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TABLE OF CONTENTS; ACKNOWLEDGEMENTS; FOR LOUISE, RHYS AND CAMILLA; PROTOCOLS; GLOSSARY OF TERMS FROM INDIGENOUSLANGUAGES; CHAPTER 1:INTRODUCTION; OVERVIEW OF MY POSITION; Researcher-as-Participant: "Who are You? Where Do You Come From?" ; OUTLINE OF THE RESEARCH; SIGNIFICANCE OF THE RESEARCH; DESIGN FOR THIS RESEARCH; Data Collection Through Interviews; Verification; THE PARTICIPANTS; Glen Aikenhead (GA); Miles Barker (MB); Celia Haig-Brown (CHB); James Ritchie (JR); Michael Christie (MC); Mark Linkson (ML); David Vickers (DV) (Pseudonym); Leonie Jones (LJ); STRUCTURE OF THE STUDY; NOTE
CHAPTER 2:REREADING THE LITERATURECULTURE AND CULTURAL BORDERS; What is Culture?; Borders and Border Crossing; Borderlands, Contact Zone and the Cultural Interface; IDENTITY LEARNING AND BORDER CROSSING; Identity Learning and Culture Shock; Impacts on Westerners Living in Indigenous Communities; Responses to Culture Shock: Courses of Action; Effective Teachers of Indigenous Students; Cross-Culturalists and Effective and Access-Enhancing Teachers; Culture Shock and the Border Crossing Metaphor; CULTURE BROKERS; Culture Brokers as Change Agents; Culture Brokerage Models
Characteristics of a Culture BrokerRedefining the Culture Broker in Education; The Culture Broker in Science Education and Cultural Studies in ScienceEducation (CSSE); Criticism of 'Teacher as Culture Broker'; THE NEXUS BETWEEN BORDER CROSSING AND CULTURE BROKERAGE; NOTES; CHAPTER 3: EARLY CROSS-CULTURAL INFLUENCES:Crossing Borders and Beyond; PERSONAL INFLUENCES: EARLY EXPERIENCES AND LEARNING ABOUT THE OTHER; Initial Social Influences; Influence of Multiculturalism; Religion and Concern for Social Justice; PROFESSIONAL INFLUENCES: EARLY TEACHING EXPERIENCES; Preservice Teacher Training
Indigenous Community SchoolsMainstream Schools; Working at the Tertiary Level; BORDER CROSSING AND BEYOND; Border Workers; Being Bicultural and Border Working; Beyond Borders; CONCLUSION; NOTES; CHAPTER 4:UNDERSTANDING CULTURE BROKERAGE; PERCEPTIONS OF CULTURE BROKERAGE; PURPOSES OF CULTURE BROKERING; INDIVIDUAL AND INTRINSIC QUALITIES OF CULTURE BROKERS; Having an Understanding of the Other Culture; An Understanding that the Other Culture has Alternative Perspectives and thatThese Have Intrinsic Value; Show Respect for the Other - Earn Trust of the Other; Being a Reflective Practitioner
POWER RELATIONS IN CULTURE BROKERINGCRITICISM OF CULTURE BROKERING; CONCLUSION; NOTES; CHAPTER 5:TEACHERS IN CROSS-CULTURAL SETTINGS; PREPARING FOR AND TEACHING INDIGENOUS STUDENTS; Preservice Teacher Training; Teachers Living and Teaching in Indigenous Communities; Teachers Working with Indigenous Students in Urban and Regional Schools; TEACHERS AND POWER; TEACHERS AND SCIENCE EDUCATION; The Power of Science; The Place of Indigenous Knowledge in the Curriculum; Teachers as Culture Brokers Teaching Science; CONCLUSION; NOTES; CHAPTER 6:CONCLUSIONS AND SOME IMPLICATIONS
EARLY CROSS-CULTURAL INFLUENCES: CROSSING BORDERS AND BEYOND
Preliminary Material -- Introduction -- Rereading the Literature -- Early Cross-cultural Influences -- Understanding Culture Brokerage -- Teachers in Cross-cultural Settings -- Conclusions and Some Implications -- References.
Why do some westerners seem to have a better relationship with Indigenous people than others? Using a narrative research methodology, the author explores the experience and wisdom of eight such participants to come to an understanding of why. He uses a broad sweep of ideas from anthropology, ethnohistory, multicultural education and cultural studies of science education, together with a model of identity learning. From anthropology the author traces ‘marginal man’ and ‘middleman’ to modern equivalents, border crosser (and hybrid) and culture broker. He uses a theory of identity learning to look at the response to culture shock as a passage into another culture (or not), a theory which includes both cognitive and affective or emotional components. The participants’ narratives are examined for early influences which brought them into contact with the indigenous peoples in the countries where they live. Considering that they experienced border crossings when working cross-culturally, they are located within a spectrum of border crossing positions. The participants’ ideas about being culture brokers are explored, along with their experiences in that role. These are organised into five areas leading to a deeper understanding the role of the culture broker. Finally, the participants consider how teachers in particular should behave in cross-cultural settings and the types of experiences they needed to become effective teachers and border crossers
