Indigenous

 

Articles & Chapters

Pence, A. & Skerrett, M. (2019). ECE/ECD Indigenous knowledges, in Encyclopedia of Teacher Education, Springer Ltd.

Pence, A., Anglin, J. & Hunt-Jinnouchi, F. (2010). Institutional Engagement with Indigenous Communities: the First Nations Partnership Program and the use of a borderland space. Ngoonjook: Journal of Australian  Indigenous Issues, 34, pp. 57-71.

Fasoli, L., Ober, R., Fraser, J. Fravley, J., White, N., D’Arbon, T., Ralph, K., Ottmann, J., Bunda T., Miller, J, Jones Different Cloud, L., & Pence, A., (2009). Exploring an Institutional Leadership Paradigm for Indigenous Staff and Students.  Journal of Australian Indigenous Issues [Special Issue], 12 (1-4), pp. 269-277.

Pence, A. (2007). Creating Space for Innovation: Responsive Program Development in the Borderlands of Tertiary Education. Canadian Journal of Native Education [Special Issue], 30(1), pp. 176-188.

Ball, J. & Pence, A. (2002).  The Generative Curriculum Model.  In K. Boven & J. Morohashi (Eds.), Best Practices using Indigenous Knowledge, pp.198-218.  Paris:  UNESCO.

Ball, J., Pence, A., Pierre, M., & Kuehne, V. (2002).  Intergenerational Teaching and Learning in Canadian First Nations Partnership Programs.  In M. Kaplan, N. Henkin, & A. Kusano (Eds.), Linking Lifetimes: A Global View of Intergenerational Exchange.  New York: University Press of America.

Ball, J. & Pence, A. (2001). Training in First Nations Communities:  Five “Secrets” of Success. Interaction, 15(1), pp. 19-24.

Ball, J. & Pence, A.  (2000). A Post-Modernist Approach to Culturally Grounded Training in Early Childhood Care and Development.  Australian Journal of Early Childhood Education, 25(1), pp. 21-25.

Ball, J. & Pence, A., (2000).  A ‘Generative Model’ for Supporting Child Care and Development Programs in First Nations Communities.  Journal of Speech-Language Pathology and Audiology-Special Issue, 25, (2), pp. 114-124.

Pence, A. & Ball, J.  (2000). Two Sides of an Eagle’s Feather:  University of Victoria Partnerships with Canadian First Nations Communities. In H. Penn (Ed.), Early Childhood Services: Theory, Policy and Practice.  Buckingham, UK:  Open University Press.

Ball, J. & Pence, A.  (1999).Promoting Healthy Environments for Children and Youth Through Participatory, Bicultural, Community-based Training Partnerships.  Notes:   Intercultural and Second Language Council Journal, 1(1), pp. 26-33.

Ball, J. & Pence, A.  (1999). Beyond Developmentally Appropriate Practice:  Developing Community and Culturally Appropriate Practice.  Young Children, 54(2), pp. 46-50.

Ball, J., De Finney, S. & Pence, A. (1999).  Evaluation of Community Involving ECCD Training in Seven First Nations Communities.  In E. Lowe (Ed.), Linking Research to Practice…  Ottawa:  Canadian Child Care Federation.

Pence, A. & McCallum, M.  (1994). Developing Cross-Cultural Partnerships:  Implications for Child Care Quality Research and Practice.  In P. Moss & A. Pence (Eds.), Valuing Quality in Early Childhood Services.  London & New York:  Paul Chapman Publishing and Teachers College Press.

Pence, A., Kuehne, V., Greenwood-Church, M. & Opekokew, M.R. (1993).  Generative Curriculum:  A Model of University and First Nations Co-operative Post-Secondary Education.  International Journal of Educational Development, 13(4), pp. 339-349.

Kuehne, V. & Pence, A.  (1993). Developing a Model for Cross-Cultural Education in Child and Youth Care.  Child and Youth Care Forum, 22(4), pp. 301-314.

Pence, A., Kuehne, V., Greenwood-Church, M., Opekokew, M.R. & Mulligan, V. (1992). First Nations Early Childhood Care and Education: The Meadow Lake Tribal Council/ School of Child and Youth Care Curriculum Development Project.  Multiculturalism/Multiculturalisme, 14 (2/3), pp. 15-17.