Purpose: This paper reports the results of survey research conducted with tribal producers between 2011 and 2012 on 19 of the largest American Indian reservations in Idaho, Nevada, North Dakota, Oregon, South Dakota, and Washington. The purpose of the research was to identify potential barriers to sustainable agriculture on reservation lands. This article reports the results of this research in an effort to promote Extension professionals' understanding of these barriers, which may help to improve outreach programs on American Indian reservations. Understanding the obstacles to sustaining agriculture that American Indian tribes face may inform international agricultural outreach efforts to increase food security targeting indigenous and tribal peoples worldwide.
Design/Methodology/Approach: American Indian agricultural producers comprised the study group. Study objectives included: (1) identify agricultural and natural resource issues of greatest concern to a self-selected sample of tribal agricultural producers on reservation lands; (2) evaluate access to Extension and other US Department of Agriculture outreach and assistance programs; and (3) evaluate the quality of these programs in terms of their relativity to tribal needs.
Findings: Study results indicate that tribal agricultural producers surveyed ranked 29 of 39 agricultural and natural resource issues as a concern. Similarly, they rated access to and quality of outreach programs as fair. Further, tribal producers operating on reservation trust land rated issues more severely than did tribal producers operating on fee simple lands.
Practical Implications: Results of this research will help Extension and other outreach professionals to understand the barriers indigenous and tribal peoples face in sustaining agricultural operations, particularly tribal groups living on federally reserved trust lands, such as American Indians. An increased understanding can inform agricultural policy-makers and outreach professionals in improving programs designed to increase agricultural sustainability, improve food security, enhance economic well-being and improve quality of life of indigenous and tribal peoples worldwide.
Originality/Value: This research provides important information to agricultural policy-makers and Extension professionals striving to sustain agricultural productivity and enhance food security with indigenous and tribal peoples. 相似文献
Teaching approaches in higher education are at the general level well researched and have identified not only the two broad categories of content-focused and learning-focused approaches to teaching but also consonance and dissonance between the aspects of teaching. Consonance means that theoretically coherent teaching practices are employed, but dissonance occurs when two broad approaches are combined. Previous studies researched teaching approaches at the general level, whereas the present study, researched approaches to teaching at the course level. Three university teachers were interviewed in depth about their teaching approach to one particular course. Data were analyzed using qualitative content analysis. While previous studies have found that dissonance occurs between different aspects of teaching, this multi-case study revealed that dissonance can also be found within a single aspect. The present study suggests that neither content- nor learning-focused approaches to teaching are mutually exclusive and therefore may co-exist in individual teachers’ practices. 相似文献
ABSTRACTDespite questions about autoethnography in the ethnography and education research family, autoethnography is published in selective peer-reviewed journals in education and in the social and health sciences. Even critics of autoethnographic studies note their ‘rising acceptance in the past 15 years’ [Delamont, S. 2009. “The Only Honest Thing: Autoethnography, Reflexivity and Small Crises in Fieldwork.” Ethnography and Education 4 (1): 51–63]. However, there has been less effort towards qualitative meta-synthesis to learn what other insights might be gained from collections of studies. With the advent of meta-autoethnography [Ellis, C. 2009. Revision: Autoethnographic Reflections of Life and Work. Walnut Creek, CA: Left Coast Press], each author can find a way to synthesise her/his own autoethnographic works, however, synthesising autoethnographies of different authors has received no attention. This article examines a critical, systematic approach to the meta-ethnography of autoethnographies and offers a worked example of the method using educational studies. 相似文献
PISA presents a new image for academic achievement, which has prompted Japanese education reforms over the past decade to innovate teaching and learning for ‘PISA-style literacy’. Supported by theoretical foundations, particularly with regard to the concept of ‘PISA literacy’ and ‘authentic assessment’, these reforms have accomplished progress in the focus on higher order competencies, such as application and the development of new assessment strategies. However, more recently, various critical discussions of ‘PISA literacy’ are underway in the Japanese academy. They interrogate it more critically and reveal the narrow emphasis on functional application and technical operation. Current assessment practices, which tend to fall into ‘criteria compliance’, are in urgent need of review. There is a need to extend the critical discussions in progress to the new assessment strategies. This paper responds to this, by considering the Japanese acceptance of ‘PISA literacy’ and its assessment, discussing the features and limitations. 相似文献