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1	A Curious case of "integrating" the integrated: government education policy and the school at Telegraph Creek, British Columbia, 1906-1951 Chapple, Eve 05 December 2012 (has links) This thesis explores the unique circumstances surrounding the provincial school at Telegraph Creek in northwestern British Columbia. Initially conceived as a school for the children of white settlers, local trustees permitted the attendance of Tahltan children year after year to maintain the minimum enrollment requirement to receive provincial funding. Combined with an annual tuition grant from the Department of Indian Affairs for the schooling of status Indian children, the Telegraph Creek public school functioned as an integrated school until provincial, federal, and missionary authorities interfered in the 1940s. The research demonstrates how decisions made by both provincial and Indian Affairs education officials leading up to the 1949 cost-sharing agreement to build a new school at Telegraph Creek, were far from benign. Indigenous children in northwest British Columbia became the objects of a post-war educational policy, which promoted integrated schooling and ironically, facilitated segregated schooling. / Graduate British Columbia education Indigenous schooling policy Tahltan Telegraph Creek
2	Análise crítica das ações pedagógicas dos professores Apyãwa/Tapirapé graduandos do curso de Licenciatura Intercultural da Universidade Federal de Goiás / Critical analysis of teachers pedagogical actions Apyãwa/Tapirapé graduates of the Intercultural Federal University of Goiás degree course Santos, Rafaella Rodrigues 14 June 2012 (has links) Submitted by Erika Demachki (erikademachki@gmail.com) on 2015-03-11T16:41:58Z No. of bitstreams: 2 Dissertação - Rafaella Rodrigues Santos - 2012.pdf: 2530255 bytes, checksum: b537103136ea4859802bdd0e56654a3a (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Erika Demachki (erikademachki@gmail.com) on 2015-03-13T19:01:18Z (GMT) No. of bitstreams: 2 Dissertação - Rafaella Rodrigues Santos - 2012.pdf: 2530255 bytes, checksum: b537103136ea4859802bdd0e56654a3a (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-03-13T19:01:18Z (GMT). No. of bitstreams: 2 Dissertação - Rafaella Rodrigues Santos - 2012.pdf: 2530255 bytes, checksum: b537103136ea4859802bdd0e56654a3a (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2012-06-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This paper seeks to understand the school education of the people Apyãwa / Tapirapé since the formation of the Degree of Intercultural Federal University of Goiás This is an analysis of pedagogical actions that Apyãwa teachers, undergraduates of that course, have been developing in school. The study is based upon the following research problem: How Apyãwa school education has emerged from the pedagogical practices of teachers in training at the Licence Degree in Intercultural Federal University of Goiás? The constitution of the research, qualitative ethnographic, included the analysis of terms on stage of 15 teachers/undergraduates – the main instrument – participant observation, field journaling, recording videos and interviews. The analysis is based on three authors that encourage discussion of the epistemology of the south: Paulo Freire, Boaventura de Sousa Santos and Ubiratan D'Ambrosio. The historic of school education Apyãwa is exploited at work, seeking to contextualize how the subjects have moved in favor of a new school, guided by the wishes of the community. Orality, writing, and its relations with the school Apyãwa emerge as important aspects of the research. Three categories of analysis emerge from the research: the role of school culture Apyãwa; the stage as a mediator of the revitalization and strengthening of cultural practices, the political role of the teacher in the community. It is evident appreciation of the traditional customs of the people in order to revitalize them, to promote the strengthening of culture through pedagogical activities. Moreover, there is the growing political role that these teachers/undergraduates are taking inside and outside the community. / Este trabalho busca compreender a educação escolar do povo Apyãwa/Tapirapé a partir da formação do curso de Licenciatura Intercultural da Universidade Federal de Goiás. Trata-se de uma análise das ações pedagógicas que os professores Apyãwa, graduandos do referido curso, vêm desenvolvendo na escola. O estudo está embasado no seguinte problema de pesquisa: De que maneira a educação escolar Apyãwa vem se configurando a partir das ações pedagógicas dos professores em formação no curso de Licenciatura Intercultural da Universidade Federal de Goiás? A constituição da pesquisa, qualitativa do tipo etnográfico, contou com a análise dos cadernos de estágio de 15 professores/graduandos – principal instrumento –, observação participante, registro no diário de campo, gravação de vídeos e entrevista. A análise está alicerçada em três autores que fomentam discussão em torno das epistemologias do sul: Paulo Freire, Boaventura de Sousa Santos e Ubiratan D’Ambrosio. O histórico da educação escolar Apyãwa é explorado no trabalho, buscando contextualizar de que modo os sujeitos da pesquisa têm se movimentado a favor de uma nova escola, pautada nos anseios da comunidade. A oralidade, a escrita e suas relações com a escola Apyãwa surgem como importantes aspectos da pesquisa. Três categorias de análise emergem da investigação: o papel da escola na cultura Apyãwa; o estágio como elemento mediador da revitalização e fortalecimento de práticas culturais; o papel político do professor na comunidade. Evidencia-se uma valorização dos costumes tradicionais do povo com o intuito de revitalizá-los, promovendo o fortalecimento da cultura por meio de ações pedagógicas. Além disso, nota-se o crescente papel político que esses professores/graduandos vêm assumindo dentro e fora da comunidade. Povo Apyãwa/Tapirapé Educação escolar indígena Escola Apyãwa/Tapirapé Ações pedagógicas People Apyãwa/Tapirapé Indigenous schooling School Apyãwa/Tapirapé Pedagogical actions MATEMATICA::MATEMATICA APLICADA
3	Summerhill school is it possible in Aotearoa ??????? New Zealand ???????: Challenging the neo-liberal ideologies in our hegemonic schooling system Peck, Mikaere Michelle S. January 2009 (has links) The original purpose of this thesis is to explore the possibility of setting up a school in Aotearoa (New Zealand) that operates according to the principles and philosophies of Summerhill School in Suffolk, England. An examination of Summerhill School is therefore the purpose of this study, particularly because of its commitment to self-regulation and direct democracy for children. My argument within this study is that Summerhill presents precisely the type of model Māori as Tangata Whenua (Indigenous people of Aotearoa) need in our design of an alternative schooling programme, given that self-regulation and direct democracy are traits conducive to achieving Tino Rangitiratanga (Self-government, autonomy and control). In claiming this however, not only would Tangata Whenua benefit from this model of schooling; indeed it has the potential to serve the purpose of all people regardless of age race or gender. At present, no school in Aotearoa has replicated Summerhill's principles and philosophies in their entirety. Given the constraints of a Master's thesis, this piece of work is therefore only intended as a theoretical background study for a much larger kaupapa (purpose). It is my intention to produce a further and more comprehensive study in the future using Summerhill as a vehicle to initiate a model school in Aotearoa that is completely antithetical to the dominant neo-liberal philosophy of our age. To this end, my study intends to demonstrate how neo-liberal schooling is universally dictated by global money market trends, and how it is an ideology fueled by the indifferent acceptance of the general population. In other words, neo-liberal theory is a theory of capitalist colonisation. In order to address the long term vision, this project will be comprised of two major components. The first will be a study of the principal philosophies that govern Summerhill School. As I will argue, Summerhill creates an environment that is uniquely successful and fulfilling for the children who attend. At the same time, it will also be shown how it is a philosophy that is entirely contrary to a neo-liberal 3 mindset; an antidote, to a certain extent, to the ills of contemporary schooling. The second component will address the historical movement of schooling in Aotearoa since the Labour Party's landslide victory in 1984, and how the New Zealand Curriculum has been affected by these changes. I intend to trace the importation of neo-liberal methodologies into Aotearoa such as the 'Picot Taskforce,' 'Tomorrows Schools' and 'Bulk Funding,' to name but a few. The neo-liberal ideologies that have swept through this country in the last two decades have relentlessly metamorphosised departments into businesses and forced ministries into the marketplace, hence causing the 'ideological reduction of education' and confining it to the parameters of schooling. The purpose of this research project is to act as a catalyst for the ultimate materialization of an original vision; the implementation of a school like Summerhill in Aotearoa. A study of the neo-liberal ideologies that currently dominate this country is imperative in order to understand the current schooling situation in Aotearoa and create an informed comparison between the 'learning for freedom' style of Summerhill and the 'learning to earn' style of our status quo schools. It is my hope to strengthen the argument in favour of Summerhill philosophy by offering an understanding of the difference between the two completely opposing methods of learning. Matriarchal society patriarchal society freedom without license sexual huminsation sexual humanization decolonisation decolonization imperialism colonisation colonization globalization globalisation right wing new right privatization privatisation of state owned assets state owned commodification rogernomics multinational corporations transnational corporations TNC world trade organisation world trade organization WTO International monetary fund IMF world bank self-governance self-government self-regulation autonomous thinking autonomy critical pedagogy New Zealand curriculum vision principles values key competencies learning areas neo-liberalism neo-liberal NZ educational reforms hegemony bulk funding NZEI New Zealand Education Institute Post Primary Teachers Association PPTA native schooling A. S. Neill Zoe Neill-Readhead Neill Roger Douglas David Lange Jim Bolger Lockwood Smith NZ treasury economist free market managerialism performativity conformity hidden curriculum decentralisation decentralization tino rangtiratanga tomorrows schools picot report indoctrination wage slave Maori schooling indigenous schooling deschooling deschool unschool home school schools as prisons

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A Curious case of "integrating" the integrated: government education policy and the school at Telegraph Creek, British Columbia, 1906-1951

Summerhill school is it possible in Aotearoa ??????? New Zealand ???????: Challenging the neo-liberal ideologies in our hegemonic schooling system