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Descriptors:
Activism; Ethnic Studies; Mexican Americans; Epistemology; Journalism; Hispanic American Literature; High Schools; Rhetoric; Student Participation; Student Role

Abstract:
This essay looks at Ethnic Studies activism in Arizona through a rhetorical lens in order to highlight epistemological aspects of activities such as a high school Chicano Literature class, Roberto "Dr. Cintli" Rodriguez's journalism, and student activism to defend the Mexican-American Studies Department. Taking rhetoric's premise that language is at the center of knowledge construction (epistemology), this essay turns to Chicano activism as a language that produces knowledge differently. The participation of students, particularly in the indigenous spiritual runs, is an important example of the traditionally central role of students to the field of Chicano Studies. Runs also work inwardly to strengthen participants and build group cohesion. These practices, like Chicano and Ethnic Studies in general, constitute a critical dialectical way of thinking, a disruptive opposition to traditional rationalities that tend to gloss over colonialist histories and justify status quo racial inequalities. Thinking about these activities rhetorically allows readers to understand how the participants communicate with a wider audience and how they generate knowledge uniquely around Chicano Studies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Resistance (Psychology); Self Determination; Mexican American Education; Indigenous Knowledge; Ethnic Studies; Community Colleges; Student Needs; Two Year College Students; Ideology; Instruction; Epistemology; Praxis

Abstract:
This paper builds upon the edict for self-determination in El Plan de Santa Barbara: a Chicano plan for higher education (1969), which calls for "strategic use of education," by placing value on needs of the community (La Causa, p. 9). For me, this passage translates into valuing needs of community-college students entering my classes and life. I believe it is my obligation, as an educator, to problematize ways in which knowledge has been defined, framed, presented, and researched by dominant ideologies informing institutions of learning at all levels. In essence, this work is a meditation allowing readers to witness how I am weaving together various strands of myself including the personal, emotional, professional, intellectual, and spiritual. It captures how my participant-observation of MAS-Tucson educators, while describing their use of barrio pedagogy and critically compassionate intellectualism, has been enhanced by my re-reading of Elena Avila's (2000) "Woman who Glows in the Dark: A Curandera Reveals Traditional Aztec Secrets of Physical and Spiritual Health." This paper represents an ongoing epistemological exercise about my own teaching and scholarship, resulting in an emergence of my own modality as an apprenticing practitioner of Chicano-Indigenous pedagogy. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Activism; Students; Ethnic Studies; Mexican Americans; Reflection; Community Schools; Resistance (Psychology); Urban Education

Abstract:
In the wake of the Tucson Unified School District dismantling its highly successful Mexican American Studies (MAS) program, students staged walkouts across the district to demonstrate their opposition. Student-led walkouts were portrayed as merely "ditching," and students were described as not really understanding why they were protesting. After these events, a group of student activists called UNIDOS organized and led the School of Ethnic Studies. This was a community school dedicated to teaching the forbidden MAS curriculum. In this article we present counternarratives from organizers, presenters, and participants in the School of Ethnic Studies. These narratives demonstrate the transformative resistance of students who created their own form of liberatory education. Our analysis highlights how student organizers led the creation of an autonomous, community-based educational space to allowed young people to engage in political analysis, self-reflection, and strategic organizing. We conclude with the implications for Ethnic Studies, urban education, and counternarrative. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
High School Students; Hispanic American Students; Grade 11; Grade 12; Ethnic Studies; Hispanic Americans; Mexican Americans; Student Experience; State Legislation; Educational Policy; Social Change

Abstract:
Drawing from a nine-month critical teacher inquiry investigation, this article examines the experiences of eleventh and twelfth grade students who participated in a year-long Chicana/o-Latina/o Studies course in California shortly after the passing of Arizona House Bill 2281 (HB 2281). Through a borderlands analysis, I explore how these students describe their experiences participating in such a course, and in doing so, debunk some of the myths upon which HB 2281 was constructed. I find that these classroom experiences served as "sitios y lenguas" (decolonizing spaces and discourses; Perez in The decolonial imaginary: Writing Chicanas into history, Indiana University Press, Bloomington, 1998) in which high school students were able to reflect on the ongoing transformation of their social, political, and ethnic identities, and developed a relational ontological base. This article explores the physical and metaphorical borders (Anzaldua in "Borderlands/La frontera: The new mestiza," Jossey-Bass, San Francisco 1987) that Chicana/o and Latina/o youth navigate and challenge while simultaneously working for social change in their communities. Lastly, it conveys what we stand to lose if the decolonizing spaces and discourse constructed in Ethnic Studies courses become casualties of xenophobic policy. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Indigenous Populations; Reflection; Ethnography; Autobiographies; Personal Narratives; Politics of Education; Whites; Racial Differences; Critical Theory; Ethnic Studies; College Instruction; College Curriculum; College Faculty; Program Descriptions; Teaching Methods; Foreign Policy; Curriculum Development

Abstract:
In this article, I take a creative and autoethnographic approach to reflect upon processes of decolonisation in Indigenous Australian studies classrooms. Positioning myself as a non-Indigenous educator, I take the reader on a journey through my search for pedagogy which makes space for the colonial, difficult and messy politics of race, whiteness and knowledge to be actively challenged, deconstructed and reimagined in this context as PEARL. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Canada Natives; Interdisciplinary Approach; Courses; Art Education; Case Studies; Indigenous Populations; Indigenous Knowledge; Ethnic Studies; College Instruction; Curriculum Development; Transformative Learning; Course Descriptions; Teaching Methods; Art History; Artists; Ethnocentrism

Abstract:
This article explores the concepts advanced from the Australian Learning and Teaching Council (ALTC)-funded project, "Exploring Problem-Based Learning pedagogy as transformative education in Indigenous Australian Studies". As an Indigenous art historian teaching at a mainstream university in Canada, I am constantly reflecting on how to better engage students in transformative learning. PEARL offers significant interdisciplinary theory and methodology for implementing content related to both Canadian colonial history and Indigenous cultural knowledge implicit in teaching contemporary Aboriginal art histories. This case study, based on a third-year Indigenous art history course taught at University of Regina, Saskatchewan in Canada will articulate applications for PEARL in an Aboriginal art history classroom. This content-based course lends itself to an interdisciplinary pedagogical approach because it remains outside the traditional disciplinary boundaries accepted in most Eurocentric-based histories of art. Implementing PEARL both theoretically and methodologically in tandem with examples of contemporary Indigenous art allows for innovative ways to balance course content with the sensitive material required for students to better understand and read art created by Indigenous artists in Canada in the past 40 years. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Indigenous Populations; Indigenous Knowledge; Cultural Education; Web Based Instruction; Computer Games; Multimedia Materials; Educational Technology; Electronic Learning; Workshops; Ethnic Studies; College Instruction; College Curriculum; College Faculty; Problem Based Learning; Program Descriptions; College Students

Abstract:
This article explores a project at the Koori Centre, University of Sydney, funded by the Australian Learning and Teaching Council (ALTC) in 2011, titled "Indigenous On-Line Cultural Teaching and Sharing". One of the team members (Kutay) was also a project team member on the ALTC-funded project "Exploring PBL in Indigenous Australian Studies", which has developed a teaching and learning process (PEARL) for Indigenous Australian studies. In this article, we present the "Indigenous On-Line Cultural Teaching and Sharing" project as an exemplar of this teaching process. The project turns a highly successful interactive kinship workshop into an interactive online experience for all students and staff of the University of Sydney. The project is developing a sharing portal for Aboriginal people in New South Wales (NSW) to incorporate their stories and experiences of cultural, historical and educational issues within a knowledge-sharing workshop. The site will use voices of Aboriginal participants to express the knowledge of their culture in a comparative and affirmative context. An interface for uploading audio and video has been generated to combine example stories from different perspectives. The interactive kinship workshop and Aboriginal voices will then be used in an online game, embedding Aboriginal knowledge and values within different professional learning contexts, such as law, social policy, health, and education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Indigenous Populations; National Curriculum; Preservice Teacher Education; Disadvantaged; Achievement Gap; National Standards; Educational Policy; College Programs; Knowledge Base for Teaching; Teacher Education Curriculum; Ethnic Studies; College Instruction; Program Descriptions

Abstract:
Aboriginal and Torres Strait Islander students in Australian schools continue to have poor education and health outcomes, and the introduction of a new national curriculum may assist in redressing this situation. This curriculum emphasises recommendations which have been circulating in the sector over many years, to require teacher education institutions to provide their students with an understanding of past and contemporary experiences of Indigenous Australians, as well as the social, economic and health disadvantages that challenge Indigenous communities, and to equip them to integrate Indigenous issues into their future teaching programs. This article, while focusing on teacher education developments at the University of Tasmania (UTAS) to meet National Standards and Frameworks for preservice teachers, provides some general background, and identifies recently developed resources, including the potential for Indigenous centres within universities to assist educators. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Indigenous Populations; Ethnic Studies; College Instruction; College Curriculum; College Faculty; Problem Based Learning; Experiential Learning; Curriculum Design; Transformative Learning; Learner Engagement; Educational Change; Teaching Methods; Interviews

Abstract:
This article critically examines the possibility of using Problem-Based Learning as an approach to teaching and learning and curriculum design in Indigenous studies. This approach emphasises the potential for Experience-Based Learning or Problem-Based Learning as a model that frames the curriculum and pedagogical activities to encourage student engagement with key issues in ways they find meaningful. It takes the form of an interview with Professor David Boud, a well-known scholar in this area. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Indigenous Populations; Ethnic Studies; Reflection; Epistemology; College Environment; Ethnography; Workshops; Rural Areas; Social Distance; Course Descriptions; College Instruction; Problem Based Learning; Teaching Methods; Indigenous Knowledge; Cultural Education

Abstract:
In this article I discuss the way Problem-Based Learning (PBL) and reflexivity is employed in a university environment to address the question of how we can most successfully transfer knowledge about the presumed Other into our own cultural space without reducing, fragmenting, and exoticising complex knowledge systems. My goal is to stimulate in students an awareness of, and empathic engagement with, Indigenous epistemologies and Indigenous perspectives on environment, other species, moral ecology and cultural and commercial activities undertaken on Country. In this article I focus on one particular course in which I use ethnographic scenarios as learning triggers for weekly workshops to provide a multi-sensorial and experiential style of learning. Topics range from the construction of ethnoclassificatory systems to the construction of kinship as an expression of moral ontological frameworks. The process draws on over 30 years experience working with the "Yanyuwa" families of the southwest Gulf of Carpentaria in the Northern Territory. Central to the success of the course are the "li-Yanyuwa li-Wirdiwalangu" ("Yanyuwa" knowledge holders), a core group of senior men and women who play an active daily role in the maintenance and dissemination of "Yanyuwa" knowledge systems, increasingly a site of their own empowerment. In consultation with Bradley, they have selected and annotated core ethnographic information which I have then developed into PBL triggers for the course. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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