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The teaching of vocational subjects in secondary schools for Indians : a historical-educational survey and evaluationDayanand, Rajan 11 1900 (has links)
This study provides a historical-educational
evaluation of the teaching of vocational subjects
at the Indian secondary school. The Indian
secondary school curriculum is examined and
evaluated and recommendations are made based on
these findings for the
vocational
Africa.
education
future development of
in contemporary South
The study is structured in the following manner:
* Chapter One
Examines the concept of vocational education.
* Chapter Two
Traces the development of Indian education
since 1860.
* Chapter Three
Retrospective look at the development of
vocational education in the Indian education
system.
* Chapter Four
Provides an exposition of the vocational
education curriculum at the Indian secondary
school.
* Chapter Five
Evaluates the vocational education curriculum.
* Chapter Six
Recommendations for the future of vocational
education in South Africa. / Educational Studies / M. Ed. (History of Education)
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Exploratory User Research for a Website that Provides Resources for Educators of American Indian Students in Higher EducationRoth, Heather S. 12 1900 (has links)
Several studies have indicated that American Indian students in the United States higher education system confront unique challenges that derive from a legacy of colonialism and assimilationist policies (Huff 1997). Several scholars, American Indian and non-Native alike, have explored the effects of this history upon students in higher education (Brayboy 2004; Guillory and Wolverton 2008; Waterman and Lindley 2013). Very few, however, have explored the role of the educators of American Indian students, and most of the literature focuses on K-12 educational settings (McCarty and Lee 2014; Yong and Hoffman 2014). This thesis examines exploratory user research conducted to generate a foundational understanding of educators of American Indian students in higher education. Utilizing methods from design anthropology and user experience, semi-structured interviews and think-aloud sessions were conducted, almost exclusively virtually, for 17 participants. This research was conducted for a client, Fire & Associates, as part of the applied thesis process. Findings revealed a complex web of needs for educators of American Indian students in higher education related to teaching diverse students, the use of media and technology in the classroom, and the process of networking among other educators. The research culminated in content and design implications for the Fire & Associates website as well as suggestions for further research based on best practices in the field of user experience.
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A educação nos aldeamentos indígenas da capitania de São Paulo no século XVIII (entre a expulsão jesuíta e as reformas pombalinas) / The education in gatherings indians of the Capitania de São Paulo in the XVIII century: between the expelling jesuits and the pombalinas reformsFerreira, Crisney Tritapeppi 31 August 2009 (has links)
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Previous issue date: 2009-08-31 / Secretaria da Educação do Estado de São Paulo / This paper's objective is the study of the education in the XVIII century Capitania de São Paulo gatherings, between the to came jesuits expelling and the pombalinas public instructions reforms. The proof method developed by the historian Carlo Ginburg is the reference to analyse this micro-history. The oraganization of thie study is based on the hgistoric of gatherings creation, indian population ethnic indentification, pombalinas reforms creations and the conflict with the jesuits, that ended up making possilbe the creation of a civil directory to the indian population and the indians education's orientation directed to the work and n ot ot the elementaries studies (read, write and tell) / O objetivo deste trabalho é o estudo da educação nos aldeamentos da Capitania de
São Paulo no século XVIII, entre o advento da expulsão dos jesuítas e as reformas
pombalinas da instrução pública. O método indiciário desenvolvido pelo historiador Carlo
Ginzburg é o referencial para analisar esta micro-história. A organização deste estudo se
desenvolve com base no histórico da criação dos aldeamentos, da identificação étnica das
populações indígenas, da instauração das reformas pombalinas e do conflito com os
jesuítas, o que acabou permeando a criação de um diretório civil para as populações
indígenas e a orientação da educação indígena voltada para o trabalho e não para os estudos
elementares (ler, escrever e contar)
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JOVENS TAPUIOS DO CARRETÃO: PROCESSOS EDUCATIVOS DE RECONSTRUÇÃO DE IDENTIDADE INDÍGENA.José Neto, Joaquim 13 July 2004 (has links)
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Previous issue date: 2004-07-13 / This study proposes to investigate the reality of the Young members of the Tapuia
Indian tribe who live in Carretão, at a time whey are going through a process of reconstruction
of their indigenous identity. The study specifically examines the feeling of belonging to the
ethnic group, Tapuia Indians of Carretão, on the part of these young people, thereby seeking
to understand what it means to be young, to be a Tapuia Indian, the relationship with those
who are older, with the traditions, with the family and the formative agencies, the relationship
with the territory or the land where they live, the educational process and how they see their
present and their future. The study seeks to know the young Tapuia Indians of Carretão, who
they are and how they live, how they perceive their existence as heirs of an indigenous
identity and a piece of land, and how they became interested in their heritage. It investigates
the consistency or lack thereof of their conviction of belonging to an ethnic group which is in
an accelerated process of losing cultural values, keeping in mind the fact that they participate,
as do all young people of their time, in school education, recreation, religion, existential
conflicts, to sum it up, in the social and cultural universe of youth who live in a rural area with
probable pretensions to conquer space in a world that is becoming over more urbanized. The
study considers the young person as a subject of his social world, immersed in the history of
his country and his ethnic group, who bears the marks of this history an as subject who is
capable to reflect on his acts and to position himself as far as his life is concerned. The
phenomenological method has been used to enable penetration of the world of concepts of the
subjects and ask who are these young people. The instrument used in this study is the
specialized interview. To discover their sense of belonging, an attempt was made to
investigate the process of education that the youth of Carretão go through, trying to give due
dimensions to their participation in school education, the process of the loss of cultural values
and the influence they absorb from organizations of civilian society (the Diocese of
Rubiataba, the National Indian Foundation Funai, the Missionary Council for the
Indigenous Cimi, the Institute for Pre-history an Anthropology of Goiás IGPA and the
Catholic University of Goiás), who with the proposal to help the group in a process of revival
influence the way these young people understand their past, their present and their future. The
young Tapuia Indians of Carretão are in a process of identifying themselves as descendants of
Amerindians. They are conscious of the fat that are Amerindians, the result of a long process
of miscegenation and, they are building their identity on the conviction that they are not pure
Amerindians and also that they are not white descendants of the colonizers. They consider
themselves Tapuia, a World that identifies the indigenous descendants of Carretão since the
beginning of 20th century. / O propósito deste estudo é a investigação da realidade dos jovens tapuios do Carretão,
no momento em que estão vivendo o processo de reconstrução de sua identidade indígena. A
pesquisa centra-se no exame do sentimento de pertencimento dos jovens ao grupo étnico
tapuios do Carretão, tendo como referência as perspectivas dos próprios jovens, buscando,
para isso, a compreensão do ser jovem, do ser tapuio, do relacionamento com os mais velhos,
com as tradições, com a família e as agências formadoras, do relacionamento com o território
ou a terra em que vivem, do processo educativo e do modo como vêem o seu presente e
futuro. A pesquisa procura saber dos jovens tapuios do Carretão, quem são e como vivem,
como percebem sua existência na condição de herdeiros de uma identidade indígena e de uma
terra e como esta condição foi neles despertada. Investiga a consistência ou não de sua
convicção de pertencimento a um grupo étnico em acelerado processo de aculturação, tendo
em vista que eles participam, como todos os jovens de seu tempo, da educação escolar, do
lazer, da religião, dos conflitos existenciais, enfim, do universo sócio-cultural da juventude
que vive em um espaço rural com prováveis pretensões de conquistar espaços no mundo cada
vez mais urbanizado. A pesquisa considera o jovem como sujeito social, imerso na história
nacional e de seu grupo, portador de uma historicidade, como sujeito capaz de refletir sobre
suas ações e se posicionar diante da vida. Utiliza-se o método fenomenológico, por
possibilitar adentrar no universo conceitual dos sujeitos e perguntar quem são esses jovens. O
instrumento de pesquisa é a entrevista aprofundada. Para desvendar o sentimento de
pertencimento procura-se investigar o processo educativo vivido pelos jovens do Carretão,
buscando dimensionar a participação da educação escolar no processo de aculturação e a
influência exercida por organizações da sociedade civil (Diocese de Rubiataba, Fundação
Nacional do Índio (Funai), Conselho Indigenista Missionário (Cimi), Instituto Goiano de Pré-
História e Antropologia (IGPA), da Universidade Católica de Goiás (UCG) que no
propósito de assistir o grupo em processo de ressurgimento, influenciam a maneira de os
jovens lerem o passado e compreenderem o presente e o futuro. Os jovens tapuios do Carretão
estão em processo de identificação como descendentes indígenas. São conscientes de sua
indianidade, o resultado de longo processo de miscigenação e, constroem sua identidade na
convicção de que não são índios puros, segundo o imaginário da sociedade nacional, e
também não são brancos descendentes dos colonizadores. Consideram-se tapuios,
denominação que identifica os descendentes indígenas do Carretão, desde o início do século
XX.
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The teaching of vocational subjects in secondary schools for Indians : a historical-educational survey and evaluationDayanand, Rajan 11 1900 (has links)
This study provides a historical-educational
evaluation of the teaching of vocational subjects
at the Indian secondary school. The Indian
secondary school curriculum is examined and
evaluated and recommendations are made based on
these findings for the
vocational
Africa.
education
future development of
in contemporary South
The study is structured in the following manner:
* Chapter One
Examines the concept of vocational education.
* Chapter Two
Traces the development of Indian education
since 1860.
* Chapter Three
Retrospective look at the development of
vocational education in the Indian education
system.
* Chapter Four
Provides an exposition of the vocational
education curriculum at the Indian secondary
school.
* Chapter Five
Evaluates the vocational education curriculum.
* Chapter Six
Recommendations for the future of vocational
education in South Africa. / Educational Studies / M. Ed. (History of Education)
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EDUCAÇÃO INDIGENISTA E POLÍTICAS PÚBLICAS: O NÚCLEO INSIKIRAN DE FORMAÇÃO SUPERIOR INDIGENA EM RORAIMA / INDIAN EDUCATION AND PUBLIC POLICY: THE CORE OF INSIKIRAN INDIGENOUS HIGHER EDUCATION IN RORAIMALima, Telma Vieira 02 March 2009 (has links)
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Previous issue date: 2009-03-02 / The present work analyses the process of constitution of Insikiran Nucleus and the Intercultural
Undergraduate course created by this Nucleus, as part of the government policies settled in
Brazil, since the promulgation of the Federal Constitution in 1988. It aims to apprehend in which
way the principles of interculturalism, specifics, differentness and bilingualism, which are
references for the most important legislations and Indian school education policies, have been
developed in the Intercultural Undergraduate course created by Insikiran. The Indian College
Degree in Roraima offered by UFRR is promoting the college graduation to Indian population, in
order to enable them to teach in the State's Indian schools. It has been also necessary to
apprehend which procedures were put into motion by the subjects involved with the Insikiran
Nucleus constitution, as well as to analyze the experience developed in UFRR, through the
Intercultural Undergraduate course, that points out the possibility of democratization of the
access and the incorporation of new forms of knowledge to college education, starting from the
demands and articulation with social movements. The idea is to present and discuss, in one hand,
how that action legitimates the UFRR, and in the other hand, how the University articulates itself
with a wide variety of institutions and social movements, such as the Indian movement, in order
to make this experience a solid one, and in which measure this relationship is able to create new
spaces and news ways of producing knowledge. Some categories borrowed from social sciences
were used as tools to develop this analyze, such as different citizenship, multiculturalism and
national minority. / Analisa o processo de constituição do Núcleo Insikiran e da Licenciatura Intercultural
implementada por esse Núcleo no contexto das políticas públicas instauradas no Brasil, a partir
da promulgação da Constituição Federal de 1988. Busca-se apreender de que forma os princípios
de interculturalidade, especificidade, diferenciação e bilingüismo, que são referenciais das
principais legislações e políticas de educação escolar indigenista, foram desenvolvidos no curso
de Licenciatura Intercultural implementado pelo Núcleo Insikiran. O curso de Formação Superior
Indígena em Roraima na UFRR está promovendo a formação em nível superior de indígenas,
para o exercício de docência nas escolas indígenas no Estado. Foi necessário, também, apreender
quais os processos engendrados pelos sujeitos envolvidos na constituição do Núcleo Insikiran,
bem como analisar a experiência desenvolvida na UFRR, através dessa Licenciatura Intercultural
que aponta para a possibilidade da democratização do acesso e inserção de novos saberes no
ensino superior, a partir de demandas e da articulação com os movimentos sociais. A idéia é
apresentar e discutir, por um lado, como essa ação legitima a UFRR, e por outro, como a
Universidade se articula com diversas instituições e movimentos sociais, no caso o movimento
indígena, para concretização dessa experiência e em que medida essa relação cria novos espaços
e novas formas de se produzir conhecimento. A análise foi instrumentalizada com algumas
categorias utilizadas nas ciências sociais, tais como cidadania diferenciada, multiculturalidade e
minoria nacional.
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Yuli's story: Using educational policy to achieve cultural genocideLeon, Katrina Johnson 01 January 2016 (has links)
All children residing in the United States have the right to a quality education. At least that is our collective expectation. Through the lived experience of Yuli, a Native American woman from the Southwest, you will discover, due to her birth on a remote reservation, she was not given the same access to education you or I would expect. On Yuli’s reservation, the school system is managed by the Bureau of Indian Education (BIE). Rather than provide K-12 schooling, the BIE operates K-8 on her reservation and then Native youth who want to go to high school must move off-reservation. This qualitative study focuses on Yuli’s experience as she traversed the educational system offered to her in order to complete eighth grade, earn her high school diploma and be accepted to college. Her narrative gives insight into what she lost, personally and culturally, as a result of the operational delinquency of a United States of America government agency tasked with one duty, providing an adequate, quality education to Indigenous youth across America. This study explores Yuli’s story, educational inopportunity, and the cultural impact of leaving the reservation to attain an education.
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