The DOI matches its Crossref record; 26 of the 30 references it cites were found in a registry or an index.
Indigenous Education in Comparative Perspective: Global Opportunities for Reimagining Schools
Open accessAbstract
Despite the striking parallels in the educational experiences of Indigenous peoples in Canada, the United States, Australia and New Zealand, very little research of an explicitly comparative nature has actually been conducted.These modern states are all are products of European colonizing projects which marginalized Indigenous peoples, and currently members of Indigenous groups are among the most disadvantaged in terms of educational outcomes in all four jurisdictions.Closing the educational achievement gap between Indigenous and non-Indigenous learners is, consequently, a shared and urgent policy priority.While the uniqueness and diversity of Indigenous groups militate against any simple application of global solutions to local circumstances, each country has much to learn from initiatives, both successful and unsuccessful, which have been developed in other jurisdictions.From a macro-analytical level it appears that educators in all four jurisdictions are moving away from deficit approaches and embracing cultural congruence and evidence based-practice as theoretical underpinnings for educational policy with respect to Indigenous students.Recent national, state and provincial-level initiatives have typically been informed by cultural congruence theory, by the School Effectiveness and School Improvement movements and by insights from research around "schools in challenging circumstances".The discourse of post-colonialism is exerting an increasingly powerful influence on educational policy in all four countries and serves as a strategy of state legitimation by liberal democracies to foster social cohesion.In all four jurisdictions publiclyfunded schools are seen as the institutions with the greatest capacity to foster shared understanding and respect among different cultural groups and remain possibly the best hope for forging harmonious and prosperous futures in these increasingly diverse and globalized societies.
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“Similar colonial dynamics in Saskatchewan and New Zealand over the past two centuries have therefore resulted in contemporary contexts where 'more equitable educational outcomes for Indigenous learners is a shared and urgent policy priority'”
From Teacher Professional Learning, Culturally Responsive/Sustaining Practices, and Indigenous Students’ Success: A Comparative Case-Study of New Zealand and Saskatchewan, Canada (2021) · cites this paper as Cottrell, 2010
In the citing paper
“In both Saskatchewan and New Zealand, attending to disparities in educational outcomes among Indigenous students has been consistently articulated as a leading imperative for school systems for more than a quarter-century (Cottrell, 2010).”
From Teacher Professional Learning, Culturally Responsive/Sustaining Practices, and Indigenous Students’ Success: A Comparative Case-Study of New Zealand and Saskatchewan, Canada (2021) · cites this paper as Cottrell, 2010
In the citing paper
“In particular, it was data generated from standardized tests in the Saskatchewan and New Zealand contexts that initially focussed attention on the fundamental disconnect between Indigenous students and schools, forcing system leaders to assume greater accountability, as a result of the gaze of government and the public, for the success of Indigenous students (Cottrell, 2010; Cottrell, Preston, &”
From Teacher Professional Learning, Culturally Responsive/Sustaining Practices, and Indigenous Students’ Success: A Comparative Case-Study of New Zealand and Saskatchewan, Canada (2021) · cites this paper as Cottrell, 2010
In the citing paper
“this comparative of case studies suggests that the search for equitable academic outcomes for Indigenous students, although typically framed in deficit terms, actually represents an enormously exciting opportunity for public education in these contexts and beyond (Cottrell, 2010; Papp, 2016, 2020).”
From Teacher Professional Learning, Culturally Responsive/Sustaining Practices, and Indigenous Students’ Success: A Comparative Case-Study of New Zealand and Saskatchewan, Canada (2021) · cites this paper as Cottrell, 2010
Citations
Cites
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Global Modernity: Modernity in the Age of Global Capitalism
Dirlik, A. (2006) · Cited by 248
Hickling‐Hudson, A., & Ahlquist, R. (2003) · Comparative Education Review · doi:10.1086/345837 · Cited by 185
Comparing the Policy of Aboriginal Assimilation: Australia, Canada, and New Zealand
Armitage, A. (1995) · Cited by 167
Cited by
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MacLean, T., Qiang, J. R., Henderson, L., Bowra, A., Howard, L., Pringle, V., Butsang, T. C., Rice, E. J., Ruggiero, E. D., & Mashford‐Pringle, A. (2023) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph20065217 · Cited by 35
Huaman, E. S. (2019) · International Review of Education · doi:10.1007/s11159-018-09761-2 · Cited by 25
Santamaría, L. J., Santamaría, A., Webber, M., & Pearson, H. (2014) · Comparative and International Education · doi:10.5206/cie-eci.v43i1.9240 · Cited by 11
Bouchard, K., Perry, A. F., West-Johnson, S., Rodon, T., & Vanchu-Orosco, M. (2020) · International Journal of Community Well-Being · doi:10.1007/s42413-020-00088-1 · Cited by 9
Cottrell, M., Preston, J. P., & Pearce, J. (2012) · Diaspora, Indigenous, and Minority Education · doi:10.1080/15595692.2012.715103 · Cited by 9
Self-citation
Metadata
- Authors
- Cottrell, M.
- Affiliations
- University of Saskatchewan (CA)
- Corresponding author
- Cottrell, Michael
- ORCID
- Cottrell, Michael
- Venue
- International Journal for Cross-Disciplinary Subjects in Education
- Publisher
- Infonomics Society
- Published
- 2010-12-01
- Volume
- 1
- Issue
- 4
- Pages
- 223-227
- ISSN
- 2042-6364 (ISSN-L)
- OpenAlex
- W2470453711
- Cited by
- 17
- References
- 30
- Citations by year
- 2024: 1 · 2023: 1 · 2022: 1 · 2021: 2 · 2020: 2 · 2019: 2 · 2017: 1 · 2014: 3 · 2012: 4
- FWCI
- 1.31
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- International Journal for Cross-Disciplinary Subjects in Education (publishedVersion)
- Topics
- Social Sciences › Health › Indigenous Health, Education, and Rights
- Social Sciences › Education › Indigenous and Place-Based Education
- Social Sciences › Cultural Studies › Migration, Education, Indigenous Social Dynamics
- Keywords
- indigenous education, comparative education, educational achievement gap, deficit approach, cultural congruence, evidence-based practice, postcolonialism, education policy, school effectiveness, colonialism, Canada, United States, Australia, New Zealand
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