scholarly journals Indigenous Education 1991–2000: Documents, Outcomes and Governments

2012 ◽  
Vol 41 (2) ◽  
pp. 75-84 ◽  
Author(s):  
Andrew Gunstone
Keyword(s):  
School Attendance ◽  
Indigenous Education ◽  
Self Determination ◽  
Royal Commission ◽  
Policy Area ◽  
Educational Disadvantage ◽  
History Of ◽  
Lack Of Commitment ◽  
Deaths In Custody

There is often a disparity in Indigenous Affairs between many documents, such as policies, reports and legislation, and outcomes. This article explores this difference through analysing the policy area of Indigenous education during the period of 1991 to 2000. I examine three key documents relating to Indigenous education. These are theNational Aboriginal and Torres Strait Islander Education Policy, theCouncil for Aboriginal Reconciliation Act (Cth)and the report of theRoyal Commission into Aboriginal Deaths in Custody. I then analyse the abysmal outcomes of Indigenous education over this period, including educational access, educational attainment, school attendance and reading benchmarks. I argue that the substantial educational disadvantage experienced by Indigenous people is in stark contrast to the goals, policies and objectives contained in the numerous documents on Indigenous education. I then explore the role of governments in contributing to this disparity between documents and outcomes in Indigenous education, including their failure to acknowledge the history of Indigenous and non-Indigenous relations, their lack of commitment to address Indigenous educational disadvantage, their failure to recognise self-determination and the lack of cooperation between governments to address Indigenous educational disadvantage.

Indigenous Education in Canada

2020 ◽  
Author(s):  
Jo-ann Archibald – Q’um Q’um Xiiem
Keyword(s):  
Decision Making ◽  
Indigenous Knowledge ◽  
Indigenous People ◽  
Indigenous Peoples ◽  
Indigenous Education ◽  
Self Determination ◽  
Educational Policies ◽  
Aboriginal Peoples ◽  
Royal Commission ◽  
Educational Systems

Canadian Indigenous education includes education for Indigenous learners at all levels and ages and learning about Indigenous peoples’ history, cultures/knowledges, and languages for all learners in educational systems. In Canada, the journey of Indigenous people toward self-determination for Indigenous education continues to be a key challenge for government, policy makers, and Indigenous organizations. Self-determination approaches are not new. They originated in traditional forms of education that were created by and for Indigenous peoples. These authentic Indigenous approaches were disrupted by colonial educational policies enacted by state (federal government) and church that separated Indigenous children from their families and communities through boarding and Indian residential schools for over 100 years. Generations of Indigenous people were negatively impacted by these colonial educational policies and legislation, which contributed to lower educational levels among Indigenous peoples compared to non-Indigenous peoples in Canada. In response, Indigenous peoples have resisted assimilationist attempts by organizing politically, engaging in national research and commissions, and developing educational organizations to regain and revitalize self-determining approaches to Indigenous education. Indigenous peoples have played significant decision-making roles through the following national policies, research, and commissions that created opportunities for educational change: the 1972 Indian Control of Indian Education Policy; the 1991–1996 Royal Commission on Aboriginal Peoples; and the 2008–2015 Truth and Reconciliation Commission of Canada. A prevalent discourse in Canadian education specifically and Canadian society generally is about reconciliation. For Indigenous peoples, reconciliation cannot happen until educational systems ensure that Indigenous peoples have a central role in making policy and programmatic decisions, and that Indigenous knowledge systems are placed respectfully and responsibly in education at all levels. Another common discourse is about Indigenizing the Academy or Indigenizing education, which also cannot occur without Indigenous people’s direct involvement in key decision-making approaches. The Indigenous educational landscape in Canada is showing signs of slow but steady growth through Indigenous self-determination and Indigenous knowledge approaches to teaching, learning, and research.

scholarly journals Działania Organizacji Narodów Zjednoczonych na rzecz dekolonizacji i pokoju w Saharze Zachodniej

2018 ◽  
pp. 139-150
Author(s):  
Maciej Skuczyński
Keyword(s):  
Conflict Resolution ◽  
United Nations ◽  
Great Powers ◽  
Self Determination ◽  
Modern History ◽  
Western Sahara ◽  
The People ◽  
History Of

The author examines the role of the United Nations in process of decolonisation of the Western Sahara. The article describes a modern history of Western Sahara focusing on the UN’s policies and activities related to this basing on resolutions, reports and other documents of the organization.The aim of the article is to present UN’s decolonisation and conflict resolution activities in Western Sahara. The text shows that the UN has remarkable achievements concerning the people of Sahara, although the main aim – self-determination of Sahrawi people by referendum – currently is unattainable because of idleness of great powers and firm stance of occupying state – the Kingdom of Morocco.

Introduction to Christian Caucasian History II: States and Dynasties of the Formative Period

Traditio ◽  
1961 ◽  
Vol 17 ◽  
pp. 1-106 ◽  
Author(s):  
Cyril Toumanoff
Keyword(s):  
Formative Period ◽  
The Other ◽  
Self Determination ◽  
Historical Background ◽  
Self Sufficiency ◽  
Restricted Group ◽  
History Of ◽  
Group A

Part One of thisIntroductionwas concerned with the historical background of Caucasian Society; it dealt, accordingly, in some detail with the genesis and structure of that society, more particularly of its creative minority, the nobility, and in especial the spearhead of the nobility, the group of the dynastic princes. That study investigated also the ethos of this important and restricted group, a caste in fact, and its juridical status: the sovereign rights of the Princes, who were, under the presidency of kings, the real rulers of Caucasia; their internationally recognized position of minor kings; the ethno-political self-sufficiency and self-determination of their States, of which Armenia and to a large extent also the other Caucasian countries were little more than federative unions; the dependence of the Princes on other and greater monarchs; and the superadding of feudalistic features, resulting from this dependence, to the fundamentally dynasticist régime of Caucasia. Here, in the present study, it is proposed to consider this group in the concrete: to examine it, that is, as so many individual historical-genealogical-geographical (and often also ethnic) units. The preponderant role of the Caucasian dynastic aristocracy in the history of the formative centuries made, especially in Armenia, of this history, and of that of the following centuries as well, largely the history of these princely houses. This fully justifies our interest in this particular aspect of the Caucasian social development.

Extending the yarning yarn: Collaborative Yarning Methodology for ethical Indigenist education research

2019 ◽  
pp. 1-9 ◽  
Author(s):  
Marnee Shay
Keyword(s):  
Education Research ◽  
Data Collection ◽  
Indigenous Education ◽  
Self Determination ◽  
Audio Recording ◽  
Doctoral Study ◽  
School Settings ◽  
Data Collection And Analysis ◽  
Research In Education

Abstract Yarning scholarship is emerging in the Australian context. There are a growing number of Indigenous scholars who advocate for using yarning in research and this paper aims to contribute to this methodological discussion. In this paper, I outline the development of a methodology, which I have named Collaborative Yarning Methodology (CYM). CYM extends on the current yarning scholarship available to researchers through critically addressing the issue of data collection and analysis. The methodology was developed in undertaking my doctoral study in alternative school settings. In developing CYM, I discuss and analyse the implications of using Indigenous methodologies in institutionalised education settings and some of issues that may arise, and some explicitly for Indigenous researchers. Through analysing the current discourses that exists when undertaking Indigenous-focused research in education institutions, there are clearly connections in how Indigenous people are positioned politically, racially and socially when assuming the role of a researcher. I propose that in Indigenous education focused research, there continues to be an over-reliance of positivist ways of collecting yarning data, such as audio recording. I offer an alternative to audio recording, which incorporates collaborative approaches to data collection with participants underpinned by the principle of self-determination.

Death and Dying in Prison in Australia: National Overview, 1980–1998

1999 ◽  
Vol 27 (3) ◽  
pp. 269-274 ◽  
Author(s):  
Vicki Dalton
Keyword(s):  
Criminal Justice ◽  
Indigenous People ◽  
Justice System ◽  
Social Economic ◽  
Death And Dying ◽  
Royal Commission ◽  
Australian Institute ◽  
Underlying Causes ◽  
Deaths In Custody

This paper discusses the role of the Australian Institute of Criminology (AIC) in monitoring inmate deaths in custody on a national basis. It also provides a descriptive overview of Australian Indigenous and non-Indigenous inmate deaths in custody during the eighteen-year period between 1980 and 1998.In October 1987, the Royal Commission into Aboriginal Deaths in Custody (RCIADIC) commenced investigating the deaths of Australia's Indigenous people in custody throughout Australia between January 1, 1980 and May 31, 1989. RCIADIC's task was to examine the circumstances of the deaths; the actions taken by authorities; and the underlying causes of Indigenous deaths in custody, including social, cultural, and legal factors. The investigation found that the major factor contributing to the high number of Indigenous deaths in custody was the disproportionately higher rates at which Indigenous people come into contact with the criminal justice system. RCIADIC concluded that the most significant reason for this contact was the severely disadvantaged social, economic, and cultural position of many Indigenous people.

scholarly journals South Ossetians: The Struggle for Identity

2020 ◽  
Vol 20 (6) ◽  
pp. 4-9
Author(s):  
K.G. Dzugaev ◽  
Keyword(s):  
Political Stability ◽  
Self Determination ◽  
Recent History ◽  
South Ossetia ◽  
History Of

Specificity of South Ossetian identity as a basis of state self-determination in the recent history of South Ossetia is considered. The role of internal and external geopolitical factors that have shaped the identity structure of South Ossetian citizens is assessed. The role of Russia as a guarantor of political stability in the region is estimated.

Gutting a good idea

2018 ◽  
Author(s):  
John Kendall
Keyword(s):  
Police Misconduct ◽  
Archival Research ◽  
Home Office ◽  
Police Interrogation ◽  
Policy Issues ◽  
Regulatory Purpose ◽  
History Of ◽  
The Government ◽  
Deaths In Custody

This chapter provides a critical and analytical history of custody visiting, centring on the policy issues, and compiled from desk and archival research. Michael Meacher MP made the first proposals for custody visiting in 1980, and in 1981 the Scarman Report on the Brixton riots adopted this idea and included a recommendation for a statutory scheme of custody visiting. The scheme would provide for the supervision of the conditions of police interrogation and detention. The government declined to implement the proposals. However the government encouraged the growth of custody visiting from 1984 on the rather haphazard and unofficial basis known as ‘lay visiting’, run by police authorities. A statutory scheme was introduced in 2003. Over the whole period to date, the powerful influence of the police, and the Home Office following their views, have eroded the original regulatory purpose of custody visiting, and has airbrushed out the role of custody visiting as a deterrent to police misconduct leading to deaths in custody.

Elaborating the role of reflection and individual differences in the study of folk-economic beliefs

2018 ◽  
Vol 41 ◽  
Author(s):  
Kevin Arceneaux
Keyword(s):  
Decision Making ◽  
Individual Differences ◽  
Cognitive Processes ◽  
Evolutionary History ◽  
Behavioral Responses ◽  
History Of ◽  
Economic Beliefs

AbstractIntuitions guide decision-making, and looking to the evolutionary history of humans illuminates why some behavioral responses are more intuitive than others. Yet a place remains for cognitive processes to second-guess intuitive responses – that is, to be reflective – and individual differences abound in automatic, intuitive processing as well.

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