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Indigenous Education

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Indigenous Knowledge Systems / Alaska Native Ways of Knowing. By Ray Barnhardt and Angayuqaq Oscar Kawagley This is an excerpt from a longer paper which is available, along with many other excellent resources, on the Alaska Native Knowledge Network . The complete article is available at A few years ago, a group of Alaska Native elders and educators was assembled to identify ways to more effectively utilize the traditional knowledge systems and ways of knowing that are embedded in the Native communities to enrich the school curriculum and enliven the learning experiences of the students.

The elder described how his father had been a highly respected hunter who always brought food home when he went out on hunting trips and shared it with others in the village. One day when he and his brother were coming of age, their father told them to prepare to go with him to check out a herd of caribou that was migrating through a valley a few miles away. Access Quality Education: Alaska Litigation. Alaska Recent Events | Costing Out | Useful Resources Historical Background In 1997, plaintiffs filed an "adequacy" and "equity" suit, Kasayulie v.

State, against the state of Alaska, claiming that the state's method of funding capital projects for education violates the education clause and the equal protection clause of the Alaska Constitution and the implementing regulations of Title VI of the federal Civil Rights Act of 1964. In 2004, a different set of plaintiffs filed a lawsuit against the state ( Moore v.

State ), alleging the state's education finance system is inadequate and inequitable in funding operating costs. Kasayulie v. In Kasayulie v. In March 2001, the Superior Court rejected a motion from the state to reopen the Kasayulie decision, concluding that the new information the state submitted reinforces the court's prior findings. Moore v. The trial court in Moore v. The State then submitted extensive evidence claiming that it had now complied with the Court order. Tek-barnhardt-kawagley.pdf. Native American and Alaska Native Children in School Program | NCELA. FY 2013-14 Annual Performance Report (APR) Guidance Materials Dear Colleague Letter APR Guidance Presentation Annual Performance Report (APR) Frequently Asked Questions (FAQ) Current Competition: The 2013 competition is closed. Full announcement on grants.gov Application package (pdf download) Full Applications from Grantees 2013 Competition: Materials for Reviewers Peer Review Guidelines Mock Application Form Technical Review Practice Form US Department of Education G5 Reader Powerpoint NAM Peer Reviewer Q & A 2011 Competition: See maps of the locations of 2011 and 2008 grantees. 2011 Directory of NAANCSP Grantees Abstracts from the 2011 Grantees Full Applications from Grantees The 13 applications recommended for funding scored between 86.00 and 105.00, and are in rank order. 2011 Competition (view the January 19, 2011 Federal Register announcement) Non-Regulatory Guidance 2011 NAANCSP Fact Sheet Resources: Guide to U.S.

U.S. Grants.gov Submission Procedures and Tips for Applicants U.S. U.S. U.S. Alaska Native Education: Views from Within, Barnhardt, Kawagley. Alaska Native Studies Council | Self-Determination: Growing Our Own Indigenous Research, Scholars, & Education. About Us | Indigenous Education Institute. Nancy Maryboy, Ph.D.Friday Harbor, WA, Cherokee / Navajo Welcome to the IEI website! It is a pleasure to invite you to browse through our newly updated website.

I want to express my deep gratitude to our Webmaster, Christopher Teren, for his patience and leadership in this endeavor. As you will see, IEI is involved in a number of projects, all chosen in alignment with our mission and goals. We have chosen to emphasize the use of traditional Indigenous knowledge as it relates to sustainability and balance, or as Navajos might say Hozho. I want to extend my thanks to the wonderful people who are associated with IEI, in particular the Board of Directors, as led by Dr. Cultures of Alaska | Education & Programs | Alaska Native. Apr-May2010Alaska.pdf. Alaskool.org - Alaska Native history, education, languages, and cultures. Indigenous Peoples and Languages of Alaska. This map shows the indigenous language regions of Alaska. Related languages of neighboring Canada and Russia are also shown. The language boundaries represent traditional territories at approximately 1900, though some shifts in language boundaries have occurred since that time.

Boundaries are defined based on the similarity of sound systems and the ability of speakers from different regions to understand each other. The colors of the individual languages reflect their classification into language families, each of which share a common ancestral language. Eighteen of the twenty indigenous Alaska languages on this map belong to either the Eskimo-Aleut or the Athabascan-Eyak-Tlingit families.

The language names appearing on this map are the English names generally accepted by most speakers today. As of 2010 few indigenous languages in Alaska are still spoken by children, but significant revitalization programs exist for some languages. Show more... Copyright © 2011. Education | Alaska Indigenous. In June 2010, the National Governors Association Center for Best Practices and the Council of Chief State School Officers published the Common Core State Standards (CCSS) for K-12 English language arts and math.

CCSS were ostensibly designed in collaboration with teachers, school administrators, and experts to provide more rigorous and coherent academic scaffolding than the diverse patchwork of state standards previously in place. According to the Common Core State Standards Initiative, these standards were designed to “prepare our children for college and the workforce,” and since June 2010, 48 states and the District of Columbia have adopted them (Common Core State Standards Initiative, 2011). Although not explicitly identifying CCSS, the Obama administration has endorsed and incentivized state adoption of internationally benchmarked academic standards that prepare students for college and career readiness through its Race to the Top program.

Arguments and Evidence for CCSS Conclusion. What is Indigenous Knowledge - Definition - Bibliography - Links. What is Indigenous Knowledge? The increasing attention indigenous knowledge is receiving by academia and the development institutions has not yet led to a unanimous perception of the concept of indigenous knowledge. None of the definitions is essentially contradictory; they overlap in many aspects. Warren (1991) and Flavier (1995) present typical definitions by suggesting: Indigenous knowledge (IK) is the local knowledge – knowledge that is unique to a given culture or society.

IK contrasts with the international knowledge system generated by universities, research institutions and private firms. It is the basis for local-level decision making in agriculture, health care, food preparation, education, natural-resource management, and a host of other activities in rural communities. While using similar definitions, the conclusions drawn by the various authors are, controversial in a number of aspects.

Why is Indigenous Knowledge Important? To name but a few: The development strategy either. Indigenous Higher Education | Alaska Native Knowledge Network. HOC-2.pdf. Rethinking indigenous education and schooling for San children | Open Society Initiative of Southern Africa (OSISA) The statistics relating to San children in Namibia and education are shocking. Only 67 percent of San children in the country enrol in school. And only 1 percent of those children complete secondary school. Think about that for a second. And then add the fact that none of them make it to university. These statistics – highlighted by Dr Haavashe Nekongo-Nielsen from the University of Namibia during the Indigenous Education in a Changing World conference on San education co-hosted by UNESCO, the Working Group of Indigenous Minorities in Southern Africa and OSISA in Namibia – raise a very important question for those providing education services and working in the education sector, where are we getting it so wrong?

Is it a wonder then that by the time they get to Grade 2 less than a quarter of the children who actually enrolled are still going to class? Such statistics are not limited to Namibia. As they say in disability circles ‘nothing about us, without us’. ShareThis. Indigenous Education Institute. Comparative Education, Vol. 39, No. 2 (May, 2003), pp. 139-145. Indigenous Education. Aboriginal Culture Stories Duration: 1:04 Updated: 09 Jan 2015. Indigenous education. Indigenous Education Review The Northern Territory Government has commenced a review of Indigenous education, to get a real understanding of the impact of current programs and initiatives designed to improve outcomes for Indigenous students. Education provision in the Northern Territory occurs within a unique context.

It includes a diverse student cohort, with Indigenous students making up over 40% of government school enrolments in the Northern Territory. Read more Aboriginal and Torres Strait Islander Education Action Plan The Aboriginal and Torres Strait Islander Education Action Plan (2010-2014) provides schools and education departments in Australia with a road map for closing the gap between the educational outcomes of Indigenous and non-Indigenous students. These actions are linked to six areas that evidence shows will have the most impact on closing the gap: Northern Territory focus schools (pdf 21 kb) Transforming Indigenous education Northern Territory Indigenous Education Council. IMPORTANCE OF INDIGENOUS EDUCATION AND CULTURE HIGHLIGHTED, AS PERMANENT FORUM CONTINUES SECOND SESSION.

Permanent Forum on Indigenous Issues Second Session 15th & 16th Meetings (AM & PM) The importance of educating youth in their own cultures, as well as using indigenous languages to educate them, was stressed today during the discussion on culture and education in the Permanent Forum on Indigenous Issues. Opening the discussion, a representative of the United Nations Scientific, Educational and Cultural Organization (UNESCO) observed that millions of children continued to be taught in languages they did not use or even understand. She added that the participation of indigenous peoples in designing curricula was still limited, and education still fell short of eliminating prejudice and discrimination targeted at indigenous peoples. The lack of indigenous education, emphasized a representative of indigenous youth, would continue to set indigenous youth apart from their own cultures.

The representatives of Guatemala, Indonesia, Mexico, Canada and New Zealand also spoke this morning. Background.