Arlene Stairs
Biographic Data
| ID | 3737797 |
|---|---|
| NAME | Arlene Stairs |
| GIVEN NAMES | Arlene |
| FAMILY NAME | Stairs |
| SIGNATURE | STAIRS A |
| AFFILIATIONS | Queen's University |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 40 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1988 |
| LATEST PUBLICATION YEAR | 1999 |
| H-INDEX | 2 |
Beyond Language in Indigenous Language Immersion Schooling
At the outset I (Stairs) want to describe my relationship to the indigenous educators with whom I work and the nature of the account which follows. I have worked with the Mohawk community and school which focuses this paper over many years as consultant, researcher, resource provider, among other forms of being there, but most centrally as co-reflector with several key "culture-makers" I have come to know. Our co-reflections share these culture-m…
Ojibway, Mohawk, and Inuktitut Alive and Well? Issues Of Identity, Ownership, and Change
This is a discussion of the life and death of three indigenous languages in eastern Canada. Demographics and contexts of language shift are reviewed, emphasizing particularly the sharp contrast between a revival focus for Mohawk and a maintenance focus for still thriving and broadly literate Inuktitut. Issues of identity and ownership are addressed through both inschool and community out-of-school language use controversies and efforts, ranging f…
The cultural negotiation of indigenous education
The cultural negotiation of indigenous education is proposed as a viable and present alternative to assimilation. A conceptual model‐in‐progress is built as a potential “fieldguide” for cultural negotiation. The model is fundamentally multidimensional in contrast to many past unidimensional indigenous education efforts. The horizontal dimension represents breadth of context, ranging from classroom to system and government boundaries. The vertical…
Indigenous ways to go to school
Indigenous schools are sites of negotiation between cultures in contact, and evidence cultural creativity in an unpredictable diversity of educational designs which defy accepted theoretical and methodological packages. Among other world contexts, Canadian Inuit and Mohawk situations illustrate this meeting of formal and traditional educational models, and suggest the dangers in oversimplified ‘learning style’ dichotomies. The meeting of formal a…
Self-image, World-Image
Native Models for Learning
Self-image, World-Image
Indigenous ways to go to school
Indigenous schools are sites of negotiation between cultures in contact, and evidence cultural creativity in an unpredictable diversity of educational designs which defy accepted theoretical and methodological packages. Among other world contexts, Canadian Inuit and Mohawk situations illustrate this meeting of formal and traditional educational models, and suggest the dangers in oversimplified ‘learning style’ dichotomies. The meeting of formal a…
Ojibway, Mohawk, and Inuktitut Alive and Well? Issues Of Identity, Ownership, and Change
This is a discussion of the life and death of three indigenous languages in eastern Canada. Demographics and contexts of language shift are reviewed, emphasizing particularly the sharp contrast between a revival focus for Mohawk and a maintenance focus for still thriving and broadly literate Inuktitut. Issues of identity and ownership are addressed through both inschool and community out-of-school language use controversies and efforts, ranging f…
The cultural negotiation of indigenous education
The cultural negotiation of indigenous education is proposed as a viable and present alternative to assimilation. A conceptual model‐in‐progress is built as a potential “fieldguide” for cultural negotiation. The model is fundamentally multidimensional in contrast to many past unidimensional indigenous education efforts. The horizontal dimension represents breadth of context, ranging from classroom to system and government boundaries. The vertical…
Native Models for Learning
Native Models for Learning
Self-image, World-Image
The cultural negotiation of indigenous education
The cultural negotiation of indigenous education is proposed as a viable and present alternative to assimilation. A conceptual model‐in‐progress is built as a potential “fieldguide” for cultural negotiation. The model is fundamentally multidimensional in contrast to many past unidimensional indigenous education efforts. The horizontal dimension represents breadth of context, ranging from classroom to system and government boundaries. The vertical…
Indigenous ways to go to school
Indigenous schools are sites of negotiation between cultures in contact, and evidence cultural creativity in an unpredictable diversity of educational designs which defy accepted theoretical and methodological packages. Among other world contexts, Canadian Inuit and Mohawk situations illustrate this meeting of formal and traditional educational models, and suggest the dangers in oversimplified ‘learning style’ dichotomies. The meeting of formal a…
Ojibway, Mohawk, and Inuktitut Alive and Well? Issues Of Identity, Ownership, and Change
This is a discussion of the life and death of three indigenous languages in eastern Canada. Demographics and contexts of language shift are reviewed, emphasizing particularly the sharp contrast between a revival focus for Mohawk and a maintenance focus for still thriving and broadly literate Inuktitut. Issues of identity and ownership are addressed through both inschool and community out-of-school language use controversies and efforts, ranging f…
Beyond Language in Indigenous Language Immersion Schooling
At the outset I (Stairs) want to describe my relationship to the indigenous educators with whom I work and the nature of the account which follows. I have worked with the Mohawk community and school which focuses this paper over many years as consultant, researcher, resource provider, among other forms of being there, but most centrally as co-reflector with several key "culture-makers" I have come to know. Our co-reflections share these culture-m…
Sociology (5 works) · Indigenous (4 works) · Social science (4 works) · Pedagogy (3 works) · Psychology (3 works) · Anthropology (2 works) · Epistemology (2 works) · Indigenous Health, Education, and Rights (2 works) · Innovative Education and Learning Practices (2 works) · Innovative Teaching and Learning Methods (2 works)