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The pilot project, "A Pedagogy of the Land" (POL), provides an opportunity to ponder the relations between aboriginal community/university knowledges in this case, the relations between an Anishinaape land-based pedagogy and the developing theorizing around formal and informal learning. Traditional aboriginal education is not limited to elders teaching children. While elders are responsible for passing knowledge to the appropriate people when they are ready, any person older or more experienced in a particular knowledge than another has the potential to be that person's teacher. Education is a community responsibility taken seriously by each and every community member who at any moment can be in the position of teaching. The learning in POL does not fit any category of the "Basic Types of Intentional Learning." It involves traditional indigenous knowledge keepers with some fluency in their language whose knowledge arises from traditional Anishinaape world view in a program that allows them to build on one another's knowledge and prepare to pass it on to others who know less. Located on an isolated island in a large northern lake, POL has the goal to recreate indigenous knowledge in a contemporary context. Over a year, students attend two summer courses with an intervening research component. As participants work through their days in traditional activities, they incorporate sacred knowledge into their every action. Comments from Anishinaape teacher, Kaaren Dannenmann follow. (YLB)

To take community seriously in the conduct of educational research, the researcher should consider taking down epistemological walls and the "real" ones that confine the processes and products of academic labor to artificially isolated settings. Epistemologically, the question of walls relates to the kinds of knowledge competed over, most often disciplinary knowledge. Within and around disciplinary walls are the walls of theory. Community in the context of the discussion means the creation of spaces that allow difference to be a constant, unpredictable part of who we are together. A pilot project, A Pedagogy of the Land (POL), is an example of current research in an attempt to take down the walls. POL involves traditional indigenous knowledge keepers with some fluency in their language whose knowledge arises from traditional Anishinaape world view in a program that allows them to build on one another's knowledge and prepare to pass it on to others who know less. POL addresses walls by taking the university a faculty member out of the walls of the campus. It begins from the premise that traditional knowledge has most often been pushed outside the epistemological walls of academe by being given inequitable status and prestige. What happens on the island in the north where POL is located is discourse that has been inaccessible to the English language, arises from the land, and is constructed by the people who have lived there since time immemorial. (Contains 13 references.) (YLB)

The annual conference of the Pacific Islands Association of Libraries and Archives addressed various topics of interest to librarians, archivists, and educators in the Pacific Islands. The proceedings include welcoming remarks by 2 Yap state government officials and PIALA President Herbert Del Rosario; a keynote address by Dr. Marcia J. Bates--"Learning About Your Users' Information Needs: A Key to Effective Service"; and 10 papers: (1) "Preserving Yapese Traditional Knowledge" (Jesse Regalmar-Subolmar and John Tharngan with panelists Carmen Chigiy, Al Fanechigiy, Andrew Ruepong, and Anthony Tawerlimeng); (2) "Problems and Benefits of Running a Small Natural Science and Archives Institute" (Marjorie Cushing Falanruw); (3) "Local Micronesian Publications and Publications on Micronesia: Search, Find and Order" (Francis Hezel, Elsa Veloso, and Helen Danosos); (4) "Dances, Chants and Songs as Yapese Art Forms" (Petrus Tun); (5) "Cultural Development and Keeping Places: Issues for Archives and Libraries" (Elizabeth Ho); (6) "Regional Resource Sharing and Networking: A Union List of Serials for Pacific Islands" (Joanne Tarpley Crotts); (7) "The Relationship of the Education System to Libraries, Archives and Museums in Yap" (Callistus Legdesog); (8) "Let's Make Books! The Benefits of Student Publishing in Promoting Literacy" (Margo Vitarelli); (9) "PEACESAT Access to the Internet in the Micronesian Region" (Arlene Cohen); and (10) "Planning for a Library Profession: The Development of the University of the South Pacific Training Programme" (Jayshree Mamtora). A list of contributors is included. (SWC)

The aim of the present study is to examine the relationships among university students' participation in recreation activities, life satisfaction and happiness. The study was conducted with 460 university students based on the causal comparison pattern. The Survey of Participation in Recreation Activity, Life Satisfaction and Happiness scales were used to collect the data of the study. According to the research findings, no significant difference was found in terms of university students' life satisfaction and happiness levels depending on their participation in sports activities. On the other hand, it was observed that the happiness levels of the students who participated in social activities and those who participated in artistic and cultural activities were significantly high. Finally, significant differences were found in terms of the number of students participating in recreation activities regarding their happiness levels. [For the full proceedings, see ED626375.]

The aim of this study is to investigate the relationship between the quality and quantity of university students' participation in recreational activities and sensation seeking. The study was conducted among 478 university students through a causal-comparative research design. The participants were obtained through convenience sampling method which is one of the techniques of probability sampling. The study employed the Questionnaire for Participation in Recreational Activities, Leisure Satisfaction Scale and Sensation Seeking Scales to collect data for this research. In the evaluation of the data, along with descriptive statistics, Independent Samples t-Test and ANOVA were used. To determine the relationship between leisure satisfaction and sensation seeking, Pearson Correlation test and to determine the impact Regression analysis were used. The findings revealed no significant difference between leisure satisfaction and sensation seeking among university students in terms of gender and year of study. Another finding showed that, while there was a significant difference between participation in active sports, social, artistic and cultural activities and leisure satisfaction, no significant difference was found for sensation seeking. Finally, students' sensation seeking significantly affected their leisure satisfaction. [For the full proceedings, see ED626375.]

This paper reports on a study of early childhood musical identities. Participants were children aged 3-8 years and their parent(s) from three geographically disparate areas in the state of New South Wales, Australia and Hawaii, USA. Data were collected in the form of semi-structured interviews, focusing on what, where and with whom the children sing, and where they learned these songs. Adults were also asked about their musical background and reasons for singing with the children. Interviews were transcribed verbatim, and transferred to qsr "NVivo" software for coding and analysis. Participants reported singing primarily in home environments with family members, and valued singing as a social process over the development of musical or other skills. All adults deemed singing to be important, with non-Indigenous participants generally citing handing on of positive musical dispositions as more important than specific repertoire. Indigenous participants believed that preserving their cultural heritage (including repertoire) is important, but often lamented the lack of available repertoire to hand on. In light of these views of music as a social semiotic, the paper will question to whom and for what, accountability is due in the music education of young children. (Contains 1 table.)

This paper presents a resource list of instructional materials that can serve as the basis for English-as-a-Second-Language (ESL) lessons on holidays and festivals. The paper explains that learning about holidays and festivals provides a way for English language learners to gain a better understanding of North American culture. The resources are suitable for students at various levels of proficiency and can provide resources for teachers who wish to prepare original lessons tailored to the needs of their particular classes. Resources include the following: an annotated book list; a children's book list; an annotated ESL textbook list; an annotated visual aids list; an annotated list of Internet resources; an annotated list of Web sites for ESL instruction; and an annotated list of films and videotapes. (SM)

A "global simulation" is a class activity allowing students to encounter situations that include love, life, and death in a simulated environment. This paper describes several possible simulations. Each one can be integrated into a variety of intermediate- to advanced-level curricula such as a conversation class, a culture and civilization class, or a writing class. Distinctions are made between functional and global simulations. Functional simulations are particularly adaptable to the curriculum of the specialty (foreign) language class (e.g., Business English, English for Hotel Management and Tourism, or English in the Health Professions). The simulation "The Building" is described in detail with instructions for further developing the idea to teach culture, lifestyles, and customs. Students may write a personal journal, essay, or composition; or the project may be to write a novel, with students creating the plot together and then dividing up the chapters. Adapting "The Building" to the use of the Internet is discussed. Infrastructure, equipment, and procedures used at the University of San Diego are listed. Tips for success are provided. (EMK)

This paper describes and reflects on the pedagogical meaning of a festival held to showcase and celebrate Latin American culture in a North Carolina town undergoing a cultural transition as its Latino population grows. Following a successful event the previous year, a 2-day festival was organized to include a soccer tournament, booths selling Latin American food and products, community service agencies, children's activities, cultural exhibits, leadership development workshops, and both a disc jockey and live music. Recently relocated from the Southwest, the Chicano ethnographer found himself moving beyond description to grapple with the broader context of the cultural dynamics at play and questions of identity--his own and others'. A "double-voiced" analysis examines community and personal aspects of the experience. The paper tells the story of cultural workers, negotiating space and co-constructing a renewing social memory. It addresses transfusion of culture, reinvention of self, and ongoing assessment of status and condition in a new social context. The festival is framed as a site of cultural production and practice: a site of symbolic contestation, inherently pedagogical and expressive. Cultural images and myths from lived experience become a viable form of knowledge to be reworked and reinterpreted. Past, present, and future are woven together to become an educative enterprise that shapes the town's social and cultural landscape. This ethnographic account explores those moments of dynamic interplay between researcher and subject when experience becomes expression; autobiography becomes discourse; and in the passageway between worlds, one intermittent and emergent identity informs the other. Contains 51 references. (SV)

This paper addresses the role of the classroom in bringing students of different backgrounds together and the role of the teacher in creating an atmosphere in which students not only get along well with each other, but also develop respect and appreciation that they carry with them outside of school. There is a need to create an atmosphere of peace and harmony within the educational environment to offset the ill effects of stereotyping and prejudice that can inhibit multicultural education. The paper also discusses teacher attitudes and resistance to multicultural education and ethnic events, stemming in part from their limited education and experience in these areas. It is concluded that schools are becoming more diverse each year, reflecting changes in society. Schools can no longer afford to ignore racial and cultural tensions nor the differences in learning styles that these cultural differences create. (Contains 5 references.) (GLR)

This paper provides some activities that can be used to acquaint business students with the cultural differences that might be encountered in international business situations. Activities described involve: (1) exposing students to cultural differences through the use of foreign art and literature; (2) requiring students to prepare a cultural orientation report on the U.S. through the use of the "Culturgram for the '90s" series from David M. Kennedy Center for International Studies; (3) creating a memorandum on the customs of a potential foreign supplier; (4) planning a dinner party for foreign business visitors to implement what was learned, such as understanding general courtesies and etiquette, diet, and considerations in designing the meal plan; and (5) having students create a training session about inter-cultural communication for business executives who are considering transacting business with people of selected foreign countries. Ideas are also given on ways in which the training sessions can be conducted. (GLR)

The Cape York Aboriginal Australian Academy (CYAAA), which began operation as part of the government schooling system in 2010, incorporates activities across three overlapping "domains": Class--the formal schooling component; Culture--Indigenous and non-Indigenous cultural knowledge; and Club--sporting, cultural, music and physical education activities. The Academy operates over an extended school day and makes use of the controversial instructional strategy known as Direct Instruction. A framework for rigorously evaluating the Academy trial has been developed but the evaluation has not been completed. This paper draws on the following sources: (1) Data provided by the Australian Curriculum, Assessment and Reporting Authority (ACARA), the Academy, Cape York Partnerships (CYP) and the Queensland Department of Education, Training and Employment (DETE); (2) Literature reviews relating to Direct Instruction and Indigenous school reform; (3) Personal observations at the Academy in 2010 and 2011; and (4) Meetings/interviews/discussions with staff at the Academy, DETE and CYP. The available evidence indicates that literacy, numeracy, behaviour and attendance results are mixed. Debate about the degree to which the Academy provides a model for Indigenous schooling reform will be ongoing. (Contains 14 figures, 1 table, and 4 footnotes.)

Museums have long been the repository of important cultural items. They make these items available to public view in exhibitions in specially designed architectural spaces, and more recently, in the virtual spaces provided on the World Wide Web and on CD-ROM. By making their collections accessible to the public in carefully crafted and coherent presentations, museums serve an important mission of perpetuating cultural heritage through the educational experiences they offer to the public. Schools share a mission of cultural preservation with museums, making them natural partners in the development of effective educational experiences for young citizens. The creation of virtual museums as classroom learning projects is one emerging strategy schools have explored that makes use of new digital media, the World Wide Web and multimedia authoring. This paper presents a culturally responsive emerging model for school-museum collaboration. The Four Directions Project has been working with American Indian Schools to explore the uses of technology for culturally responsive teaching. One approach Four Directions is exploring is school-museum collaboration for student-created virtual museum projects. A Four Directions Model for school-museum partnerships has emerged from these experiences. Two example projects are described and the benefits of virtual museum projects are discussed. (Contains 11 references.) (AEF)

This document describes a program designed for women and children living in homeless shelters to offer them creative, interactive experiences. The activities served to provide personal contact with the children and to read with them; help the families participate in creative expressions of self; and provide visits with the larger community. These experiences offered mothers and children a safe way to transform grief and anger into creative acts. Also, by bringing them out of the shelter and back into the community, they were given a means to help themselves transition back into a larger, livelier world. The concept remains a vital link between psychoanalysis, the arts, and the community. (JDM)

As the Mexican American community multiplies and strengthens its position across the United States, its civic and religious celebrations expand in number and visibility. Through periodic observances, unequivocally Mexican cultural traditions have materialized in the secular and spiritual domains of American public spaces. This paper examines the commemoration of Holy Week in Omaha, Nebraska. Mexicans celebrate Holy Week, one of the most important events in the Catholic liturgy, in remarkable public spectacles. The reenactment of Christ's crucifixion galvanizes religious beliefs, emotions, and community solidarity through the participation of families, friends, religious associations, and community organizations. In Omaha, Guadalupe parish was established in 1919 and is the hub of a rapidly growing Hispanic population. As a community center, the parish provides extensive legal, educational, health, and counseling services. Since 1993, the Hispanic community of South Omaha has staged the religious drama of the Stations of the Cross on Good Friday. A devoted parishioner who oversees the Guadalupe youth center and choir selects the actors from the youth group. For 40 days, the participants meet twice a week for religious studies and rehearsals. The aim is to keep Mexican traditions alive by instilling in children and young adults appreciation for the culture and devotion to its rituals. (Contains 18 references.) (SV)

The Partnership Assessment Project (PAP) sponsored by The Partnership for Arts, Culture, and Education in Dallas (Texas) examined the effect of community arts and culture programming on achievement in language arts, particularly writing, among students in elementary urban schools. The project spanned four years and constituted a three-year pilot study that laid the groundwork for a one-year experimental research study. Teachers in the PAP showed high levels of commitment; four teachers participated for four years, two for the final two years. A qualitative study examined the attitudes and perceptions of these six teachers toward the project. Teachers demonstrated growth across time. The most commonly noted problems involved scheduling artists and programs into the school and bus scheduling. By the fourth year of the project most teachers were successfully integrating the community programs into the curriculum. The end of the project left teachers with changed attitudes and tools for new growth. Among the factors in change management the most crucial was the attitudes of the teachers toward the project. For such a study as this one to be successful three factors must be present: teachers' receptivity to change, a game plan that considers the complexity of change and the need for time. (Contains 17 references.) (JLS)

This paper describes activities and evaluation of the KinderApache Song and Dance Project, piloted in a kindergarten class in Cedar Creek (Arizona) on the White Mountain Apache Reservation. Introducing Native-language song and dance in kindergarten could help foster a sense of community and cultural pride and greater awareness of traditional values, as well as serve as a handy language-learning device. A parent survey indicated strong community support for the project, and the songs and dances were chosen with careful preparation. Project evaluation was planned in terms of enthusiasm generated and skill mastery. The children were expected to coordinate three skills simultaneously: singing, dancing, and beating a rhythm. A videotape documented 3 hours of song and dance instruction and parts of a field trip in which a community elder introduced Apache words to teach about cultural practices and plants used in traditional healing. Parents and grandparents attended a final performance of the songs and dances and then took part in a focus group discussion. Positive outcomes included increases in student knowledge of and pride in their culture, the children beginning to sing the songs spontaneously, at least one child beginning to use Apache outside the classroom, and reinforcement of the school's image as a focal point of community. Problems included high turnover in school staff, school budget constraints, difficulty in finding a facilitator with pedagogical expertise, and religious controversy in the community (Christians' opposition to traditional dances). (SV)

This curriculum presentation outlines how to celebrate five Mexican holidays in the classroom: Cinco de Mayo, Dia de los Muertos, Fiesta, Las Posados, and Three Kings Day. The goal is to help children learn through hands-on activities and real-life experiences. The format for each holiday celebration includes a brief history with ideas for integrating language, lifestyles, foods, and/or crafts. Directions and patterns for the activities are included, with illustrations. Also provided are a list of materials needed, instructions, food recipes, and additional activities that involve research by the children; comparison with North American holiday traditions; and how to create paper masks, flowers, and a pinata. (NAV)

This document describes an art curriculum designed for elementary level students of Catholic schools. The curriculum aims to encourage student creativity and self expression as advocated by pre-Discipline Based Art Education (DBAE) art programs while presenting the subject matter emphasis of DBAE programs. Lesson suggestions are given for each of seven art education goals proposed. These goals, presented as statements, indicate that the arts: (1) help develop human creativity; (2) develop aesthetic sensitivity; (3) foster and nourish sensitivity to perceptual and sensory stimuli; (4) cross the boundaries of time and cultural differences to enable recognition of the commonalty of human expression and spirit; (5) help individuals gain technical skills and knowledge necessary for good craftsmanship; (6) give additional ways to expressive communication; and (7) help individuals accept personal uniqueness and worth. Lesson suggestions and examples given for each of the above goals are drawn from grade levels K through 12. Appropriate visual art exemplars, literary or musical works are indicated for each lesson. The document concludes with a 6-item bibliography. (MM)

This paper describes a culturally competent inservice training program for home visit personnel. The program is designed to help home visit personnel become more aware of their own beliefs and values, and develop an appreciation and respect for others' differences. The program is divided into three sections. Each section offers various activities that illustrate the purpose of that section. Section 1 focuses on reflecting on personal and family values and identifying personal biases. Section 2 focuses on recognizing differences between and within cultures and the ways in which families differ from each other. Section 3 is devoted to the practical aspects of making a home visit. Questionnaires, Q-Sort values and a list of home visit goal perceptions are appended. (AP)

This document contains selected papers from the 25th annual conference of the International Visual Literacy Association (IVLA). Topics addressed in the papers include the following: visual literacy; graphic information in research and education; evaluation criteria for instructional media; understanding symbols in business presentations; multimedia; image ethics; digital images; visual information strategies; screen design; color preference; deep viewing; mythological symbols; visual thinking skills; digital technologies; identifying visually gifted young children; representation of culture in children's picture books; adult learning; humorous visuals in computer-based instruction; virtual reality tools for learning; the impact of Channel One school newscasts; Civil War photography; technology and the art curriculum; and computer mediated instruction. Also included are bibliographies of IVLA publications from 1983-93. (JLB)

This paper integrates learning about international culture through the avenue of dance, and focuses on learning about specific regions of France, and about French Canadians, and Louisiana Cajuns through dance selections. The international flavor is not limited to dances from France, but includes French-Canadian and Cajun dancing as well. Opportunities are presented for teachers and students to examine French and French Canadian history, customs, traditions, and language development and to bring the curriculum to life through dance. Musical scores and dance instructions with diagrams are presented for the following dances: La Gallette, Le Branle du Quercy, Le Branle Morvandiau, La Bastringue, Cajun Waltz, and Cajun Two-Step. Also included are a map of France; a discussion of Les Branles, an early form of folk dancing; a brief history of the French settlement of Canada and the importance of music to the early settlers; and a discussion of the Louisiana Cajuns, French settlers who originally settled in Nova Scotia, New Brunswick, and Prince Edward Island and later migrated to Louisiana, and whose songs and dances celebrate love and family life. (Contains a resource list of books, records, and audio equipment.) (LL)

The Natural Math project was undertaken to encourage parents of Native American and Black preschool and kindergarten children to engage in math activities and games at home. Natural Math also attempted to integrate Seminole culture into math materials. The project originally included only Seminole preschool and kindergarten children. Later, Boley school, located in a rural Black community, petitioned for inclusion. Natural Math activities included: (1) the provision of start-up supplies and other materials to the children and their families; (2) an initial meeting to explain the project and the proper use of the materials; (3) a portable computer lab; (4) a math fair; and (5) the distribution of materials for the summer. After their participation in the project, former Head Start children were tested for verbal, math, and social skills, and parents were surveyed. Participating students had higher raw scores than the students of the previous year. At Boley School, Natural Math materials were introduced to the children before they were given to parents, with several advantages resulting. An extensive literature review covers adult literacy and communication among Native Americans; a Native American perspective of giftedness; the role of culture in education; demographic and academic achievement data for six tribes; and Native American early childhood education and Head Start programs. A 36-item bibliography is included. (AC)

To investigate affective dimensions of adult literacy development more systematically, researchers conducted a qualitative comparative analysis of four women participating in an adult literacy program in Istanbul, Turkey. The contrastive study chose two participants who completed the course; each was matched with a participant who had dropped out. They were matched in terms of their spelling, letter identification, and word recognition levels at the beginning of the course. As much as possible, they were matched in terms of age and number of children. Responses to a lengthy, semi-structured interview before courses started were compared to detect differences in how they approached adult literacy classes. All reported they had not attended any school because their elders thought it was inappropriate or not useful, but all learned the letters on their own, indicating similar levels of cognitive ability. The four participants had very similar spelling, letter recognition, and word recognition scores at the beginning. The two completing participants had high levels of motivation and self-confidence as compared with the two noncompleters. The researchers say the cases illustrated that affective variables such as motivation and self efficacy are important in whether participants will complete or drop out of an adult literacy class, even when their beginning literacy levels and cognitive skills are comparable. (YLB)

This paper argues that ritual and other cultural forms can be validly compared to one another only at the level of their meaning and that in order to do this one must begin by setting them in the sociocultural context which gives them meaning. A ritual at a hospital for the rehabilitation of drug addicts and alcoholics is described, analyzed, and discussed in terms of cross cultural comparison. It is concluded from this discussion that the first task of the ethnographer is to understand the semantics of action within the system being observed and to systematically report this abstraction from the data. When similar operations have been performed for numerous cultures, genuine cultural comparison and a body of valid scientific knowledge will develop. (TS)

Recent research into the "forty-nine" songs and singing of the Kiowa Indians in southwestern Oklahoma is described in this paper. The paper first outlines the value of a process oriented approach to communication analysis that accents three primary variables: indexicality (the inherent situational nature of communicative acts), reflexivity (individuals' presuppositions about events and the relation of their presuppositions to those of other members of the culture), and intentionality (the intent of speakers). Two primary data gathering procedures used in the research are then described: intensive interviews, led by a Kiowa collaborator, designed to build a reflexive account of forty-nining; and field observation of forty-nines. Finally, an analysis of Kiowa forty-nining is presented, in which the following topics are among those addressed: the origins, functions,and general characteristics of forty-nines; historical, linguistic, and thematic patterns of the songs; the effect of performer intent on the meaning of song themes and performance; and established procedural rules related to turn-taking by song leaders, the use of insult exchange as a means of social bonding and sensitization, and the meaningful sequencing of songs by song leaders. (GW)

Data and information are shared about: (1) First Nations educational infrastructure--new schools, repairs and renovations of schools, project planning, teachers' residences, and operational and maintenance funds. (2) The monitoring of primary and secondary education on reserves. (3) Challenges of schools located in remote areas and with fewer than 100 students. (4) Government spending for primary and secondary education whether positive or negative is made public. (5) Post-secondary achievements of First Nations members.

Since the fall semester of 1995, students at Baylor University (Waco, Texas) taking Japanese and students at Tokyo Institute of Polytechnics have had opportunities to communicate with each other and learn together in a real-world situation. Until the fall of 2000, the format limited them to e-mail communication; however other Internet tools are now being used. A Web-based, free-of-charge software, iVisit, which provides an instant visual, oral, and aural transoceanic communication along with text chat, is being used in the introductory and concluding discussions. Also free-of-charge, FirstClass offers students the opportunity to communicate via a bulletin board service. FirstClass, contrary to iVisit, gives students time to think and examine what they want to post. Students at both universities interacted in L1 (the first language) and L2 (the second language) to complete the task. (C1 represented the student's own culture; C2, the culture which the student is learning). The goal was to see how students can learn C2 through their communication, using technology. The "Five Cs" were considered and applied to enhance learning: communication, cultures, connections, comparisons, and communities. Only when these Five Cs are interactive can this project claim success. (AEF)