Native School Research Articles

A Multi-Modal Study of Persuasive Strategies in Native and Non-Native School Advertisements

The current study investigates how private schools target native and non-native English speakers through YouTube advertisements using a multi-modal discourse analysis approach. The study examines persuasive strategies, how ads appeal to viewers, and influence decision making in native and non-native private school ads. Native school ads may emphasize communicating in English, prestige of private school, and high academic standards. Non-native ads may emphasize diversity of students and resources for learners.Native school ads may use formal, dramatic language while non-native ads use inclusive, accessible language. Ads reflect assumptions about language, education, values and status - native schools emphasize fluency, non-native emphasize inclusive learning. Ads use humor and emotion differently - native ads use culture-specific humor while non-native appeals to shared values like diversity. The study analyzed ads using models from Kress and van Leeuwen(2006), and Halliday(1979) then draw conclusions that verify the hypothesis. Both ad types aim to present a nurturing school but native ads use clearer language while non-native use aspirational, indirect language. Native ads value honesty, respect, collaboration while non-native value inclusiveness, diversity, cultural diversity. The study concludes that ads have similar visual, textual strategies but values and language use varies based on native or non-native audience.

The Literacy Development: Unveiling the Role of Balai Poestaka: A Historical Study

The existence of Balai Poestaka was aimed to facilitate the Dutch East Indies Government in monitoring the circulation of "appropriate reading materials for the people." Therefore, on September 14, 1908, the Commissie voor de Inlandsche School en Volkslectuur (Commission for Native Schools and Public Reading), which eventually changed its name to Balai Poestaka was formed. However, the efforts made by Balai Poestaka had at least some impact on the development of literacy in various communities, including the Palembang Residency. This research aims to understand the initiatives undertaken by Balai Poestaka in advancing literacy in the Palembang Residency community. The study employs historical research methods, including heuristics, verification, interpretation, and historiography. The study reveals that at least three efforts were made by Balai Poestaka to enhance community literacy. First, the establishment of Taman Poestaka, a library dedicated to the natives, opened in native schools under the supervision of teachers. Second, the initiation of Depot van Leermiddelen and small trucks serving as mobile bookstores reached villages in Java, Sumatra, Sulawesi, and Kalimantan. Third, at least three times a year, Balai Poestaka distributed 100,000 catalogs, each consisting of 32 pages, to promote its published books. Additionally, Balai Poestaka sold its books at affordable prices to make them accessible to the purchasing power of the community.

“Native” and “colonial” objects. Changing constellations of affordances and the erosion of inherited teaching roles in colonial India

ABSTRACT This article asks whether the slow process of divesting Indian native schoolteachers of their traditional authority was only about new concepts and representations of education and knowledge. Following the methodological idea of constellations of affordances, emphasising a relational ontology, the article discusses whether changes in the shape and the relations of objects in Indian classrooms together with the arrival of new objects may have played a silent role in the process of erosion of schoolteachers’ authority. Based on a wide range of official and missionary sources, but also referring to individual native voices, the article reconstructs more pervasive and subtle transformations of native elementary classrooms, focusing on surfaces for writing and on “books”. The article argues that shifts in the materialities of elementary native schooling took place that repositioned old “gurus” in an unfavourable light before the take-off of teacher training institutions would provide for new definitions of their role as schoolmasters.

Originary studentes in native schools: configurations of inclusive special education in Southern Amazonas

This paper analyzes the political and pedagogical contexts of the Municipal Department of Education and Culture (SEMEC) of the municipality of Lábrea (Southern Amazonas). For the theoretical basis, the historical context of the indigenous school education in Labrea is subsidized in consonance with rural education and special education. The methodological procedures will be presented based on documental and qualitative analyses and by means of bibliographic review. As a result, we will present nuances of the unfolding and adjustments of SEMEC's services that elucidate the practices and aspects of the inclusion foments in the claims of the offer and effectiveness of education for all, as well as the challenges of implementing differentiated and inclusive indigenous school education. However, for the insertion of plausible conditions for the effectiveness and realization of inclusive education in indigenous school education are necessary, the guarantee and legal compliance in the implementation of pedagogical practices before the various school scenarios offered to native peoples.

PIANO ART OF THE TERNOPIL REGION OF THE SECOND HALF OF THE NINETEENTH CENTURY: HISTORICAL AND MUSICOLOGICAL ASPECT

Piano art of Ternopil region and one of the main forms of its realization – performance, started, according to scientific sources, in the second half of the nineteenth century. This was the time when in Galicia abolished serfdom in 1848 and began the period of formation of educational and cultural organizations “Native School”, “Prosvita”,“Literary Society” and others. They became the main factors in shaping the national consciousness and culture of the local people.The most important role in these processes in the Ternopil region was played by the “Native School” society, in which groups of choral and vocal singing, artistic recitation, and playing musical instruments were organized. Actually, these circles formed a love of art in different directions, including piano music.The founder of piano art in the Ternopil region is the Polish pianist, teacher and cultural and public figure Vladyslav Vshelyachynskyi, a native of the town of Kopychyntsi, in Ternopil region. It was he who became the brightest representative of the piano movement in our study area initially.In 1876, after completing his studies at the Conservatory, Vladyslav Vshelyachinskyi moved to Ternopil to continue and improve his practical activity. He organized the “Friends of Music” Society and a school for piano lessons with him. He was the music director of these two institutions for twelve years.One of the founders of the creation of piano art in Ternopil region was also Denys Leontovych, born in Lviv in 1868. Denis’s father, Theodore Leontovych, whose family started in the village Novosilka Buchach county (now Buchach district of Ternopil region), was at one time a wellknown Lviv cultural and public figure, pianist, music critic, owner of the newspaper “Osnova”), author of popular songs at that time. He became the first piano teacher for his son.Unfortunately, Denys Leontovych’s short life did not allow him to develop his musical talent to the full, but those few years of concert activity of the drunkard deserve attention from musicologists and point to his invaluable contribution to the formation and development of the piano art of the Ternopil region, he had a special love.An important contribution to the formation and development of the piano art of Ternopil region was made by Denys Sichynskyi as a composer, pianist and accompanist. His creative activity was, first of all, connected with Ternopil region. In the initial stages of being in the land, besides creating musical compositions and managing the countryside and small-town choirs, he was involved in the promotion of piano art through his direct creation and representation as an accompanist.Denys Sichinskyi, as a creator of piano art, has realized himself in three spheres – in writing works for piano, in preparing piano accompaniment for choral and vocal works and in accompaniment for famous singers – Solomiia Krushelnytska, Evgen Gushalevych, Oleksandr Myshuga and others. It was these aspects of his creative activity that determined the formation of piano art in Ternopil region in the first half of the nineteenth century.Thus, the piano art of the Ternopil region of the second half of the nineteenth century represents a stage connected with the birth of its main forms of realization – pedagogical, concertperforming, composer-reproductive. All these forms are clearly traced in the activities of such representatives as Vladyslav Vshelyachinskyi, Denys Leontovych and Denys Sichynskyi. Each of them laid the foundations of piano art for its further development and development to the best of its creative potential. This was, first and foremost, designed to ensure that their successors made a more representative contribution to its transfer. And the piano works of Denys Sichynskyi formed a repertoire performed by the Galician pianists of that time, marked by lyricism, genre linearity and typical harmonious turns derived from traditional folk music. Overall, this stage provided the basis for the subsequent professionalization of piano art in the twentieth century.

Margarito d’Arezzo’s <i>Virgin and Child Enthroned</i>: Victorian Beauty Under Attack?

My chosen work of art for the Gallery section of Professor Hilary Fraser’s Festschrift is the National Gallery’s second oldest painting, Margarito d’Arezzo’s Virgin and Child Enthroned of the 1260s and the debates it aroused when the inaugural director Sir Charles Eastlake bought it in 1857 as part of his revolutionary introduction of early Italian art into the national painting collection, much of which was seen as not at the time at all beautiful — ‘unsightly’ to use his own phrase. This warranted him explaining in the first annual report that such art was acquired not for its aesthetic merit but on the grounds of its historic importance. The article will examine the expanding public role of the National Gallery in terms of educating the widest possible public about the history of Western European painting in addition to offering what were deemed to be suitable teaching aids to encourage the native school of painters. It will also shine a light on various women who have played significant roles in promoting interest in and knowledge about early Italian art, including Margarito’s panel, in the National Gallery’s collection.

У СВІТЛІ РІДНОГО СЛОВА

У СВІТЛІ РІДНОГО СЛОВА

Quality Education: Skills for Learning and Personal Empowerment for Native School Pupils in Malaysia

Quality Education: Skills for Learning and Personal Empowerment for Native School Pupils in Malaysia

The Critical Reception of Mark Twain's Introduction to English as She is Taught

The Critical Reception of Mark Twain's Introduction to <i>English as She is Taught</i>

The Humanism Approach Among Teachers to Increase Indigenious Students Participation

Native education is still a major issue even though the country has reached 65 years of independence. Previous studies show that the performance of Native pupils is poor in studies, there are discipline problems and absenteeism among school students. However, the percentage of Native pupils students in Malaysia has shown an increase in recent times. In fact, records show that there is an Native school almost with up to 100 percent pupils attendance at Sekolah Kebangsaan Sayong Pinang, Kulaijaya, Johor. Therefore, the writing of this article explains about the study related to the humanistic characteristics shown by the teacher in managing activities in the school according to the students of the school through several programs carried out by the school management. The study uses a qualitative approach by applying the Nominal Group Technique (NGT) involving informants who were purposefully selected among school students totaling 9 people. The ten humanistic characteristics found in this study are the teacher's appearance, kind-hearted, friendly, caring, firm, caring, creative, funny, responsible and diligent. This writing gives implications to educators in helping to improve student education development plans, especially for the Native Pupils in Malaysia.

Editorial

Editorial

The Remote School Attendance Strategy (RSAS): Why invest in a strategy that reduces attendance?

In late 2013, under the leadership of Prime Minister Abbott, the Australian Government announced a new policy designed to increase attendance rates in remote community schools—the Remote School Attendance Strategy (RSAS). The model assumed that employing local people in the program, which was designed to support parents get their children to school, would yield significant improvements and consequently improve educational outcomes. After a slight initial increase in school attendance rates, RSAS schools have seen average attendance rates decline since 2016, which now stand more than eight percentage points lower than at commencement. This article analyses My School data for Very Remote Aboriginal schools, showing how the RSAS school attendance results compare with similar non-RSAS schools. We question why the Australian Government continues to invest in a program that is not meeting its objectives, asking, what went wrong?. We do this by critically analysing 36 policy-related documents, looking for ideological clues that show why the government continues to invest in the program and how it sees it as “successful”. We conclude by raising ethical and accountability concerns about the RSAS, which lacks evidence of attendance improvement, and which potentially causes harm to its objects: First Nations students.

Centring Anangu voices on work: A contextualised response to red dirt thinking

Nyangatjatjara College is an independent Aboriginal school distributed across three campuses in the southern region of the Northern Territory. Since 2011, the College has conducted student and community surveys to obtain feedback regarding students’ educational experiences and their future aspirations. In 2016 Nyangatjatjara College funded a research project, Centring Anangu voices in Anangu education, to look more closely at Anangu educational aspirations to inform the development of a five-year strategic plan. Among other activities, interviewers conducted surveys by listening carefully to Anangu school students and community through sharing first-language narratives. This paper focuses on the most commonly discussed aspiration of students, their families and communities, namely, that school should enable young people to get a job. This finding parallels other research findings (Guenther et al., 2015) and the philosophical underpinnings of “red dirt thinking” on aspiration and success (Osborne &amp; Guenther, 2013). Our examination of the data suggests that the theme of “work” is intertwined with aspects of the local community context. The paper concludes with an analysis of existing school-to-work transitions and opportunities, with suggestions for strengthening local participation in employment initiatives across the tri-state region at the intersection of the Northern Territory, South Australia and Western Australia.

Psychometric evaluation of protective measures in Native STAND: A multi-site cross-sectional study of American Indian Alaska Native high school students.

American Indian and Alaska Native (AI/AN) youth are strong in culture and rich in heritage and experience unique strengths and challenges throughout adolescence. Documenting conditions that protect against risk factors associated with poor health outcomes are needed. We explored scales that measure self-esteem, culture, social support, and community from a sample of 1,456 youth involved in Native STAND, a culturally-relevant evidence-based sexual health intervention. We established content validity by reviewing existing literature and community feedback. Construct validity was examined using factor analysis. The final self-esteem model included seven items, factor loadings ranged from 0.47 to 0.63 for positive self-esteem and 0.77 to 0.81 for negative self-esteem. The final culture model included three items, factor loadings 0.73 to 0.89. The social support scale included four items, factor loadings ranged from 0.86 to 0.87 for family social support and 0.75 to 0.77 for friends social support. The community and community safety scale included three items; factor loadings ranged from 0.52 to 0.82. Coefficient alphas for scales ranged from α = 0.63 to α = 0.86. This study validated scales in a national sample of AI/AN youth-psychometric scales provide an essential tool for documenting the needs and strengths of AI/AN youth.

Culture and education with Alice Rigney (1942–2017), Australia's first Aboriginal woman school principal

PurposeThis article explores the childhood, professional life and social activism of Alice Rigney (1942–2017) who became Australia's first Aboriginal woman principal in 1986.Design/methodology/approachThe article draws on interviews with Alice Rigney along with newspapers, education department correspondence and reports of relevant organisations which are read against the grain to elevate Aboriginal people's self-determination and agency.FindingsThe article illuminates Alice/Alitya Rigney's engagement with education and culture from her childhood to her work as an Aboriginal teacher aide, teacher, inaugural principal of Kaurna Plains Aboriginal school in Adelaide, South Australia; and her activism as a Narungga and Kaurna Elder. Furthermore, the article highlights her challenges to racial and gender discrimination in the state school system.Originality/valueWhile there is an expanding body of historical research on Aboriginal students, this article focuses on the experiences of an Aboriginal educator which are also essential to deconstructing histories of Australian education.

A trend analysis of the prevalence of opioid misuse, social support, and suicide attempt among American Indian/Alaska native high school students in New Mexico: 2009\u20132019 Youth Risk Resiliency Survey (YRRS)

BackgroundAmerican Indian and Alaska Native (AI/AN) youth face stark inequities in opioid misuse, social support, and suicide attempt. This study examined trends in these behavioral measures among AI/AN students in New Mexico (NM).MethodsUsing the NM oversampled Youth Resiliency and Risk Survey (NM-YRRS, 2009 – 2019: odd years), prevalence estimates of opioid misuse, social support (SS), and suicide attempt for AI/AN high school students were generated. Trends over time were assessed via linear regression of weighted proportions according to Peter Armitage. Stratified trends by demographics were also employed.ResultsWhile the prevalence of suicide attempt did not change significantly over time, it was consistently higher among females (2011–2019), those who misused opioids, received low social support, had a mother with less than high school education, had a C, D, or F for academic performance, and non-straight students relative to their counterparts. In particular, the prevalence of suicide attempt among AI/AN students who reported opioid misuse in 2009 was significantly higher by 25.4% than their counterparts who did not report opioid misuse (35.8% vs. 10.4%.) A significant decreasing trend over time (2009–2017) was observed for opioid misuse (16.1%↓8.8%, p-value = 0.0033), including when stratifying by sex (males: 15.9%↓9%, p-value = 0.002; females: 16.2%↓8.6%, p-value = 0.012). Youth with high maternal education exhibited significant decline in opioid misuse (13.5%↓6.7%, p-value = 0.019; 2011–2017.) Opioid misuse increased significantly from 2017 to 2019 (8.8%↑12.9%, p-value < 0.0001.) For instance, in 2019 among AI/AN students who reported low social support, opioid misuse was roughly doubled (18.9% vs. 8.5%, p < 0.0001), and suicide attempt was tripled (21.3% vs. 7.0%, p < 0.0001) compared to students with high social support.ConclusionNo significant trend was observed for suicide attempt. We observed a significant decreasing trend in opioid misuse between 2009 through 2017 but a significant increase from 2017 to 2019. A higher level of maternal education (college or above), and an A or B school grade performance were protective against both opioid misuse and suicide attempt.

Association between Dietary Diversity and Weight Status of Aboriginal Primary School Children in Negeri Sembilan, Malaysia.

BackgroundThe purpose of this study is to determine the association between dietary diversity and weight status of aboriginal primary school children.MethodsDietary diversity measures food intake diversity in food groups, whereas weight status indicates nutritional status. Dietary serving score (DSS) method was used to determine dietary diversity status, while weight status was assessed using BMI-for-Age (BAZ).ResultsResults reported that 51.9% and 54.2% were male and 10 years old-12 years old children, respectively. A total of 36.4% of children consumed cereal/grains diversely while fruits were not diversely consumed by 96.4% of them. Approximately 60.8% of children were reported to have normal weight status, which was followed by overweight (17.7%), obese (16.7%) and thinness to severe-thinness (4.8%). There was an association between DSS of fruits, meat/fish/ eggs, legumes/lentils and milk/dairy products with age group, vegetables DSS with gender and BAZ with parental employment status (P < 0.05). The association between DSS of all food groups and total with BAZ were reported to be insignificant, indicating no association between both variables (0.00 < r < 0.30; P > 0.05).ConclusionChildren from this study were shown to practice a monotonous diet, although the majority of them were within normal weight status.

Validity and reliability of resiliency measures trialled for the evaluation of a preventative Resilience-promoting social-emotional curriculum for remote Aboriginal school students.

PurposeWe aimed to test the reliability and validity of two brief measures of resilience adopted for the evaluation of a preventative social-emotional curriculum implemented for Aboriginal middle school students from socially disadvantaged remote communities in Australia’s Northern Territory. The questionnaires chosen were intended to measure psychological resilience and socio-cultural resilience as complementary dimensions of the capacity to cope in circumstances of significant life stress and risk of self-harm.MethodsConfirmatory factor analysis (CFA) was conducted to assess construct validity of the 10-item Connor-Davidson Resilience Scale (CD-RISC-10), a measure of psychological resilience, and the 12-item Child and Youth Resilience Measure (CYRM-12), a measure of socio-cultural resilience, with a sample of 520 students. Associations between resilience and psychological distress and emotional and behavioural difficulty were analysed in relation to life stressors to assess criterion validity of the scales.ResultsCFA provided support for the validity of the respective constructs. There was good fit for both scales. However, assessment of criterion validity of the scales suggested that the adapted measure of socio-cultural resilience (CYRM-12NT) showed higher reliability and a clearer indication of predictive validity than the measure of psychological resilience (CD-RISC-10).ConclusionsThe CYRM-12NT appears to be a more useful measure of resilience among Aboriginal youth exposed to significant life stress and disadvantage. However, both measures may require further development to enhance their validity and utility among potentially at-risk adolescents in socially, culturally and linguistically diverse remote Aboriginal communities.

Громадсько-освітнє сподвижництво Іллі Кокорудзи (1867–1933)

The article highlights the educational, enlightening and scientific activity of Illia Kokorudz, a famous Ukrainian teacher, social and cultural leader, promoter and benefactor in Galicia at the end of the 19th and the first third of the 20th century. The paper analyses the stages of his formation as a scholar and educator, the development of his worldview principles and the civic position (gymnasium education, university studies, constant improvement of his professional and scientific level, active social and educational work). For a decade starting from 1896, I. Kokorudz associated himself with the Ukrainian Academic Gymnasium in Lviv. First, as a professor, and later as a director of the educational institution for 18 years (1909–1927) he revealed his talent as an outstanding teacher, educational organizer, mentor and educator of the Ukrainian youth. In this field, he supported and developed the best traditions of his predecessors, managed to lead the gymnasium through the difficult war and post-war years, gave it the weight of the important national educational institution. The author singles out the merits of I. Kokorudz to the Ukrainian Pedagogical Association “Native School”. Having taken a well-deserved rest in 1927 after 44 years of the intense teaching work he agreed to head this public organization. In 1927–1933 the activity of the “Native School” association under the leadership of I. Kokorudz reached the highest level. Despite the extremely unfavorable social and political situation for the Ukrainians, and due to the efforts of the Main Administration, the Ukrainian national education system was actively developing – private folk schools, gymnasiums, teacherʼs seminars, preschools. New educational initiatives started (introduction of cooperation training at schools, and relatively to it the organization of special courses for the Ukrainian teachers; creation of a scientifically based system of students’ professional orientation; application of new effective forms of national-patriotic education; expansion of publishing activities; establishment of cultural and educational ties with the Ukrainian emigration to Northern America, etc.). The article focuses on the promoting activity of I. Kokorudz, his creation of a separate foundation, thanks to which new educational institutions were established for the Ukrainian youth. Keywords: Illia Kokorudz, national education, Association “Native School”, Ukrainian Academic Gymnasium, educational and enlightening initiatives, promoting, “Foundation of Illia and Ivanna Kokorudz”.

THE PROBLEM OF PRESERVING THE ETHNIC IDENTITY OF THE UKRAINIAN DIASPORA IN BRAZIL

Problem setting. The Ukrainian diaspora in Brazil is one of the most remoted ethnic entity. Having a difficult history of emigration, Ukrainians have integrated quite well into the life of this country, but still managed to preserve its culture, language and traditions. The study of this phenomenon will help to clarify the conditions and factors that allowed Brazilian Ukrainians not to lose its mental connection with their homeland and to represent its nation with dignity outside Ukraine.&#x0D; Recent research and publications analysis. Various aspects of the phenomenon of the diaspora, as well as its history, place and significance in socio-economic, cultural and political life are studied by the following researchers: M. Astvartatsurova, V. Yevtukh, W. Safran, G. Sheffer and others. Issues of the Brazilian diaspora are considered by: O. Borushenko, I. Zakrevs’ka, I. Sushinska and others. Problems of national (ethnic) identity are the subject of search of such scientists as L. Bielovetska, M. Voronina, S. Sidorenko, E. Smith and others.&#x0D; Paper object. The aim of the article is to study the conditions and factors of preserving the ethnic identity of the Ukrainian diaspora in Brazil, as well as to clarify the role of religion, education, language in its provision.&#x0D; Paper main body. Today, the diaspora can be defined as an ethnic community that arises outside their homeland due to various migrations, and, due to unwillingness (or impossibility) to fully assimilate in non-ethnic societies, retains its ethnic identity (culture, language, traditions, etc.). In order to preserve, reproduce and develop, the diaspora creates certain institutions that consolidate its position and ensure interaction with the country of residence and the country of origin. &#x0D; One of the key features in understanding the diaspora is ethnic identity, which is defined as an individual's identification with a particular nation, awareness of their belonging to a national community based on a set of characteristics (territory, citizenship, language, mentality, temperament, history, culture, religion, common interests, aspirations, goals, ideals, needs, etc.), which fundamentally distinguish this nation from other similar groups. All these characteristics are inherent in one of the most remoted ethnic communities - the Ukrainian diaspora in Brazil, which is also one of the oldest (dates back to the late nineteenth century). And quite numerous (according to various estimates from 600,000 to 1,000,000 people).&#x0D; What helps Brazilian Ukrainians not to lose, to preserve their national identity far beyond its historical homeland?&#x0D; Factors that determined the formation of the ethnic identity of the Ukrainian diaspora in Brazil are, first of all, the challenges and threats that united immigrants from Ukraine, and secondly, the territory of their compact coexistence (southeastern Brazil). An important factor in the formation and preservation of ethnic identity in Brazil is the church, that historically unites Ukrainian community. An indisputable role in preserving Ukrainian identity belongs to the native school in Brazil. From the first years, Ukrainian settlers began to take care of a place where their children could get at least primary education. Today, Brazil has a network of Sunday and Saturday schools, as well as private Ukrainian schools. An indicator of ethnic identity is the language for the study of which a favorable policy has been introduced in Brazil: there are courses in the Ukrainian language and literature; created conditions for free teaching of the Ukrainian language as a foreign language in public schools located in places of compact residence of ethnic Ukrainians. A number of cultural and public societies, which appeared at the end of the 19th century, play a significant role in preserving Ukrainian identity in Brazil and they are still functioning. Brazil is actively developing Ukrainian-language media, including Internet resources, on which Brazilians of Ukrainian origin promote and propagate Ukrainian culture.&#x0D; Conclusions of the research. Ukrainians have been quite successful in integrating in Brazil, taking a worthy place in its socio-economic and socio-political life, but at the same time they have been able to preserve their national identity. Certain factors contributed to the creation of a fairly large and authoritative Ukrainian diaspora in Brazil, which is characterized by its ethnic identity. The church, which supports and provides spiritual guidance, plays a significant role in preserving the identity of Ukrainian migrants; a school that provides education and upbringing of new generations; created socio-political and cultural associations that help to socialize in a non-ethnic society and at the same time cultivate their national traditions.