Culturally Relational Education In and With an Indigenous Community

Donald, Dwayne; Glanfield, Florence; Sterenberg, Gladys

doi:10.37119/ojs2011.v17i3.73

Cited by 13 publications

(3 citation statements)

References 11 publications

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“…Despite its goal to value students' culture as an asset, CRC is contentious with some researchers, who critique CRC's assumptions about what culture is (e.g., Donald et al 2011). They argue that CRC assumes culture is a fixed entity instead of a fluid, constantly developing, relational, social experience.…”

Section: Literature Reviewmentioning

confidence: 99%

“…A more responsive CRC design must, therefore, be a flexible process that incorporates community voices to better understand their knowledge, as well as their aspirations-in other words, entering into relation with the community (Donald et al 2011;Savage et al 2011). As there are multiple conceptions of CRC (e.g., Abdal-Haqq 1994;Gay 2010;Ladson-Billings 1995b), we call our conception culturally grounded curriculum (CGC).…”

Section: Culturally Grounded Curriculummentioning

confidence: 99%

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Salir Adelante: Collaboratively Developing Culturally Grounded Curriculum with Marginalized Communities

Levitan

Johnson

2020

American Journal of Education

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In this article we discuss a collaborative research project meant to ground community members' voices in curriculum design. We argue that performing collaborative research with students and parents can better inform curriculum design decisions, particularly for communities whose identities, knowledge(s), and ways of being have been historically marginalized. Building from the culturally responsive curriculum literature, we have developed a culturally grounded curriculum development approach. We illustrate the approach through discussing a case of its development and implementation with an educational nongovernmental organization (NGO) that provides access to secondary school for Quechua (Indigenous) young women in Peru. This article reflexively reports the process of the NGO's collaborative inquiry project to cocreate meaningful educational opportunities with the students and parents. We then discuss dilemmas of interpretation that arose when incorporating community voices into curricular decisions, and how the collaborative curriculum approach can apply to formal and nonformal learning spaces in other contexts.Indigenous students throughout the Americas face significant barriers to obtaining a quality education, such as inexperienced and inadequately prepared teachers, traveling long distances to attend school, and engaging with learning resources and materials that do not represent their identities and cultures (CEPAL 2014;Levitan 2018;Post 2002; Sumida Huaman 2013). These realities often cause alienation in school, where Indigenous children can be marginalized and "othered" by teachers and peers, in addition to being left out of or stereotyped in texts and lessons in nationally or regionally mandated curricula

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Section: Literature Reviewmentioning

confidence: 99%

Section: Culturally Grounded Curriculummentioning

confidence: 99%

Salir Adelante: Collaboratively Developing Culturally Grounded Curriculum with Marginalized Communities

Levitan

Johnson

2020

American Journal of Education

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“…The research and teaching team was comprised of educational researchers (Nicholas Ng-A-Fook and Linda Radford), field coordinators (graduate students Brian Kom, Tracy Norris and Katrine Cuillerier), as well as teacher candidates enrolled in the Developing A Global Perspective for Educators cohort (see www.developingaglobalperspective.ca).4 In Culturally Relational Education in and With an Indigenous Community,Donald, Glanfield, and Sterenberg (2011) problematize the concept of culturally responsive educational programs. "While research on culturally responsive education is insightful it has had," these authors warn, "little impact on what teachers do because … it is too easily reduced to essentializations, meaningless generalizations, or trivial anecdotes-none of which result in systemic, institutional, or lasting changes to schools serving Indigenous children" (n.p.).…”

mentioning

confidence: 99%

Empowering Marginalized Youth: Curriculum, Media Studies, and Character Development

Ng-A-Fook¹,

Radford²,

Yazdanian³

et al. 2013

CJAR

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Students are bombarded daily with print, visual, and digital media. Whether it is on a billboard, listening to an iPod on the way to school, or text messaging a friend during class, youth culture is hardwired into these multiple forms of communication technologies. Nonetheless, the daily life and respective experiences of students are often still subordinated to the school curriculum. Our social action curriculum project, which targeted “at risk” youth at a vocational high school in the Ottawa region, attempted to disrupt this by integrating emergent digital technologies and differentiated instructional strategies into five Grade 10 courses over a span of two years. Devising what we call a “socio-culturally responsive media studies curriculum,” we addressed the following Ontario Character Development Initiatives: (1) Academic achievement; (2) Character development; (3) Citizenship development; and (4) Respect for diversity. But, what happens when social action researchers and teachers seek to institutionalize such taken-for-granted use of digital media within their design and implementation of the provincial curriculum and these character development initiatives? In response to this question, this paper will examine the curriculum we implemented with teachers and students in order to negotiate the four character development initiatives. As well, we examine how our curriculum research and the implemented program specifically created spaces for marginalized voices to be heard, and multiple literacies to flourish.

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Developing Capacity for Teacher Inservice Education in Rural Tanzania: Embracing Emergent Phenomena

Simmt

Binde

Glanfield

et al. 2019

Handbook of Quality of Life in African Societies

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Culturally Relational Education In and With an Indigenous Community

Cited by 13 publications

References 11 publications

Salir Adelante: Collaboratively Developing Culturally Grounded Curriculum with Marginalized Communities

Salir Adelante: Collaboratively Developing Culturally Grounded Curriculum with Marginalized Communities

Empowering Marginalized Youth: Curriculum, Media Studies, and Character Development

Developing Capacity for Teacher Inservice Education in Rural Tanzania: Embracing Emergent Phenomena

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