and they were six "Madrasah" principals, and 50 teachers served at "Madrasah Aliyah" (Islamic secondary…

Drawing on three years of partnership with residents of the Pine Ridge Reservation in South Dakota, I discuss some of the insights and challenges of working toward a critical community engagement that is antiracist, anti-colonial, and "place-engaged" (Siemers et al., 2015). I specifically reflect on how the bridging of academic practice…

"Protecting the Promise" is the first book in the "Culturally Sustaining Pedagogies Series" edited by Django Paris. It features a collection of short stories told in collaboration with five Native families that speaks to the everyday aspects of Indigenous educational resurgence rooted in the intergenerational learning that…

Kaupapa Maori is thoroughly theorised in academia in Aotearoa and those wishing to use it as their research methodology can find support through the writing of a number of Maori academics. What is not so well articulated, is the experiential voice of those who have used Kaupapa Maori as research methodology. My identity as a Maori woman…

In this article, the author presents an Indigenous Epistolary Methodology (IEM) to reflect on what it means for Indigenous women to engage the notion of refusal in traditional writing methods and qualitative research. The author proposes that an IEM, nestled within her familial genealogies, Indigenous Knowledges and Chicana Feminist Epistemology…

This lecture asks: How can education research address the big questions of our time, and what has politics got to do with it? It will trace moments and movements of researcher-(un)becoming to explore the (micro)politics of a lifetime of educational research. Politics is understood as both intimate and immense, as the intertwined politics of global…

A number of researchers have done extensive work on ontologies, epistemologies and pedagogies in relation to Pasifika research, but little on methodologies. Vaioleti describes talanoa as a phenomenological research approach which is ecological, oral and interactive. Halapua's article Talanoa Process: The Case of Fiji (2008) emphasises talanoa as a…

Dialogic approaches are promising vehicles for effective pedagogy, providing opportunities for students to talk about learning; build on and sustain individual and collective identities, and; advance thinking and understanding in ways that support enhanced achievement. Whilst this is an idealised view of talk in classrooms, international…

When Vernon Lambert and Lorraine Greybear graduated from the Fort Totten, North Dakota, Bureau of Indian Affairs (BIA) community school in 1957 and 1959, respectively, Dakota language and culture were not even taught. Lambert's mother had stopped speaking Dakota to him at home so he wouldn't have to learn English the hard way at school as she had.…

This article is a response to a qualitative study that examined how the indigenous African notion of "ubuntu" informs how some school teachers in a Black township in South Africa conceptualize Western-oriented narratives of democracy. While the study acknowledges important differences in how ubuntu is understood and defined, the author…

This article aims to discuss the purpose of ethnobiology in biology teachers' training based on conceptions of biology teachers before and after their participation in a training course for science teachers that involved ethnobiology. The research was developed in 2009 and involved semi-structured interviews with nine biology teachers of public…