What kind of theoretical and practical framework is appropriate for understanding the process of Indigenous knowledge transfer in the context of an Indigenous community?
Using these research gaps as a starting point, the following research questions emerged: What kind of theoretical and practical framework is appropriate for understanding the process of Indigenous knowledge transfer in the context of an Indigenous community?
Although this was interpreted as another indication that performance in aptitude tests might be influenced by socio-economic status, the authors also allowed that a contributing factor may have been the widespread availability of facilitative admissions processes for indigenous Canadians which could have created a larger pool of candidates applying with generally lower admission test scores [ 20].
Interviews were conducted using an unstructured 'research yarning' approach of listening, talking and observing, congruent with cultural processes for Indigenous and non-Indigenous participants (Bessarab and Ng'andu 2010).
A work by Claudia Andujar is based on the process of registering indigenous Brazilians for the first time.
This reflects the process of assimilation of indigenous populations along with the Han expansion [ 12, 25] and the particular genetic composition of Hong Kong [ 24] possibly caused by a history distinct from the rest of today's China.
Later again archaeological enquiry into the challenging processes of interaction between indigenous hunter gatherers and land-hungry Europeans, drawing upon government, mission, and pastoral sources as well as Aboriginal oral and especially archaeological evidence.
This committee will ensure the processes used are cognisant of Indigenous understandings of health and well-being, that data analysis is based in an appropriate context and that meaningful dissemination and knowledge transfer activities occur.
To date, few studies have explored the effect of equity-targeted admission processes on the academic performance of indigenous and ethnic minority students in their first year of tertiary study.
"He was a proselytizer for a kind of world history that treated every human society with equal dignity and equal weight, interacting with each other and having indigenous processes of change, not simply waiting for the Europeans or the Arabs to arrive".
