Culturally tailored postsecondary nutrition and health education curricula for indigenous populations

McConnell, Sarah

doi:10.3402/ijch.v72i0.21144

Cited by 3 publications

(2 citation statements)

References 9 publications

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“…Including Indigenous youth is especially critical as a target population for cancer education, as Indigenous youth have the potential to reduce cancer risk among future generations, as well as communicate cancer risk reduction messages within their communities [18]. By developing health promotion programs that incorporate culturally relevant concepts, the education has the potential to be more effective [19]. For example, in a study of suicide interventions developed for American Indian and Alaska Native people, the best responses came from programs that incorporated culturally relevant curriculum.…”

Section: Introductionmentioning

confidence: 99%

Learning Together: Sharing Circles in Rural Alaska on Cancer Education Priorities for Youth

2021

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Culturally relevant health promotion with youth is an opportunity to reduce health inequities in cancer. This manuscript describes sharing circles conducted with three communities in the Northwest Arctic region of Alaska. The circles were designed to begin understanding community priorities and lay the foundation to develop culturally relevant cancer education. The project was guided by the principles of Community-Based Participatory Action Research (CBPAR), honored Indigenous ways of knowing, and was grounded in Empowerment Theory. The project team facilitated 13 sharing circles in November 2019 in three communities in the Northwest Arctic. There were a total of 122 participants, including teachers/school staff (31%), community members (30%), high school students (23%), and health professionals (16%). The circles explored youth knowledge, perceptions, questions, concerns, and hopes for cancer information; community members’ desires for youth knowledge about cancer; and how teachers would like content to be formatted for effective inclusion in their classrooms. Common themes from the sharing circles included a desire for information on cancer prevention (all 13 sharing circles) and a need for information on cancer risk factors (12). In most sharing circles, participants shared that cancer information for youth should include stories like those of local people, cancer survivors, and role models (11), visuals (8), and local data and statistics (8). In addition, teachers and school staff in all communities wanted an online resource for teaching about cancer in their classrooms that had short videos/visuals with related lesson plans and activities. “ If I learn, I can reduce the chance of getting cancer in the future. ”

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Section: Introductionmentioning

confidence: 99%

Learning Together: Sharing Circles in Rural Alaska on Cancer Education Priorities for Youth

2021

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“…Culturally relevant instruction encourages students to reflect on social justice issues covered in class, empowering them to think critically and break free from ignorance and fear. A sense of dedication to addressing issues like cultural survival, social justice, decolonization, historic trauma, and cultural dissonance as vital components of the educational process is boosted by culturally adapted curricula (McConnell, 2013).…”

Section: Rights To Social Justice On Instructional Planningmentioning

confidence: 99%

Towards Liberating Education

Bastida,

Quimbo,

Ortega-Dela Curuz

et al. 2023

IJAE.j.asia.edu

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This study proposes a rights-based instructional planning approach for teachers serving indigenous learners, particularly those assigned to schools in Higaonon communities (IPEd). The content of the paper focuses on the following:(1) assumptions about Higaonon indigenous learners; (2) components of the right-based instructional planning approach; and (3) facilitating and hindering factors that may affect the implementation of the right-based instructional planning approach. The researcher used an exploratory research design to develop the proposed planning approach. It was conducted in Higaonon communities in the Municipality of Esperanza, Agusan Del Sur, Philippines. The responses of the selected school officials, IPEd teachers, Higaonon tribal leaders, parents, students, and external stakeholders. The responses of the selected school officials, IPEd teachers, Higaonon tribal leaders, parents, students, and external stakeholders. This paper strongly believes that shifting from a culture-based to right-based IPEd teaching approach is expected to lay down positive changes in all aspects of life for indigenous learners, including social, economic, education, civic, and political, as they begin to understand and protect the inherent rights to ancestral domains, cultural integrity, self-governance, and social justice which are accounted for them. The early inculcation of Indigenous Peoples Rights Act (IPRA) law into their identity formation through school curriculum is projected to eradicate all forms of discrimination, exclusion, alienation, disintegration, and vulnerabilities in mainstream societies.

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Global Review of Indigenous Education: Issues of Identity, Culture, and Language

Jacob

Cheng

Porter

2014

Indigenous Education

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Introducing a topic as broad and important as indigenous education is difficult to do in a series of volumes, let alone in a single book. The focus of our book and this chapter is to highlight the interconnectedness of indigenous peoples in families, communities, nation states, and worldwide. We begin by defining foundational key terms (indigenous, indigeneity, and indigenous education) to provide readers with the standpoint from which we ground the focus of this book. We also introduce three issues of paramount importance to indigenous educationlanguage, culture, and identity. The chapter also examines indigenous education literature from a global perspective as well as from six major geographic regions. Next, we introduce the 21 additional chapters in this book. Finally, a clarion-like call to action is made to indigenous leaders, policy makers, and educators everywhere to underscore the need that indigenous peoples have for representation, equality, and the ability to preserve their languages, cultures, and identities.

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Culturally tailored postsecondary nutrition and health education curricula for indigenous populations

Cited by 3 publications

References 9 publications

Learning Together: Sharing Circles in Rural Alaska on Cancer Education Priorities for Youth

Learning Together: Sharing Circles in Rural Alaska on Cancer Education Priorities for Youth

Towards Liberating Education

Global Review of Indigenous Education: Issues of Identity, Culture, and Language

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