Generative curriculum: A model of university and First Nations co-operative post-secondary education

Culturally tailored postsecondary nutrition and health education curricula for indigenous populations

“…Cultural tailoring may well exceed the preceding possibilities. Cultural tailoring promotes the foundation “… assumption that there are different but equitable sources of knowledge and ways of knowing” (6, p. 89). For the purpose of this review, cultural tailoring indicates full integration of the indigenous worldview and knowledge systems, including the indigenous perspective of education healing and wholeness, spirituality and learning life skills—useful skills (1).…”

“…With the expanded search, two more distinctive programs were identified. A longstanding Early Childhood Care and Development program of the University of Victoria in British Columbia's School of Child and Youth Care (SCYC) began in 1991 in collaboration with the Meadow Lake Tribal Council of northern Saskatchewan; it is also referred to in the literature as the “Generative Curriculum” (6,8,9). Documentation was identified in the literature describing a fourth program, the Indigenous Environmental Studies (IES) program at Trent University in Canada (10).…”

“…This is important in order to support students that complete culturally tailored programs in attaining the requirements to successfully compete for jobs in their community or region, or who advance to leadership positions that may require an education qualification. Ball does an excellent job of articulating the importance of this dynamic when she states that “First Nations are all too familiar with dead end training programs, which are typically short-term, skill-based programs that do not lead to transferable academic credits or recognized credentials” (6, p. 97–98). Bringing integrated cultural wisdom and discipline expertise to the workforce in indigenous communities is a promising avenue to address health disparities and health literacy issues.…”

“…The SCYC program leads to a certificate in early childhood education and then a diploma in child and youth care, which may also be used to proceed to a higher degree in the same discipline. The SCYC program has clearly succeeded in aligning their academic program with workforce needs and opportunities in indigenous communities (6). The Trent University Indigenous Environmental Studies (IES) program leads to two-year diploma (10).…”

Discourses on Quality Care: TheInvestigating ‘Quality’Project and the Canadian Experience

“…Linda Tuhiwai Smith's important contribution, Decolonizing Methodologies: research and Indigenous peoples (1999), has been used to think about the invisibility and silence of Indigenous knowledges, and these ideas have found expression in certain early childhood education and training programs (Ball & Pence, 2006;Pakai, 2007;Pence et al, 1993;Ritchie, 2007). The academic sharing of diverse Indigenous perspectives regarding early childhood care and development is at a very early stage of development in Canada (e.g.…”