Remaking, reweaving and indigenizing curriculum: Lessons from an American Samoa Head Start program-Reference-Cited by-同舟云学术

Remaking, reweaving and indigenizing curriculum: Lessons from an American Samoa Head Start program

Published:2019-06-01 Issue:1 Volume:10 Page:33-55
ISSN:1338-2144
Container-title:Journal of Pedagogy
language:en
Short-container-title:

Author:

Henward Allison¹,Tauaa Mene²,Turituri Ronald³

Affiliation:

1. Ph.D., The Pennsylvania State University , Core Faculty, Comparative & International Education Department, Department of Curriculum and Instruction , 180 Chambers Building, University Park, PA 16802 , USA

2. Instructor, University of Hawaii , Manoa-Territorial Teacher Training Assistance Program, Institute of Teacher Education (ITE) Department, College of Education-University of Hawaii , Manoa, 1776 University Avenue, Everly Hall Room 126, Honolulu , Hawaii 96822

3. Instructor, University of Hawaii at Manoa , Department-ITE , P.O. Box 3436, Pago Pago , American Samoa

Abstract

Abstract In this paper, we focus on how indigenous Head Start teachers in American Samoa, an unincorporated territory of the US located in the South Pacific negotiated imported policy and curricular models that were not always congruent with local, indigenous approaches to educating young children. Here we place our focus on the negotiation of curriculum within these spaces and in doing so, show that through the reweaving of curriculum, western discourses and influences from the US were altered. We conclude with implications for US territories and other contested spaces across the globe.

Publisher

Walter de Gruyter GmbH

Subject

Education

Link

https://www.sciendo.com/pdf/10.2478/jped-2019-0002

Reference62 articles.

1. Anderson-Levitt, K. M., (2003). A world culture of schooling?. In Local meanings, global schooling (pp. 1-26). New York: Palgrave Macmillan.

2. Anderson-Levitt, K. M. (2004). Reading lessons in Guinea, France, and the United States: Local meanings or global culture? Comparative Education Review, 48(3), 229-252.10.1086/421178

3. Aoki, T. (1979) Toward a curriculum in a new key. Curriculum, media, and instruction occasional paper no. 2. Paper presented at the Conference on ‘Phenomenological Description: Potential for Research in Art Education’ sponsored by (Concordia University, Montreal, Quebec, Canada).

4. Aoki, T. (1993). Legitimizing lived curriculum: Towards a curricular landscape of multiplicity. Journal of Curriculum and Supervision, 8(3), 255-268.

5. Aoki, T. T. (2004). Curriculum in a new key: The collected works of Ted T. Aoki. New York: Routledge.10.4324/9781410611390