Working Cross-culturally: Identity Learning, Border Crossing and Culture Brokering

168 Pages·2014·1.274 MB·English

by  Michael Michie (auth.)

Working Cross-culturally

Working Cross-culturally
Identity Learning, Border Crossing and Culture Brokering
Michael Michie
Batchelor Institute of Indigenous Tertiary Education
A C.I.P. record for this book is available from the Library of Congress.
ISBN: 978-94-6209-678-3 (paperback)
ISBN: 978-94-6209-679-0 (hardback)
ISBN: 978-94-6209-680-6 (e-book)
Published by: Sense Publishers,
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TABLE OF CONTENTS
Acknowledgements vii
Protocols ix
Glossary of Terms from Indigenous Languages xi
Chapter 1: Introduction 1
Chapter 2: Rereading the Literature 13
Chapter 3: Early Cross-cultural Influences:
Crossing Borders and Beyond 55
Chapter 4: Understanding Culture Brokerage 83
Chapter 5: Teachers in Cross-cultural Settings 107
Chapter 6: Conclusions and Some Implications 135
References 145
v

ACKNOWLEDGEMENTS
FOR LOUISE, RHYS AND CAMILLA
T his book originated as my Doctor of Philosophy dissertation at the University of
Waikato, New Zealand. Completed in 2011, it is entitled W orking across cultures in
Indigenous science education. I thank my supervisors from the university, Professors
Bronwen Cowie and Clive McGee, for their advice then and for supporting its further
publication.
I thank the eight participants in the research reported here for continuing to allow
themselves be identified.
In the spirit of reconciliation, I wish to acknowledge Indigenous peoples of the
world, particularly the Larrakia people of Darwin, Australia, and the Waikato people
of Aotearoa New Zealand.
vii

PROTOCOLS
I n writing this book and referring to the indigenous peoples particularly from the
four settler nations (Australia, New Zealand, Canada and the United States) I have
followed the following set of protocols.
• W hen I use the term ‘indigenous peoples’ I am referring to indigenous peoples in
general, not the indigenous people of any particular nation or area, and I use lower
case. The same applies when I refer to indigenous students in general.
• When I refer to the indigenous people of Australia, I used the following terms:
Indigenous Australians, Australian Aborigines, Torres Strait Islanders, always
beginning the titles with capital letters. Indigenous Australians refers to both
Australian Aborigines and Torres Strait Islanders.
• I usually refer to the indigenous people of Aotearoa New Zealand as Maori; the
indigenous peoples of Canada as First Nations people; and the indigenous peoples
of the United States of America as Native Americans. I use Inuit for the people
from the Arctic regions, usually prefixed with a national identifier. Again I always
begin the titles with capital letters. Occasionally Canadian First Nations peoples
are referred to as “Aborigines” or “Aboriginals” and I modify the title only if
there is cause for confusion.
• When referring to specific tribal or language group names from any location, I
begin the titles with capital letters.
• However, I follow the original author’s lead when using a title in a quote.
• I refer to aboriginal education and indigenous education interchangeably and in
lower case.
• I generally refer to non-aboriginal or non-indigenous people as westerners,
referring to the influence of western culture or worldview on them, rather than as
a racial group (i.e. as white).
ix