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.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 33-55 |
| Number of pages | 23 |
| Journal | Journal of Pedagogy |
| Volume | 10 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jun 1 2019 |
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All Science Journal Classification (ASJC) codes
- Education
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Remaking, reweaving and indigenizing curriculum : Lessons from an American Samoa Head Start program. / Henward, Allison Sterling; Tauaa, Mene; Turituri, Ronald.
In: Journal of Pedagogy, Vol. 10, No. 1, 01.06.2019, p. 33-55.Research output: Contribution to journal › Article
TY - JOUR
T1 - Remaking, reweaving and indigenizing curriculum
T2 - Lessons from an American Samoa Head Start program
AU - Henward, Allison Sterling
AU - Tauaa, Mene
AU - Turituri, Ronald
PY - 2019/6/1
Y1 - 2019/6/1
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85071151948&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85071151948&partnerID=8YFLogxK
U2 - 10.2478/jped-2019-0002
DO - 10.2478/jped-2019-0002
M3 - Article
AN - SCOPUS:85071151948
VL - 10
SP - 33
EP - 55
JO - Journal of Pedagogy
JF - Journal of Pedagogy
SN - 1338-1563
IS - 1
ER -