WINHEC is pleased to announce the 2009 Honours Nomination opened.
The nomination closes August 1th 2009.
Send the nomination form and documentation by mail to the head office: winhec@samiskhs.no
We encourage the nations of the WINHEC AGM 2009 host country, Canada, to nominate candidates.
Nomination form (Word document)
Guidelines and procedures (Word document)
WINHEC Annual general meeting 2009 is getting closer. The meeting agenda is now published at the FNTI website:
www.fnti.net/winhec
Meeting Agenda (PDF Document)
WINHEC JOURNAL
2009 EDITION
GUIDELINES FOR PAPERS
The WINHEC Journal is open to submissions from indigenous people working in higher education organisations that are members of WINHEC or friends of WINHEC. For queries regarding membership of WINHEC please visit www.win-hec.org or contact rachel.porou@twoa.ac.nz
Papers will be reviewed by the Editorial Board of the WINHEC Journal. All papers should be formatted according to the following guidelines and submitted in the English language. Papers will be published electronically on the WINHEC website and possibly in print.
Please ensure that the content of your Paper is in line with the theme of the edition. For the 2009 Edition the theme is Indigenous Visions, indigenous symbols. Please also note that as this is an international journal, all papers must be prepared for an international audience and the assumption should not be made that all readers are familiar with your content.
WINHEC JOURNAL
2009 Edition
CALL FOR PAPERS
The World Indigenous Nations Higher Education Consortium invites papers for the 2009 edition of the WINHEC Journal.
The WINHEC Journal is an online and printed publication dedicated to the exploration and advancement of issues related to Indigenous education, culture and language faced by WINHEC nations and members.
The 2009 edition will be published online and in a printed version in August 2009. The theme of this edition is Indigenous Voices, Indigenous Symbols
The deadline for Papers is June 15th 2009.
For more information, including the guidelines for Papers, please contact:
3 News,National,Tue, 17 Mar 2009 5:26a.m
Pioneering Maori educationalist Turoa Royal is to receive an honorary doctorate from Massey University.
Mr Royal, of Ngati Raukawa ki Te Tonga, Ngati Wharara, Ngati Hine and Nga Puhi descent, grew up on a farm at Kaiaua on the Firth of Thames and assumed he would become a farmer.
"I just wanted to milk dad's cows. My parents and uncles wanted me to have an education, they told me `no, you are off to uni'."
As an Auckland University undergraduate, he was one of a small number of Maori students who argued that Maori language should be a curriculum subject for teacher trainees. He has campaigned ever since then for Maori educational advancement.
Central News Agency
Page 2
2009-02-20 12:18 AM
With tears in their eyes, some indigenous elders shaved their head during a demonstration in front of the Executive Yuan yesterday to protest a local government's demolition plan that will leave more 100 aborigines homeless.
Scores of other residents of the same communities - Sa'owac and Kan Chin located under the Wuling Bridge in Taoyuan County in northern Taiwan - also joined the protest and urged the county government to halt the plan, which they described as "forced relocation."
Amis reiterate rights
The protesters, mainly from the Amis tribe, reiterated their right to housing, saying that all they want is a piece of land on which they can live permanently and observe their traditional way of life.
Reuters | Thursday, 12 February 2009
Surviving residents of Marysville, where up to 100 more people are feared killed in Australia's bushfires, are still being kept out of town to shield them from traumatic scenes there, authorities said.
The rising death toll in Australia's deadliest bushfires now stands at 181, including a New Zealander, but could exceed 200, authorities say. If the Marysville deaths are confirmed, the toll may reach 300.
A firefighter who drove through Marysville only 10 minutes before the firestorm hit on Saturday night said people banged on the side of his water tanker, begging his team to help people trapped in burning houses.
Congratulations! The WINHEC Board of Affirmation and the WINHEC Executive Board were thrilled to award full accreditation to Sámi University College (SUC) when it meet in Melbourne this month. Sámi University College is only the second Indigenous institution to be awarded full accreditation by WINHEC.
The international Review Team reported that SUC is the only institution of higher education where Sámi language is the medium throughout Sámi eduction, administration and research. This commitment to Sámi language continues to build an indigenous nation of Sámi children, youth and adults. SUC is unique when compared to other institutions where the official language of that country would be the predominate language of education.
The sixth annual meeting of the World Indigenous Nations Higher Education Consortium (WINHEC) was held in Melbourne 2-4 December 2008. The event was brilliantly hosted by Gary Thomas, Executive Director, Equity and Student Support Services at La Trobe University. Gary and his fantastic team of staff and students provided a seamless flow of hospitality allowing the approximately 80 participants to enjoy three days of inspirational presentations and workshops from leaders of Indigenous higher education across WINHEC’s eight member nations. The serious work of the forum was enhanced by the stunning cultural experiences provided by the hosts during ceremonial and truly wonderful evening events.
One of the bright shining highlights of this years WINHEC Conference was the launch of a new book by Dr. Veronica Arbon - Arlathirnda Ngurkarnda Ityirnda: Being - Knowing - Doing: De-colonising Indigenous Tertiary Education.
This book points to the struggles that emerge when change is made in the core knowledge-production and transmission work of Indigenous tertiary education. It argues that when this shift is accepted, the status quo (that is, the status quo accepted by those 'who-know-best' for us and their fellow travellers) is adjusted towards a more equitable understanding between Indigenous and Western forms of knowledge. The struggle to make such a shift is explored through critical work in areas such as curriculum change, Indigenous employment and in bringing a stronger Indigenous philosophical and cultural underpinning to the core of our learning and work.