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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 five papers in this collection on art and music environments in developing countries were presented at the 1984 IFLA general conference. (1) In "Developing an Art for Life's Sake," Gavin Jantjes, a black South African artist currently living and working in the United Kingdom, offers personal viewpoints on issues relating to the art of the Third World and African contemporary art in particular. (2) In "The Designer in a Developing Country and the Information He Needs," H. Kumar Vyas (India) describes the stages which an artist goes through in transforming ideas into actual design concepts, and specifically addresses the lack of available information about a Third World country's own cultural heritage and steps that have been taken at the National Institute of Design to help students systematically design methods of collecting information. (A detailed checklist entitled "Designer's Method for Documenting Traditional Craft Environment" is included.) (3) In "Vision et Recherche des Formes: Une Contribution Informelle a la Discussion" (Vision and the Search for Form: An Informal Contribution to the Discussion), Arnold Pacey discusses the social and esthetic aspects of design and situations which arise in developing countries when the traditional design does not lend itself to technological innovations. (4) In "L'Esthetique des Arts du Quotidien: Images de l'Afrique Noire et des Caraibes" (Esthetiques of Art for Daily Life: Images from Black Africa and the Caribbean), John Magnus (United Kingdom) focuses on the cultural links between countries on the two sides of the Atlantic Ocean as they are reflected in popular art forms. (5) In "Problems in Collection and Preservation of Music Data in Kenya and Suggested Solutions to the Problems," W. A. Omondi (Nairobi) discusses the present state of documentation in Kenya; the need to document traditional music and dance; the operations of the government's proposed Central Research Committee; and the development, dissemination, and propagation of traditional music and dance. (THC)

The extent to which graduates of Winona State University (WSU) Minnesota, attained their goals after college graduation was investigated, based on a survey mailed to all WSU graduates. Returns were obtained for 4,660 graduates, representing 33 percent of the total group. Survey results suggest the following conclusions: the vast majority of reporting graduates were employed in occupations classified as professional or technical/managerial; the reported incomes were low, probably a consequence of the large percentage of WSU graduates employed as teachers; attaining an advanced degree was reported for 19 percent of the graduates; most graduates voted, but did not become involved in most other political activities; the typical WSU graduate participated in three or four community activities and two or three intellectual or cultural activities; and in terms of social mobility, most graduates were first generation college graduates and most expected their children to complete at least an undergraduate education. Obtaining a master's degree (14 percent) was the most frequently reported advanced degree for WSU graduates. Another two percent reported earning an academic doctorate, and 1 percent earned a professional degree such as law, medicine, dentistry, or ministry. Additionally, two percent achieved an advanced certification without a degree such as certification to teach children with special learning disabilities. The most often reported community activities were church, professional groups and organizations, and PTA/school board. Other activities were reading nonfiction, listening to radio/TV concerts, attending plays or concerts, and visiting museums or galleries. Comparisons to studies at other universities are made. (SW)

The compilation of 24 papers provides information concerning the health, social, economic, educational, and special concerns of handicapped U.S. citizens. Included are the following titles and authors: "Research" (J. Weston); "Application of Technology to Handicapping Conditions and for Handicapped Individuals" (W. Ayers); "Rehabilitation Engineering" (M. Parsons and M. Rappaport); "Early Diagnosis and Early Intervention" (D. Whitehouse); "Prevention of Disease and Disability" (W. Malone); "Treatment" (C. Swinyard et. al); "Attitudes of the General Public Toward Handicapped Individuals" (H. Yuker); "Psychological Adjustment of Handicapped Individuals and Their Families" (J. Bardach); "Recreation" (D. Park); "Participation in Cultural Activities" (V. Cassiano); "Architectural Accessibility" (R. Mace); "Transportation Accessibility" (H. Goodkin); "Communication--Techniques, Systems, Devices" (P. Scherer); "Employment" (R. Sale); "Economic Concerns of Handicapped Individuals" (M. Berkowitz et. al); "Full Educational Opportunities for Handicapped Individuals" (Council for Exceptional Children); "Problems of the Severely and Multiply Handicapped" (F. Fay); "Community and Residential Housing" (L. Frieden); "Service Delivery Systems" (C. Hoehne); "Civil Rights and Addendum" (L. Rigdon); "Unique Problems of Handicapped Minorities" (R. Wakabayaski et. al); "Unique Problems of Disabled Veterans" (J. Maye); and "Unique Problems of the Handicapped Aging" (D. Davis and O. Onyemelukwe). (SBH)

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.)

In this paper, we use institutionalisation theory to analyse the legitimacy of schools identifying themselves or being identified by others as 'international'; identify aspects of institutionalisation theory that could be developed; and argue that an institutionalisation perspective should be more central in educational organisation theory. International schools are an appropriate form of educational organisation to analyse from an institutional perspective. The rapid growth of different types of International Schools with new rationales raises concerns about their legitimacy relative to traditional norms. In applying institutionalisation theory to International Schools, a number of relevant issues arise: the significance of the institution's primary task and institutional work on it; the centrality of affect in schools as institutions; and the very different ontological bases for the three pillars of institutionalisation; the significance of the 'student dimension' in institutionalisation, the nature of the members of the institution, their dominant mode of interpretation, their motivations and their personality; and the role of teachers' professionalism in legitimising schools. We argue that those responsible for establishing the legitimacy of their schools, will be least challenged by ensuring compliance with the regulative pillar, and most challenged by ensuring conformance to the cultural-cognitive pillar.

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)

To equitably educate linguistically and culturally diverse students, teachers must consider literacy as socially negotiated and culturally embedded (Street, 1995). The current study qualitatively examines the literacy events that take place at a Finnish heritage language school in the United States. The study uncovers the ways these literacy events are connected to broader literacy practices, and how these in turn reflect the teachers' and the heritage language community's cultural ideologies. Findings affirm that literacy events, which at the surface may focus on the learning of discrete literacy skills, are deeply connected to broader literacy goals and ideologies.