A Native American community's involvement and empowerment to guide their children's development in the school setting

Rivera, Héctor; Tharp, Roland G.

doi:10.1002/jcop.20108

Cited by 10 publications

(10 citation statements)

References 15 publications

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“…The results of this study indicate that Atuarfitsialak, Greenland's educational reform, is similar to reform efforts initiated by other indigenous groups (Brayboy and Castagno 2009;Lipka 2002;Rivera and Tharp 2006). Around the world, native communities are looking for ways to develop their children into future leaders while preserving cultural traditions (Rivera and Tharp 2006).…”

Section: Cultural Compatibility and Indigenous School Reformmentioning

confidence: 69%

“…Around the world, native communities are looking for ways to develop their children into future leaders while preserving cultural traditions (Rivera and Tharp 2006). Currently, culturally compatible education is viewed as the most viable means to accomplishing this goal, but thus far, little has been documented on how native communities approach this task.…”

Section: Cultural Compatibility and Indigenous School Reformmentioning

confidence: 99%

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Atuarfitsialak: Greenland’s cultural compatible reform

Wyatt

2012

International Journal of Qualitative Studies in Education

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Section: Cultural Compatibility and Indigenous School Reformmentioning

confidence: 69%

Section: Cultural Compatibility and Indigenous School Reformmentioning

confidence: 99%

Atuarfitsialak: Greenland’s cultural compatible reform

Wyatt

2012

International Journal of Qualitative Studies in Education

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“…Reform leaders hired CREDE professional developers to work collaboratively with Native Greenlandic teachers and adjust the CREDE coaching model to better fit their needs. Research suggests the success of indigenous educational reform rests on the locus of control being situated in the community (Rivera & Tharp, 2006). This collaborative effort ensured the locus of control was properly situated both within the community and culture.…”

Section: Discussionmentioning

confidence: 99%

Addressing Systemic Oppression in Greenland's Preschools: The Adaptation of a Coaching Model

Wyatt

Lyberth

2011

Equity & Excellence in Education

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For most of the last two centuries, Native Greenlandic teachers had been left out of the decisionmaking process regarding effective education for Greenlandic students. Rather, Danish education and church officials, living in Denmark, made important pedagogical and curricular decisions with little to no input from local teachers (Jakobsen, 1999). This article describes a collaborative effort between Center for Research on Education, Diversity, and Excellence (CREDE) professional developers and Greenlandic teachers in the design and implementation of a coaching model that includes Native Greenlandic ways of teaching and learning. Implications for other professional developers and researchers in education doing similar work are included.For most of the last two centuries, Native Greenlandic teachers had been left out of the decision-making process regarding effective education for Greenlandic students. Rather, the Danish colonial government, responsible for developing Greenland's educational system, made important pedagogical and curricular decisions with little to no input from local teachers (Jakobsen, 1999). This practice resulted in the development of a school system that modeled education in Denmark and elsewhere in Scandinavia, and by all accounts has failed the indigenous Greenlandic population (Wyatt, 2007).With the establishment of Home Rule government in 1979, the first step toward equity in the Greenlandic school system was taken. Home Rule gave the local Greenlanders full decisionmaking authority in all areas related to the church, education, and culture. One of the first decisions educational leaders made was to launch a country-wide effort toward the Greenlandization of the country's schools. These decisions included a complete overhaul of Greenland's curriculum, pedagogical methods, forms of assessment, and measures of achievement.To ensure community buy-in and support, leaders transformed the way decisions were made to include more input from the local Greenlandic population. For example, students were tasked with writing essays specifying their thoughts on educational innovation and what they wanted to achieve by graduation. Teachers and parents were invited to conferences to share their perspective on pedagogy and other curricular issues. In effect, the top-down model of decision-making,

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“…The concept of empowerment is an area of interest in other professions such as community development, economics, youth work and education but is used in different ways to understand behaviour and actions in different contexts. Within these professions there is general caution in pursuing a definition of empowerment in case it becomes prescriptive or formulaic, contradicting the very nature of empowerment as a holistic concept encompassing an experience or way of being (Zimmerman, 1984;Gomm, 1993;Rivera and Tharp, 2006). Ashcroft (1987) agrees that empowerment should be seen more as a process rather than something that is achieved.…”

Section: The Nature Of Empowermentmentioning

confidence: 99%

“…The way in which communities facilitate empowering experiences is argued as being significant in fostering children's socialisation, participation and engagement in everyday activities so that these skills are practised and continue to develop during play (Rivera and Tharp, 2006). The idea that empowerment can become solely focused on the individual, whilst ignoring the social dimensions which support the structures and processes surrounding empowerment is inconceivable according to social work author To (2009).…”

Section: An Empowering Communitymentioning

confidence: 99%