Social support programs for seniors in Western Australia

Nicholls, Roger A.

doi:10.1007/bf02680776

Cited by 4 publications

(3 citation statements)

References 1 publication

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“…In fact, all teachers of mathematics can learn from Indigenous Australian pedagogy. As well as diversity there is often dispossession, enormous sociopolitical problems and few or inferior employment opportunities [14]. Therefore, it is crucial that Aboriginal community organizations and teachers, both Indigenous and non-Indigenous, work hard to ensure that schools develop programmes that meet the speci® c needs of students.…”

Section: Resultsmentioning

confidence: 99%

Pedagogical challenges in making mathematics relevant for Indigenous Australians

Nichol

Robinson

2000

International Journal of Mathematical Education in Science and

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After the invasion and occupation of their land by Europeans, Indigenous Australians were expected to bene® t from a Western education system based on that of the dominant Europeans. Gradually educators realized that Aboriginal children learn diå erently and that Indigenous culture and pedagogy has validity and strength. Of course, educators also need to be acutely aware of the diversity of Indigenous cultures in Australia and that there is not a monolithic sense of Aboriginal identity or Aboriginal pedagogy. Dispossession and alienation, poor health and few employment opportunities must also aå ect educational interest, attendance, application and performance. In this paper the characteristics of Indigenous learners are examined and pedagogical strategies to assist in both students' learning and teachers' delivery are explored. The message conveyed in this paper has particular relevance for teaching mathematics to Aboriginal learners. It is also of considerable value in teaching mathematics to nonAboriginal students, in Australia and elsewhere.

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Section: Resultsmentioning

confidence: 99%

Pedagogical challenges in making mathematics relevant for Indigenous Australians

Nichol

Robinson

2000

International Journal of Mathematical Education in Science and

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“…By and large the ageing tend to be seen as a passive, needy and dependent group who are takers and recipients of pensions and welfare services. Rarely are they thought of as givers and helpers despite the fact that many older volunteers contribute significantly to health, welfare and education systems, as well as to community and social affairs (Jones 1992, Nicholls 1996.…”

Section: New Zealandmentioning

confidence: 98%

U3As in Australia and New Zealand: their value to the wider community, and new directions for future developments

Swindell

1997

International Journal of Lifelong Education

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“…By and large the ageing tend to be seen as a passive, needy and dependent group who are takers and recipients of pensions and welfare services funded by a declining proportion 236 R. Swindell of people in the workforce. Rarely are they thought of as givers and helpers despite the fact that many older volunteers contribute signi® cantly to health, welfare and education systems, as well as to community and social institutions (Jones, 1992;Nicholls, 1996).…”

Section: Introductionmentioning

confidence: 98%

U3As in Australia and New Zealand: Society's $4 million bonanza

Swindell¹

1999

Comparative Education

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The self-help model of the University of the Third Age (U3A) has developed strongly since its comparatively recent introduction to Australia and New Zealand. This article reports on ® ndings from a survey of 84 U3A groups in Australia and 14 U3A groups in New Zealand. The survey had three discrete aims. The ® rst was to demonstrate a method for explicating the nature and extent of the voluntary activities underpinning the self-help approach, and to ascribe a dollar value to these activities. Conservative calculations show that the annual value of voluntarism in Australian U3As is in excess of $4 million and, in New Zealand U3As, in excess of $300,000. A second aim was to reveal regional similarities and differences in approaches, as well as to highlight the educational characteristics of the very successful self-help model of adult education. The third aim of the study was to gain a measure of U3A administrators' preparedness to respond to possible social change, by analysing responses to 18 futures-oriented questions. Findings show that U3A administrators have a vision that extends well beyond the immediate con® nes of their own groups and are prepared to consider the introduction of research projects, communications involving new technology, and activities that involve their groups in interactions with the wider ageing community.

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Social support programs for seniors in Western Australia

Cited by 4 publications

References 1 publication

Pedagogical challenges in making mathematics relevant for Indigenous Australians

Pedagogical challenges in making mathematics relevant for Indigenous Australians

U3As in Australia and New Zealand: their value to the wider community, and new directions for future developments

U3As in Australia and New Zealand: Society's $4 million bonanza

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