Aboriginal-Enhanced Access to Native Learning: A Literacy Project of the Native Women's Resource Centre. Final Report.

Autor/in	Gaikezheyongai, Sally
Institution	Native Women's Resource Centre, Toronto (Ontario).
Titel	Aboriginal-Enhanced Access to Native Learning: A Literacy Project of the Native Women's Resource Centre. Final Report.
Quelle	(2000), (55 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Administrator Attitudes; Adult Basic Education; Adult Educators; Adult Learning; Adult Literacy; Articulation (Education); Canada Natives; Community Programs; Community Study; Community Surveys; Cultural Differences; Cultural Pluralism; Culturally Relevant Education; Definitions; Delivery Systems; Educational Needs; Educational Opportunities; Enrollment Influences; Financial Support; Focus Groups; Foreign Countries; Holistic Approach; Information Dissemination; Literacy Education; Literature Reviews; Marketing; Models; Needs Assessment; Outreach Programs; Partnerships in Education; Program Design; Public Relations; Special Needs Students; Stakeholders; Student Attitudes; Student Educational Objectives; Student Recruitment; Teacher Attitudes; Tutors; Volunteers; Womens Education; Canada (Toronto) + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult education; Erwachsenenbildung; Adult education teacher; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Adulte education; Articulation; Artikulation (Ling); Artikulation; Aussprache; Kultureller Unterschied; Kulturpluralismus; Begriffsbestimmung; Auslieferung; Educational need; Bildungsbedarf; Bildungsangebot; Bildungschance; Finanzielle Förderung; Ausland; Holistischer Ansatz; Informationsverbreitung; Analogiemodell; Bedarfsermittlung; Jobcoaching; Hochschulpartnerschaft; Programme design; Programmaufbau; Programmplanung; Public relation work; Öffentlichkeitsarbeit; Sonderpädagogischer Förderbedarf; Schülerverhalten; Lehrerverhalten; Förderlehrer; Lehrender; Tutor; Freiwilliger; 'Women''s education'; Frauenbildung
Abstract	Ways of increasing awareness of and access to literacy programs for Native people in Toronto, Ontario, were examined. Data were collected through the following activities: a literature review; meetings with stakeholders and the public; surveys of learners, Native literacy workers, executive directors, and steering committee members; and focus group discussions with learners in two Native literacy programs. The findings were synthesized into a model for using a culture-based approach and framework to increase awareness of and access to literacy programs. The model, which was based on the principle of medicine wheel teachings, was based on the following "doors": (1) awareness and vision (awareness of native literacy; building a vision of native literacy); (2) outreach and relationships (learner recruitment, outreach, and referrals; building community partnerships); (3) knowledge and reasoning (ceremony as part of the aboriginal learning experience; the need for relevant learning experiences); and (4) program design and delivery issues (native literacy delivery models; holistic approaches; barriers to access; program needs and funding concerns; program accreditation and articulation). Ten immediate and 14 long-term recommendations for implementing the model were formulated. (The bibliography lists 14 references. Two medicine wheels illustrating components essential to the future of native literacy programs and services are appended.) (MN)
Anmerkungen	For full text: http://www.nald.ca/fulltext/natlearn/natlearn.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC