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Articles 1 - 6 of 6
Full-Text Articles in Indigenous Education
Culturally Responsive Evaluation In Extension Programs For Indigenous Youth, Sara M. Tomis, J.C. Bunch, Amy Harder, T. Grady Roberts
Culturally Responsive Evaluation In Extension Programs For Indigenous Youth, Sara M. Tomis, J.C. Bunch, Amy Harder, T. Grady Roberts
Journal of Human Sciences and Extension
Indigenous communities, deserving and in need of salient Extension services, experience disparity in programming and culturally responsive evaluation because of historic and current social and financial barriers. An exploration of culturally responsive evaluation practices in Extension programs serving Indigenous youth audiences is warranted to identify areas for improvement. A focus group of Extension professionals was conducted to investigate evaluation practice within a federally funded Extension program. Findings indicated that Extension professionals were committed to operating and evaluating in ways that respected Indigenous culture, but improvements in culturally responsive practice are needed among both university and federal partners.
Challenges And Opportunities In Rural Education: The Case Of La Araucanía, Chile, Katerin Arias-Ortega, Viviana Villarroel
Challenges And Opportunities In Rural Education: The Case Of La Araucanía, Chile, Katerin Arias-Ortega, Viviana Villarroel
The Rural Educator
The article reports on the challenges that rural education has been facing in La Araucanía, Chile, from the perspective of Mapuche parents. The study’s methodology was qualitative and involved Mapuche families who sent their children to rural, single-teacher schools located in an Indigenous context. The findings indicate that Mapuche mothers perceive the education that their children receive in rural schools to be of lower academic quality. Furthermore, they acknowledge that rural education receives less economic support than education in urban settings, which creates a disadvantage for Indigenous and peasant children. This disparity limits their ability to acquire the same resources …
Tribal College And University (Tcu) Leadership, Faculty, And Staff Perspectives On Student Success, Natalie R. Youngbull, David Sanders
Tribal College And University (Tcu) Leadership, Faculty, And Staff Perspectives On Student Success, Natalie R. Youngbull, David Sanders
The Rural Educator
This article highlights how Tribal college leadership, faculty, and staff members define student success. Several major factors were described across the different levels of participants and are presented as the major themes: cultivating a familial environment, mission centered, cultural knowledge and wealth, community impact, and student goals achieved.
Healing And Connectedness At Akhiok Kids Camp, Speridon Simeonoff Sr., Judy Simeonoff, Teacon Simeonoff, Speridon Simeonoff Jr., Sven Haakanson Jr., Cheri Simeonoff, Balika Haakanson, Leilani Sabzalian
Healing And Connectedness At Akhiok Kids Camp, Speridon Simeonoff Sr., Judy Simeonoff, Teacon Simeonoff, Speridon Simeonoff Jr., Sven Haakanson Jr., Cheri Simeonoff, Balika Haakanson, Leilani Sabzalian
The Rural Educator
Each August, Sugpiaq Elders, community members, and educators gather in Cape Alitak to host Akhiok Kids Camp, a week-long culture camp that provides a space for local Sugpiaq youth to learn and carry forward traditional lifeways and promotes youth’s self-esteem, identity, and healthy choices. This article traces the legacy of the camp and outlines its ongoing vision and curriculum, including the Indigenous values and principles of education that guide camp activities. Of particular focus is the role of camp in fostering Sugpiaq youth’s sense of connectedness to their homelands, waters, community, and culture, a focus that promotes healing, cultural resurgence, …
“It Ain’T Gonna Be My History”: Collaborative Meaning-Making To Advance Curricular Sovereignty With(In) Rural, Indigenous-Serving Schools, Amanda Leclair-Diaz, Christine Stanton
“It Ain’T Gonna Be My History”: Collaborative Meaning-Making To Advance Curricular Sovereignty With(In) Rural, Indigenous-Serving Schools, Amanda Leclair-Diaz, Christine Stanton
The Rural Educator
This article describes storywork and collaborative meaning making as relational practices that can support stakeholder learning about curricular sovereignty with(in) rural Indigenous-serving school districts. While various treaties and policies exist to protect the educational interests of Indigenous Nations, enacting curricular sovereignty often demands extensive resources that are limited in many rural reservation and reservation bordertown contexts. The authors, who have a long-standing relationship as co-learners, exchange stories about their experiences as an Indigenous student and non-Indigenous educator within such contexts, and then engage in collaborative meaning making to think more deeply about these experiences as curriculum decision makers and scholars. …
Seasons Of Learning: Rural Indigenous Teacher Preparation, Dani O'Brien, Josh Montgomery, Bezhigogaabawiikwe Hunter, Niizhoobinesiikwe Howes, Waasegiizhigookwe Rosie Gonzalez, Manidoo Makwe Ikwe, Kevin Zak
Seasons Of Learning: Rural Indigenous Teacher Preparation, Dani O'Brien, Josh Montgomery, Bezhigogaabawiikwe Hunter, Niizhoobinesiikwe Howes, Waasegiizhigookwe Rosie Gonzalez, Manidoo Makwe Ikwe, Kevin Zak
The Rural Educator
We, four teachers in Ojibwe or majority-Ojibwe schools and three teachers in teacher preparation at a small ecologically focused liberal arts college, tell stories to reorient ourselves, centering place in ways accessible to our emerging practice. In these narratives, anchored in the seasons, we describe our challenges and successes in adapting education programs to better evoke the lifeways that predominate in our shared part of rural northern Wisconsin immersed in the lands of the Ojibwe. We relied on experiences, both ours and of Ojibwe learners, to illuminate the rhythms of our place and the seasons of learning defined by boreal …