Culturally Responsive Schooling as a Form of Critical Pedagogies for Indigenous Youth and Tribal Nations

2020 ◽  
pp. 743-757
Author(s):  
Angelina E. Castagno ◽  
Jessica A. Solyom ◽  
Bryan Brayboy
Keyword(s):  
Culturally Responsive ◽  
Indigenous Youth ◽  
Critical Pedagogies ◽  
Tribal Nations ◽  
Culturally Responsive Schooling

Culturally Responsive Schooling for Indigenous Youth: A Review of the Literature

2008 ◽  
Vol 78 (4) ◽  
pp. 941-993 ◽  
Author(s):  
Angelina E Castagno ◽  
Bryan McKinley Jones Brayboy
Keyword(s):  
Culturally Responsive ◽  
Self Determination ◽  
Review Of The Literature ◽  
Indigenous Youth ◽  
Indigenous Students ◽  
Indigenous Epistemologies ◽  
The Past ◽  
Current Context ◽  
Culturally Responsive Schooling ◽  
Future Work

This article reviews the literature on culturally responsive schooling (CRS) for Indigenous youth with an eye toward how we might provide more equitable and culturally responsive education within the current context of standardization and accountability. Although CRS for Indigenous youth has been advocated for over the past 40 years, schools and classrooms are failing to meet the needs of Indigenous students. The authors suggest that although the plethora of writing on CRS reviewed here is insightful, it has had little impact on what teachers do because it is too easily reduced to essentializations, meaningless generalizations, or trivial anecdotes—none of which result in systemic, institutional, or lasting changes to schools serving Indigenous youth. The authors argue for a more central and explicit focus on sovereignty and self-determination, racism, and Indigenous epistemologies in future work on CRS for Indigenous youth.

scholarly journals Young People’s Participation in Envisioning Community Change:

2018 ◽  
Vol 5 (1) ◽  
pp. 116-149
Author(s):  
Caitlin Noelle Wood
Keyword(s):  
Qualitative Study ◽  
Culturally Responsive ◽  
Well Being ◽  
Community Change ◽  
Social Structures ◽  
Theoretical Frameworks ◽  
Indigenous Youth ◽  
Research Framework ◽  
Sociology Of Childhood ◽  
Health And Well Being

Abstract It is vitally important that Indigenous youth are provided a forum to express and share their expertise and knowledge on all matters that affect and impact their lives.  Through the use of photo-voice, this qualitative study provided the space for eleven youth from (location withheld for review) to share their perspectives on their community and environment, their lives, and how they conceptualize childhood. Employing the theoretical frameworks of the Sociology of Childhood, children’s rights, desire-centred research framework, and an Indigenous culturally responsive method, four over-arching themes emerged – the importance of: i) relationships; ii) health and well-being; iii) knowledge; and iv) community and culture. The youth in this study demonstrated their capacity to identify and share their unique perspectives on their community and proficiencies in assessing their community’s strengths and challenges – further demonstrating that youth are not merely passive subjects of social structures, but competent citizens able to contribute to change in authentic ways.  

scholarly journals Project George: An Indigenous Land-Based Approach to Resilience for Youth

2020 ◽  
Vol 16 (2) ◽  
Author(s):  
Janice Cindy Gaudet
Keyword(s):  
Indigenous People ◽  
Culturally Responsive ◽  
Well Being ◽  
Health And Wellness ◽  
James Bay ◽  
Community Members ◽  
Indigenous Youth ◽  
Semistructured Interviews ◽  
Regenerative Approach ◽  
Indigenous Land

The research shared in this article seeks an understanding of Indigenous resilience within the context of a culturally responsive land-based initiative, Project George, led by the Moose Cree First Nation, also known as the Omushkego people. The initiative centres core Cree values, community engagement, and land-based skills to ensure the well-being of youth. Their Homeland is located in the waterways and on the western shores of the Hudson and James Bay Lowlands in Ontario, Canada. The methodology involved researcher participation and engagement as part of a 4-month field presence; informal conversations and visiting; as well as formal semistructured interviews with community members over 4 years from 2012 to 2015. The research explores the benefits and challenges of a land-based program by highlighting the experiences and voices of community and program participants who directly engaged with Project George. The findings show that land-based learning initiatives inspired and driven by Indigenous people foster a regenerative approach to wellness based on relation to land, culture, and identity. A return to land-based learning responds to the ongoing colonial complexities affecting the health and wellness of Indigenous youth in Canada and draws strength from the people’s resilient practices.

scholarly journals Youth’s Perceptions Of Childhood: Young People’s Participation In Envisioning Community Change

2021 ◽  
Author(s):  
Caitlin Wood
Keyword(s):  
Qualitative Study ◽  
Culturally Responsive ◽  
Well Being ◽  
Community Change ◽  
Social Structures ◽  
Theoretical Frameworks ◽  
Indigenous Youth ◽  
Research Framework ◽  
Profound Knowledge ◽  
Health And Well Being

It is vitally important that Indigenous Youth are provided a forum to express and share their unique expertise and profound knowledge on all matters that affect and impact their lives. Through the use of photo-voice, this qualitative study provided the space for eleven youth from the Northern Village of La Loche, Saskatchewan to share their perspectives on their community, their lives, and how childhood should be conceptualized. Employing the theoretical frameworks of Sociology of Childhood, children’s rights, Indigenous culturally responsive method and a desire-centred research framework, four over-arching themes emerged; the importance of: i) relationships; ii) health and well-being; iii) knowledge; and iv) community and culture. The youth in this study demonstrated their enormous capacity to identify and share their unique perspectives on their community and proficiencies in assessing their community’s strengths and challenges – further demonstrating that youth are not merely passive subjects of social structures, but competent citizens able to contribute to change in authentic ways.

scholarly journals The Impact of Culture, Identity and Intergenerational Connections on Indigenous Youth Mental Health: Qualitative Findings from a Longitudinal Digital Health Community Trial

2021 ◽  
Author(s):  
Susannah Walker ◽  
Prasanna Kannan ◽  
Jasmin Bhawra ◽  
Heather Foulds ◽  
Tarun Reddy Katapally
Keyword(s):  
Mental Health ◽  
Focus Group ◽  
Focus Groups ◽  
Citizen Science ◽  
Culturally Responsive ◽  
Indigenous Communities ◽  
Youth Mental Health ◽  
Active Living ◽  
Indigenous Youth ◽  
The Impact

Abstract Background: Indigenous youth in settler nations are susceptible to poor mental health due to complex inter-generational systemic inequities. The purpose of this study is to assess the impact of a culturally-responsive, land-based, active living initiative on the mental health of Indigenous youth. Methods: This study is part of Smart Indigenous Youth (SIY), a mixed-methods 5-year longitudinal digital citizen science initiative. SIY embeds culturally-responsive, landbased active living programs into the curricula of high schools in rural Indigenous communities in the western Canadian province of Saskatchewan. In year-1 (Winter 2019), 76 Indigenous youth citizen scientists (13-18 years) from 2 schools participated in the study. At the beginning of the term, each school initiated separate 4-month landbased active living programs specific to their culture, community, geography, and language (Cree and Saulteaux). Before and after the term, focus groups were conducted with the 2 Youth Citizen Scientist Councils, which includes students from both participating schools. This study includes data from focus groups of one participating school, with 11 youth citizen scientists (5 boys, 6 girls). Focus group data were transcribed and analyzed by two independent reviewers using Nvivo to identify themes and subthemes. Both reviewers discussed their thematic analysis to come to a consensus about final findings. Results: Baseline focus group analyses revealed themes demonstrating the importance of Indigenous culture, identity, history, and language. Youth emphasized the impact of loss of language and culture, the importance of being a helper, and the necessity of intergenerational knowledge transfer. Follow-up focus group analyses indicated that cultural school programming led to students expressing positive mental health benefits, increased interest in ceremonies, increased participation in physical activity, and greater knowledge of culture, identity, and ceremonial protocol. Conclusions: Land-based active living can play a critical role in improving Indigenous youth mental health. This study highlights the importance of linking active living with culture and the potential of leveraging citizen-owned ubiquitous tools in implementing interventions in rural communities. Digital citizen science shows promise for supporting Indigenous youth mental health initiatives.

Critical Culturally Sustaining/Revitalizing Pedagogy and Indigenous Education Sovereignty

2014 ◽  
Vol 84 (1) ◽  
pp. 101-124 ◽  
Author(s):  
Teresa McCarty ◽  
Tiffany Lee
Keyword(s):  
Native American ◽  
Culturally Responsive ◽  
Indigenous Education ◽  
Tribal Sovereignty ◽  
Language And Culture ◽  
Culturally Sustaining Pedagogy ◽  
Crucial Component ◽  
Culturally Based ◽  
Culturally Responsive Schooling

In this article, Teresa L. McCarty and Tiffany S. Lee present critical culturally sustaining/revitalizing pedagogy as a necessary concept to understand and guide educational practices for Native American learners. Premising their discussion on the fundamental role of tribal sovereignty in Native American schooling, the authors underscore and extend lessons from Indigenous culturally based, culturally relevant, and culturally responsive schooling. Drawing on Paris's (2012) and Paris and Alim's (2014) notion of culturally sustaining pedagogy (CSP), McCarty and Lee argue that given the current linguistic, cultural, and educational realities of Native American communities, CSP in these settings must also be understood as culturally revitalizing pedagogy. Using two ethnographic cases as their foundation, they explore what culturally sustaining/revitalizing pedagogy (CSRP) looks like in these settings and consider its possibilities, tensions, and constraints. They highlight the ways in which implementing CSRP necessitates an “inward gaze” (Paris & Alim, 2014), whereby colonizing influences are confronted as a crucial component of language and culture reclamation. Based on this analysis, they advocate for community-based educational accountability that is rooted in Indigenous education sovereignty.

scholarly journals Culture in Schooling in the Inuvialuit Settlement Region

in education ◽  
2016 ◽  
Vol 22 (1) ◽  
pp. 61-76
Author(s):  
Paul Berger ◽  
Jennifer Johnston ◽  
Melissa Oskineegish
Keyword(s):  
Professional Development ◽  
High School ◽  
Northwest Territories ◽  
High School Teachers ◽  
Culturally Responsive ◽  
School Teachers ◽  
Mixed Methods Case Study ◽  
Culturally Responsive Schooling ◽  
Teachers Perspectives

We describe research on Inuvialuit culture in schooling in the Inuvialuit Settlement Region in the northwestern Northwest Territories in Arctic Canada. A mixed-methods case study using questionnaires in the region’s six communities explored students’, parents,’ and high school teachers’ perspectives on Inuvialuit culture in the schools. While students and parents were pleased that local culture is reflected in the schools, most would like to see more Inuvialuit culture become part of schooling. Teachers would like to know more about Inuvialuit culture and history and would like professional development to help them teach Inuvialuit students more effectively. This research suggests that policy in the Northwest Territories to move towards culturally responsive schooling is yet to be fully embodied. It should be prioritized.

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