Since the mid-1980s, the Saskatchewan Department of Education has approved the instruction of Native Studies courses in provincial high schools. In hope of enhancing the instruction of these courses, this study focused on the perspectives of Non-Aboriginal teachers who were assigned to teach Native Studies. Through a questionnaire, personal interviews, and a focus group, nine Non-Aboriginal high-school teachers examined the following aspects of the courses: formal and informal training of instructors , goals of the courses, key content and pedagogical methodologies, major challenges, and recommendations for improving the delivery of the classes.<p>The literary context for the research was based upon three major areas: Non-Aboriginal teachers' perspectives on teaching Aboriginal students, preparing teachers to teach Native Studies, and preparing teachers to instruct Native Studies to Aboriginal students. Due to the 'single-group' nature of Native Studies curricula, considerable literature examination was focused on multicultural education models.<p> The research data of the study revealed that the majority of interviewees have minimal formal education experience with Aboriginal content or epistemology. In addition, most of the study participants indicated little, if any, informal cultural contact with Aboriginal peoples. Study participants generally acknowledged the limitations of their scant academic and experiential interaction with Aboriginal cultures, and recommended means of various education stakeholders improving the situation.<p>The study also exposed a variety of teacher perspectives about the goals of the courses. While there was unanimity regarding the efficacy of the courses, most teachers believed the goals of Native Studies varied depending on the cultural composition of the class. In addition, a couple of teachers inferred that a major objective of Native Studies courses is the promotion of an anti-establishment' political message. Some teachers also indicated a quandary regarding whether the course curricula required them to "teach Aboriginal culture, or teach about Aboriginal culture."<p>In terms of course content and teaching methodologies, there were numerous opinions on `what was important'. All the interviewees viewed history as a significant ingredient to a `good' Native Studies class, but some of the teachers expressed a reluctance to delve into such issues as Aboriginal spirituality, racism, and 'white-privilege'. There was also hesitation amongst many of the respondents to incorporate traditional Aboriginal epistemologies into course methodologies because they wanted to personalize instruction, not base it upon cultural generalizations.<p>In addition to the aforementioned issues and corresponding challenges associated with the background training for the courses, the goals of the courses, and the content and methodology of the courses, the study participants highlighted other concerns with the teaching of Native Studies: irrelevant curricula, lack of materials, poor course funding, student absenteeism, student perception that the courses are for 'non-academics', lack of flexible timetabling for experiential learning, and lack of staff knowledge and appreciation of Aboriginal cultures. All administrative levels of the education system were identified by the interviewees as influential in helping to mitigate the difficulties associated with the instruction of Native Studies.

Since the mid-1980s, the Saskatchewan Department of Education has approved the instruction of Native Studies courses in provincial high schools. In hope of enhancing the instruction of these courses, this study focused on the perspectives of Non-Aboriginal teachers who were assigned to teach Native Studies. Through a questionnaire, personal interviews, and a focus group, nine Non-Aboriginal high-school teachers examined the following aspects of the courses: formal and informal training of instructors , goals of the courses, key content and pedagogical methodologies, major challenges, and recommendations for improving the delivery of the classes.<p>The literary context for the research was based upon three major areas: Non-Aboriginal teachers' perspectives on teaching Aboriginal students, preparing teachers to teach Native Studies, and preparing teachers to instruct Native Studies to Aboriginal students. Due to the 'single-group' nature of Native Studies curricula, considerable literature examination was focused on multicultural education models.<p> The research data of the study revealed that the majority of interviewees have minimal formal education experience with Aboriginal content or epistemology. In addition, most of the study participants indicated little, if any, informal cultural contact with Aboriginal peoples. Study participants generally acknowledged the limitations of their scant academic and experiential interaction with Aboriginal cultures, and recommended means of various education stakeholders improving the situation.<p>The study also exposed a variety of teacher perspectives about the goals of the courses. While there was unanimity regarding the efficacy of the courses, most teachers believed the goals of Native Studies varied depending on the cultural composition of the class. In addition, a couple of teachers inferred that a major objective of Native Studies courses is the promotion of an anti-establishment' political message. Some teachers also indicated a quandary regarding whether the course curricula required them to "teach Aboriginal culture, or teach about Aboriginal culture."<p>In terms of course content and teaching methodologies, there were numerous opinions on `what was important'. All the interviewees viewed history as a significant ingredient to a `good' Native Studies class, but some of the teachers expressed a reluctance to delve into such issues as Aboriginal spirituality, racism, and 'white-privilege'. There was also hesitation amongst many of the respondents to incorporate traditional Aboriginal epistemologies into course methodologies because they wanted to personalize instruction, not base it upon cultural generalizations.<p>In addition to the aforementioned issues and corresponding challenges associated with the background training for the courses, the goals of the courses, and the content and methodology of the courses, the study participants highlighted other concerns with the teaching of Native Studies: irrelevant curricula, lack of materials, poor course funding, student absenteeism, student perception that the courses are for 'non-academics', lack of flexible timetabling for experiential learning, and lack of staff knowledge and appreciation of Aboriginal cultures. All administrative levels of the education system were identified by the interviewees as influential in helping to mitigate the difficulties associated with the instruction of Native Studies.

The purpose of this study was to investigate the relationship between selected demographic variables and the attitudes of teachers toward the oral English of their Indigenous students in Saskatchewan and Queensland.<p>Data were collected by administration of the Indigenous Students Oral English Questionnaire to a total of 217 teachers from schools throughout northern and central Saskatchewan, Canada and Queensland, Australia. The independent variables in the study were: culture, language teaching experience, education, age and sex. The dependent variable was the attitudes of the teachers toward the validity and acceptability of the Indigenous students' oral English.<p>Results of a factor analysis produced four attitudinal factors: Dialect Description, Difference/Deficit, Acceptability/Unacceptability, and Adequacy/Inadequacy. Seven hypotheses were analyzed by one-way analyses of variance to determine if any significant differences existed among the attitudinal factors on the basis of the demographic characteristics of the respondents. <p>The findings of this study must be considered in relation to the following limitations: the size and nature of the sample, the difficulty of measuring attitudes, and the existence of cultural bias. *<p> The study concluded with the following findings;<p>1. The cultural background of the teachers did not relate to differences in attitudinal judgements toward the oral English of Indigenous students.<p>2. The language background related to differences in attitudes toward language variation. Teachers who either spoke or understood an Indigenous language or Indigenous English were more positive toward the speech of their Indigenous students.<p>3. The language and culture of the teachers in combination was found to relate to differing attitudes toward language variation. Those teachers who were both of Indigenous ancestry and either spoke or understood an Indigenous language or Indigenous English were more positive toward the speech of their Indigenous students.<p>4. The years of teaching experience of the teachers was related to attitudinal differences toward language variation. There was a general trend for teachers with less experience to be more positive toward the speech of their Indigenous students.<p>5. The-post-secondary education of the teachers was related to their attitudes toward language variation. The teachers with three to four years of post-secondary education and more specialty courses in linguistics, Indigenous education/studies, ESL/ESD, sociology of education, cross-cultural education, cultural anthropology, and language teaching methodologies were more positive and accepting of the speech of their Indigenous students. Length of training was not related to differing attitudes among Canadian teachers.<p>6. The demographic characteristic of age was found to be related to differences in attitudes toward language variation. The younger teachers tended to have more positive attitudes toward the speech of Indigenous children. The variable of sex was important only for the Canandian group.<p>Further findings indicated that the attitudinal factors most likely to be related to demographic characteristics were Difference/Deficit and Adequate/Inadequate. The respondents who tended to be more positive toward the students language generally described it as Different but also Adequate for classroom use. It was concluded that the variables of language, teaching experience, education, age and sex related significantly to teacher attitudes towards the oral English of Indigenous students. It was also found that culture and language in combination related to differences in attitudinal judgments. It was further concluded that since these characteristics were found to be important, teacher education programs need to examine assess, and design preservice, and inservice programs for the teachers of Indigenous children.

The purpose of this study was to investigate the relationship between selected demographic variables and the attitudes of teachers toward the oral English of their Indigenous students in Saskatchewan and Queensland.<p>Data were collected by administration of the Indigenous Students Oral English Questionnaire to a total of 217 teachers from schools throughout northern and central Saskatchewan, Canada and Queensland, Australia. The independent variables in the study were: culture, language teaching experience, education, age and sex. The dependent variable was the attitudes of the teachers toward the validity and acceptability of the Indigenous students' oral English.<p>Results of a factor analysis produced four attitudinal factors: Dialect Description, Difference/Deficit, Acceptability/Unacceptability, and Adequacy/Inadequacy. Seven hypotheses were analyzed by one-way analyses of variance to determine if any significant differences existed among the attitudinal factors on the basis of the demographic characteristics of the respondents. <p>The findings of this study must be considered in relation to the following limitations: the size and nature of the sample, the difficulty of measuring attitudes, and the existence of cultural bias. *<p> The study concluded with the following findings;<p>1. The cultural background of the teachers did not relate to differences in attitudinal judgements toward the oral English of Indigenous students.<p>2. The language background related to differences in attitudes toward language variation. Teachers who either spoke or understood an Indigenous language or Indigenous English were more positive toward the speech of their Indigenous students.<p>3. The language and culture of the teachers in combination was found to relate to differing attitudes toward language variation. Those teachers who were both of Indigenous ancestry and either spoke or understood an Indigenous language or Indigenous English were more positive toward the speech of their Indigenous students.<p>4. The years of teaching experience of the teachers was related to attitudinal differences toward language variation. There was a general trend for teachers with less experience to be more positive toward the speech of their Indigenous students.<p>5. The-post-secondary education of the teachers was related to their attitudes toward language variation. The teachers with three to four years of post-secondary education and more specialty courses in linguistics, Indigenous education/studies, ESL/ESD, sociology of education, cross-cultural education, cultural anthropology, and language teaching methodologies were more positive and accepting of the speech of their Indigenous students. Length of training was not related to differing attitudes among Canadian teachers.<p>6. The demographic characteristic of age was found to be related to differences in attitudes toward language variation. The younger teachers tended to have more positive attitudes toward the speech of Indigenous children. The variable of sex was important only for the Canandian group.<p>Further findings indicated that the attitudinal factors most likely to be related to demographic characteristics were Difference/Deficit and Adequate/Inadequate. The respondents who tended to be more positive toward the students language generally described it as Different but also Adequate for classroom use. It was concluded that the variables of language, teaching experience, education, age and sex related significantly to teacher attitudes towards the oral English of Indigenous students. It was also found that culture and language in combination related to differences in attitudinal judgments. It was further concluded that since these characteristics were found to be important, teacher education programs need to examine assess, and design preservice, and inservice programs for the teachers of Indigenous children.

In the current globalizing society, teachers are provided opportunities to move across their national borders to seek learning, professional development, and working opportunities. Technology-related professional development is particularly valued for teachers' sojourn to the technology intensive cultures. This qualitative cross-case study explored the K-12 Chinese language teachers' changes of teachers' application and perspective toward educational technology in cross-cultural teaching context through the lens of transformative learning theory. The qualitative data is collected from the interviews with 20 teacher participants in the four stages of cross-cultural sojourning: pre-departure, currently sojourning, post-sojourn, and immigrated. A qualitative cross-case analysis is conducted to compare the characteristics of teachers in different cases, and developed the complete process of the cross-cultural technology adoption and perspective. Factors contributed to the changes are also identified. Five issues related to the process are discussed. Implications and future directions were also included.

Today’s world is vastly impacted by the effects of immigration and globalization. The cultural diversity in the student population in the United States continues to grow steadily along with the immigrant population. Although there is a large body of research that is concerned with culturally responsive teaching in music education, preservice teacher preparation to address and serve diverse communities, as well as issues of recruitment of diverse educators, there is a gap in the literature when it comes to the perspectives of international music educators in the United States. Researchers have provided information on diverse student populations and resources for music educators of non-diverse backgrounds, but the voices of international music teachers have not yet been heard. International music teachers could possess unique insights, and might be able to relate to students in a way that most music teachers cannot. They are also equipped with different experiences due to their own diverse backgrounds. In this study, interviews of international music teachers provide a conduit to gain understanding of their experiences, reflections and suggestions in order to provide an unexplored perspective for the field of music education.

This thesis explores how three international volunteers taught in rural Indigenous communities in Ecuador. It positions this exploration in the complexities and dilemmas of International aid education (IAE) projects and cross-cultural volunteer teaching. The study uses literature on anti-colonial theories, Indigenous knowledges and culturally relevant teaching (CRT) as a conceptual framework to understanding IVTs perceptions of and approaches towards cross-cultural teaching and its relationship with Indigenous students’ lived experiences. Onsite observations and interviews with international volunteer teachers’ (IVTs) and discussions with local teachers and volunteer program director are used in a cross-comparative analysis, which examines how their teaching was sensitive to and reflective of these Indigenous peoples’ ways of knowing and learning. The findings show that the three IVTs varied greatly in their understanding and enactment of CRT. The thesis concludes by exploring the implications of IAE and sets out recommendations for creating more culturally relevant education for Indigenous students.

This thesis explores how three international volunteers taught in rural Indigenous communities in Ecuador. It positions this exploration in the complexities and dilemmas of International aid education (IAE) projects and cross-cultural volunteer teaching. The study uses literature on anti-colonial theories, Indigenous knowledges and culturally relevant teaching (CRT) as a conceptual framework to understanding IVTs perceptions of and approaches towards cross-cultural teaching and its relationship with Indigenous students’ lived experiences. Onsite observations and interviews with international volunteer teachers’ (IVTs) and discussions with local teachers and volunteer program director are used in a cross-comparative analysis, which examines how their teaching was sensitive to and reflective of these Indigenous peoples’ ways of knowing and learning. The findings show that the three IVTs varied greatly in their understanding and enactment of CRT. The thesis concludes by exploring the implications of IAE and sets out recommendations for creating more culturally relevant education for Indigenous students.

The research describes the experience of a southern white teacher who lived and worked in a remote community in Canada's Far North.<p> The impact of physical relocation and culture shock are discussed, as well as problems encountered when conflicting views of education and life goals meet in a cross-cultural setting. The thesis explores some of the difficulties facing mainstream teachers of Indigenous students when issues of past colonialism and present injustices come into play.<p> Inuit community literacies (visual, kinesic and oral traditions) are explored and contrasted with traditional definitions of literacy, which center on the paramount importance of the printed word. Power issues are discussed, including the role played by literacy education in maintaining control in the hands of the dominant culture.<p> The research is qualitative and phenomenological in nature. The teaching experience is viewed through a critical lens, and attempts to better understand the writer's southern white middle-class background as it relates to differing worldviews. The author recounts the process of re-examining assumptions of her own culture, and describes her personal and professional journey of coming to grips with its impact on her teaching.<p>

The research describes the experience of a southern white teacher who lived and worked in a remote community in Canada's Far North.<p> The impact of physical relocation and culture shock are discussed, as well as problems encountered when conflicting views of education and life goals meet in a cross-cultural setting. The thesis explores some of the difficulties facing mainstream teachers of Indigenous students when issues of past colonialism and present injustices come into play.<p> Inuit community literacies (visual, kinesic and oral traditions) are explored and contrasted with traditional definitions of literacy, which center on the paramount importance of the printed word. Power issues are discussed, including the role played by literacy education in maintaining control in the hands of the dominant culture.<p> The research is qualitative and phenomenological in nature. The teaching experience is viewed through a critical lens, and attempts to better understand the writer's southern white middle-class background as it relates to differing worldviews. The author recounts the process of re-examining assumptions of her own culture, and describes her personal and professional journey of coming to grips with its impact on her teaching.<p>