Review of \u3ci\u3eDelaware Tribe in a Cherokee Nation\u3c/i\u3e by Brice Obermeyer

The federal acknowledgment process is a highly contested procedure under the best of circumstances. For the Delaware Tribe of Oklahoma the negotiations to establish their national identity while living within the physical boundaries of the Cherokee Nation continue to divide its members and challenge modern interpretations of enrollment. Brice Obermeyer, a cultural anthropologist at Emporia State University and NAGPRA representative for the Delaware Tribe, provides a comprehensive discussion of this historic relationship. Obermeyer summarizes the histories that brought the Cherokees and Delawares to eastern Oklahoma and the legal efforts to establish an independent Delaware identity since the 1867 Cherokee-Delaware Agreement. He argues that the Delawares are not culturally or historically related to the Cherokees despite the legally imposed Cherokee identity. In perhaps his most nuanced argument, Obermeyer argues that the signing of the 1867 agreement was divisive and reflected a schism within the kin-based groups of Delaware who relocated after 1829 from the White River region in Indiana. The schism, broadly defined, fell along lines of those Delawares who became Christians and those who continued to honor the Big House ceremony. In what Obermeyer describes as a veiled Delaware cultural geography, he analyzes Delaware settlement patterns within the Cherokee lands. While both lineages resisted being subsumed ethnically as Cherokee, the author suggests that these divisions informed the expression of that resistance

On the map: towards a multidimensional understanding of Open Educational Practices

In the context of contemporary higher education, the concept of Open Education has come to be closely associated with technology-enabled approaches, particularly the creation, sharing and repurposing of Open Educational Resources (OER), and the development and facilitation of Massive Open Online Courses (MOOCs). However, today's Open Education Movement (OEM) partakes of a longer tradition of opening activities which have sought to extend access to the transformative benefits of education and knowledge. Educational openness, therefore, takes a variety of forms, and the meaning of "open" can best be understood as contextual, contingent and situated. Openness, in the context of OER, resides in the application of an open, permissive license that enables access, reuse and remixing. The openness of open courses, conversely, can be understood as chiefly a question of unrestricted enrolment or participation. In the last decade, the term Open Educational Practices (OEP) has gained currency, in association with attempts to both a) recognize that resources do not emerge without practices and practitioners, and b) broaden the conversation about openness beyond resources, licenses, and technology. Yet, whereas a resource can be open via a license, it is less obvious how a practice is classified as open (or not-open). The invocation of the term open problematically suggests a contrast with its binary other, closed, or perhaps that a continuum exists between these two extremes. Yet, if we accept that different forms of practice are open in different ways, then a continuum model is also inadequate. This session reports on experiences of leading a series of workshops in the United Kingdom and New Zealand, in which participants were asked to explore the multidimensionality of openness. The activity draws upon an existing mapping exercise based upon White and Le Cornu's work on digital "visitors and residents" (V&R). In the original V&R mapping activity, the two axes labeled Visitor-Resident and Personal-Institutional are placed on the page, creating four quadrants, and participants are then asked to consider in which quadrant(s) their own digital practices are located. For the 'axes of open' mapping, participants examine microcases of OEP and consider in what senses these are open or closed. Two axes are used, with one labeled Closed-Open and the other left unlabelled, as the core goal of the workshop is to provoke debate about what the other dimension of openness might be. This session will provide an overview of how the workshop was conducted and discuss the outcomes of the initial series of workshops. Of these outcomes, the most significant is the irreducibility of openness in an OEP context, as no consensus was reached about the nature of the other axis. A wide range of possibilities have surfaced, and in turn, stimulated a wider discussion about diversity and criticality in the Open Education space

Reconciliation and transformation through mutual learning: Outlining a framework for arts-based service learning with Indigenous communities in Australia

Service learning is described as a socially just educational process that develops two-way learning and social outcomes for community and student participants. Despite the focus on mutuality in service learning, very little of this literature specifically deals with the intense importance of mutuality and reciprocity when working with Indigenous community partners and participants. This is problematic for Indigenous service learning projects that seek to partner respectfully with Indigenous communities in Australia and elsewhere. To address this issue, the paper draws on existing international literature and data from an Indigenous arts based service learning project conducted in the Northern Territory of Australia to propose a framework centred on relationships, reciprocity, reflexivity and representation that can be adapted for future Indigenous service learning partnerships and research

Openness in Teachers’ Digital Competence Frameworks: Looking for the Open Educator

There has been a wide variety of definitions of digital competence, from early narrow and technology-focused explanations to more recent attempts , such as the one by Ferrari (2013), who describes it as a complex concept encompassing a wide set of skills, attitudes and knowledge when performing tasks with Information and Communication Technologies (ICT). Furthermore, there have been various different attempts to describe teachers’ digital competence, as the literature review by McGarr and McDonagh (2019) demonstrates. These authors evidence that models either depict teachers’ digital competence in diverse taxonomies of areas and dimensions, or as a hierarchical and progressive evolution from low to high levels of awareness and ability. They observe that openness does not have a presence in most of the taxonomic models and thus they propose openness as a dimension of their four-part model, under the label of attitudes. In this current work, we analyse international and national teachers’ digital competence frameworks and review whether openness has been included in them, and, if so, how it is described. In the case of frameworks that offer a model of increasing performance, we observe the levels at which open-related concepts appear. An initial review of the frameworks by the European Commission, UNESCO, ISTE (US) and INTEF (Spain) indicates that ‘openness’ typically does not constitute a dimension in itself and tends to appear at intermediate and high levels of teachers’ digital competence, except from the UNESCO framework, where access to OER (Open Educational Resources) is present already at the lowest level. In this paper we reflect on the need for international and national frameworks of teacher professional development to boost openness: in particular, for open educational practices to be included at lower levels of teachers’ pre-service and in-service professional education. We argue that becoming an open educator requires both the development of the dispositions associated with reflective practice and the confidence to challenge neo-liberal educational assumptions in order to embrace participatory, equitable and open educational practices from the early stages of the development of teachers’ digital competence. References Ferrari, A. (2013) ‘DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe‘, Luxembourg: Publications Office of the European Union. Available at: https://publications.jrc.ec.europa.eu/repository/bitstream/JRC83167/lb-na-26035-enn.pdf McGarr, O. & McDonagh, A. (2019) ‘Digital Competence in Teacher Education‘, Output 1 of the Erasmus+ funded Developing Student Teachers’ Digital Competence (DICTE) project. Available at: https://dicte.oslomet.no/ Tur, Gemma; Marín, Victoria I.; Havemann, Leo; Keefer, Jeffrey; Marsh, J. Dawn; Nascimbeni, Fabio; Crump, Helen; Baker, Nick and García Vallejo, Mari Cruz (2018). Open Education as a threshold concept in Teacher Education: a theoretical framework for further research. In: OER18: Open to All, 18-19 Apr 2018, Bristol. http://oro.open.ac.uk/58239/ Tur, G., Havemann, L., Marsh, D., Keefer, J. M., & Nascimbeni, F. (2020). Becoming an open educator: towards an open threshold framework. Research in Learning Technology, 28. https://doi.org/10.25304/rlt.v28.233

Enhancing Indigenous content in arts curricula through service learning with Indigenous communities

Executive summary At the heart of this project has been the desire to enhance the way in which Aboriginal and Torres Strait Islander cultural content is embedded in higher education arts curricula. It comes at a time when higher education institutions are facing growing pressure to make curriculum content more representative of and responsive to Aboriginal and Torres Strait Islander culture. In response, many Australian universities have established formal initiatives to embed Aboriginal and Torres Strait Islander culture and intercultural competency across the curriculum. This has taken the form of policies and reconciliation action plans, community engagement initiatives, networks and councils of Elders. Despite the proliferation of such initiatives, the incorporation of Aboriginal and Torres Strait Islander perspectives into higher education curricula and cultures remains a challenging political, social and practical task. This project has sought to address this challenging task by positioning arts based service learning (ABSL) as a strategy through which Australian higher education institutions can promote Aboriginal and Torres Strait Islander cultural content for students in ways that also directly support Aboriginal and Torres Strait Islander communities

Discourses of forgiveness and resilience in stepchild–stepparent relationships

Challenges and conflicts experienced by stepfamilies are well documented, but researchers are increasingly focused on communication processes that facilitate resilience in these relationships. In other contexts, communicating forgiveness has been linked to relational healing after transgressions or adversity. In the current study, the researchers sought to understand how stepchildren talk about the role of forgiveness in the development of positive adult stepchild–stepparent relationships. Data were drawn from interviews with adult stepchildren who have a positive relationship with a stepparent. Following an interpretive analysis, the researchers identified five themes representing the ways forgiveness was conceptualized and enacted in these positive stepchild–stepparent relationships: forgiveness as (a) healing family connections, (b) explicit negotiation, (c) maturation and acceptance, (d) a response to vulnerability and compassion, and (e) evidence of relational growth. Theoretical and practical applications for understanding and fostering resilient stepfamilies and the role of forgiveness are discussed

Manipulations of List Type in the DRM Paradigm: A Review of How Structural and Conceptual Similarity Affect False Memory

The use of list-learning paradigms to explore false memory has revealed several critical findings about the contributions of similarity and relatedness in memory phenomena more broadly. Characterizing the nature of “similarity and relatedness” can inform researchers about factors contributing to memory distortions and about the underlying associative and semantic networks that support veridical memory. Similarity can be defined in terms of semantic properties (e.g., shared conceptual and taxonomic features), lexical/associative properties (e.g., shared connections in associative networks), or structural properties (e.g., shared orthographic or phonological features). By manipulating the type of list and its relationship to a non-studied critical item, we review the effects of these types of similarity on veridical and false memory. All forms of similarity reviewed here result in reliable error rates and the effects on veridical memory are variable. The results across a variety of paradigms and tests provide partial support for a number of theoretical explanations of false memory phenomena, but none of the theories readily account for all results

Open Education as a threshold concept in Teacher Education: a theoretical framework for further research

Threshold concept framework: A threshold concept can be considered as akin to a portal, opening up a new and previously inaccessible way of thinking about something. It represents a transformed way of understanding, or interpreting, or viewing something without which the learner cannot progress. As a consequence of comprehending a threshold concept there may thus be a transformed internal view of subject matter, subject landscape, or even worldview (Meyer and Land, 2003). Threshold concepts have been explored in many disciplines (Bradbeer, 2006) and may have a key role for the transformation of the students? learning experience (Cousin, 2006). Since open education has implications for innovation and change (Peter and Deimann, 2013), we suggest exploring it as a threshold concept. There are five main attributes defined originally by Meyer and Land (2003) and three more have also been listed stemming from comments made by the authors (UCL, 2013): transformative, troublesome, irreversible, integrative, bounded, discursive, reconstitutive and liminal. Openness as a threshold concept: 1. Transformative - Is openness transformative for students involved in open educational practices? 2. Troublesome - What difficulties do students face when being involved in open educational practices? 3. Irreversible - How do students? perceptions change when being involved in open educational practices? How do these changes impact visions of their own future professional careers? 4. Liminality - How can the progressive change towards the open movement be scaffolded? How can feedback help in the construction of authentic open educational practices? 5. Discursive - What kind of narrative do students involved in open educational practices develop? Does it reflect authentic construction of the open movement understanding? This is the theoretical framework for future research about openness as a threshold concept. More research is needed to obtain data that would throw light on how to address each particular attribute. This is an open call to those interested in going further in this line of research

“Feeling Warmth and Close to Her”: Communication and Resilience Reflected in Turning Points in Positive Adult Stepchild–Stepparent Relationships

With the goal of understanding the development of positive stepchild–stepparent relationships, the researchers focused on turning points characterizing the interaction of adult stepchildren who have a positive bond with a stepparent. Engaging a relational turning points perspective, 38 stepchildren (males and females, ages 25 to 52 years old) who reported a positive stepparent relationship were interviewed, generating 269 turning points which were categorized into 15 turning point types and coded by valence. Turning points occurring most frequently were: prosocial actions, quality time, conflict/ disagreement, changes in household/family composition, and rituals. Findings are discussed, including implications for developing and enacting resilient and positive stepchild–stepparent relationships and future directions for researchers wanting to focus on positive family interaction