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In this book chapter, I focus on the epistemological, ontological and axiological practice traditions that help to reveal the taken-for-granted assumptions about the management of trust funds in First Nation communities. Informing this chapter is a qualitative research study involving 11 First Nation community members in Canada who were interviewed. Indigenous ways of knowing, being and doing and the theory of practice architectures are used to identify the cultural discursive, material-economic and social-political arrangements that enable and/or constrain practice. The findings reveal that Indigenous ways of knowing, being and doing collide adversely with trust account decision making due to the duties and obligations guiding trust settlement agreements. The ways in which trust account practices can be transformed to ensure greater alignment with Indigenous ways of knowing, being and doing are outlined.

The purpose of this study is to investigate the value of Ghanaian weaving art tradition to humanity from socio-cultural and economic points of view. This study sought to answer questions such as “What is the interest of researchers regarding Ghanaian textile weaving art tradition?”, “To what extent has weaving art tradition projected the Ghanaian culture?” and “What is the socio-economic value of Ghanaian weaving art tradition?”

The systematic literature review approach was used to analyse data obtained from the Scopus online database. The PRISMA framework was adopted to select 22 relevant studies for analysis and conclusions. Also, the VOSviewer software was used to analyse and understand the co-occurrence of keywords.

It was revealed that Ghanaian weaving art tradition stands as a major craft that projects Ghana globally. Researchers around the world keep adding knowledge on Ghanaian traditional weaving and its value to humanity, resulting in a significant rise recently in the publication trend. Also, the rich cloth from the art is celebrated annually to invite people around the globe to learn the Ghanaian culture for social development. This study again found that traditional weaving serves as a major source of income for weavers and marketers of indigenous Ghanaian woven fabrics.

The findings of this study serve as a wake-up call to the Government of Ghana, institutional actors and national leaders to practically engage in the projection of the local art by playing individual roles such as financially supporting the craftsmen, initiating and implementing appropriate policies and displaying the local cloth on international occasions. This will make the local art more attractive for effective marketing and cultural preservation.

With reliable information extracted from the Scopus online database, this study presents original results and makes appropriate suggestions worth adopting for the improvement of the Ghanaian weaving art tradition.

In these uncertain and risky times, the work that educators and educational researchers carry out may feel inconsequential. In preparing young people to live well in a world worth living in, educators must consider, firstly, what roles they can play in a global environment riven by volatile economic, social, and environmental contexts, and secondly, the responsibilities they bear as researchers to produce forms of understanding, modes of action, and ways of relating to one another and this world.

In this chapter, we introduce the pedagogy, education, and praxis (PEP) network and how it is that we, as researchers from around the world, came together to discuss our researching practices in coming to know and explore educational research problems concerning equity, diversity and social justice within and across different cultural settings. We share short stories of ourselves to reveal how it is that we have come to know, be, and act as researchers in our projects and how working alongside each other – our mutual relatings – have generated further understanding about our own and each other’s researching practices.

This chapter establishes the purpose of the book, where we share empirical work through the lens of practice architectures. For instance, what is considered to be an educational equity problem across international or cross-cultural sites? What are considered acceptable forms of evidence of coming to understand educational inequity in its diverse forms in different sites? How are taken-for-granted research practices enabling and/or constraining different forms of understandings about educational inequity, including the issues to be researched and/or the direction of the research project? We then provide an overview of the remaining chapters.

Engaging with digital heritage requires understanding not only to comprehend what is simulated but also the reasons leading to its creation and curation, and how to ensure both the digital media and the significance of the cultural heritage it portrays are passed on effectively, meaningfully, and appropriately. The United Nations Educational, Scientific, and Cultural Organization defines ‘digital heritage’ to comprise of computer-based materials of enduring value some of which require active preservation strategies to maintain them for years to come.

With the proliferation of digital technologies and digital media, computer games have increasingly been seen as not only depicters of cultural heritage and platforms for virtual heritage scholarship and dissemination but also as digital cultural artefacts worthy of preservation. In this chapter, we examine how games (both digital and non-digital) can communicate cultural heritage in a galleries, libraries, archives, and museums [GLAM] setting. We also consider how they can and have been used to explore, communicate, and preserve heritage and, in particular, Indigenous heritage. Despite their apparently transient and ephemeral nature, especially compared to conventional media such as books, we argue computer games can be incorporated into active preservation approaches to digital heritage. Indeed, they may be of value to cultural heritage that needs to be not only viewed but also viscerally experienced or otherwise performed.

This paper illuminates our journey as accounting educators by exploring accounting as a technical, social and moral practice towards decolonising ourselves. It lays the foundations for decolonising the higher education curriculum and the consequences for addressing the Sustainable Development Goals (SDGs).

This paper focuses on the potential to foster a space for praxis by adopting dialogism-in-action to understand our transformative learning through Jindaola [pronounced Jinda-o-la], a university-based Aboriginal knowledge program. A dialogic pedagogy provided the opportunity to create a meaningful space between us as academics, the Aboriginal Knowledge holder and mentor, the other groups in Jindaola and, ultimately, our accounting students. Since Jindaola privileged ‘our way’ as the pedagogical learning process, we adopt autoethnography to share and reflect on our experiences. Making creative artefacts formed the basis for building relationships, reciprocity and respect and represents our shared journey and collective account.

We reveal our journey of “holding to account” by analysing five aspects of our lives as critical accounting academics – the overarching conceptual framework, teaching, research, governance and our physical landscape. In doing so, we found that Aboriginal perspectives provide a radical positioning to the colonial legacies of accounting practice.

Our journey through Jindaola contemplates how connecting with Country and engaging with Aboriginal ways of knowing can assist educators in meaningfully addressing the SDGs. While not providing a panacea or prescription for what to do, we use ‘our way’ as a story of our commitment to transformative change.

Parents' health literacy is an important element to ensure the sound health of children. One of the major purposes of this study was to systematically collect and review the literature that identified the relationship between two variables: parents' health literacy and their child's health.

To meet the purpose, the authors searched four well-reputed research databases such as Web of Science, Scopus, Google Scholar and LISTA (Library, Information Science and Technology Abstracts) comprehensively to collect the relevant research on the topic. Except for books, various types of content from different years were used for this review. The investigators used Preferred Items for Systematic Reviews and Meta-analysis guidelines to select eligible studies for this review. The authors also assessed the quality of the reviewed research in the light of well-reputed quality guidelines shared by Boynton and Greenhalgh (2004).

The majority of the reviewed studies found a statistically significant relationship between parents' health literacy and the health of their children. Findings also identified that the majority of the reviewed literature scored from 9 to 12 on the quality assessment criteria. Results also highlighted that the majority of the reviewed research on parents' health literacy and child health has been conducted in the USA and utilized quantitative methods to conduct research on the topic under this study.

This systematic review has multiple theoretical and practical implications for parents, policymakers and researchers.

This is the first systematically collected and reviewed paper on the relationship between parents' health literacy and child health.

TribalCrit permits the recognition of colonization as pervasive in our American society impacting all aspects of our societal structures, including the educational system. Forced boarding schools for Native learners touted the goal of “Kill the Indian, Save the Man” as the mission of education in the United States, leaving an indelible strain between Native learners and the US educational system. Research from Native American scholars offers classroom instructional practices and strategies that support inclusive experiences based on truth and acknowledgment of racial and political liminal spaces. Implementing these strategies begins with informed lesson planning to ensure engagement in the instructional core between teacher, student, and content.

By engaging levels of W/writerliness, this paper aims to identify how English Language Arts teachers’ personal and professional W/writerly identities impact their performance of pedagogical agency.

In this narrative inquiry, the author draws on theories of writing identity and agency to analyze how four mid-career English teachers’ personal beliefs around writing intersect with their professional practice. Data sources include interviews, journal entries and classroom observations.

Nuanced differences in teachers’ W/writerly identities produce more substantial differences in their pedagogy, especially impacting their performance of agency to (re)define successful writing outcomes and to balance process and product in their writing instruction.

This paper presents one method to expand preservice and in-service English Language Arts (ELA) practitioners’ approaches to teaching writing even alongside limitations of their teaching context by (1) emphasizing their ownership over their own writing in university methods courses; (2) leading teachers on an exploration of W/writerly identities; and (3) investigating ways teachers can transfer their personal and professional learning to students via their own pedagogical agency.

The study extends the work of scholars in the National Writing Project, suggesting that nuanced exploration of ELA teachers’ W/writerly identities in preservice and in-service settings could increase their sense of agency to work against and within cultures of standardization.

In Australia, there are agencies funded by the government to provide support to Indigenous peoples wishing to start a business and to provide ongoing support for their businesses. In this chapter, we highlight the government-funded agencies mentioned by Indigenous small business owners and provide insights into their experiences. Informing this chapter are 36 interviews with 30 Indigenous small business owners and 6 Indigenous business stakeholders from urban, rural, and remote areas of Australia. We explore the practice of support from an axio-onto-epistemological perspective. We use the theory of practice architectures lens to analyse the data, identifying how the practice of support is enabling and constraining Indigenous small business owners. Next, we share how these government-funded agencies are understood to be used according to Indigenous stakeholders. Last, we recommend improvements that may further support and sustain Indigenous small businesses.