@article{0353909e173f487786849fbd1b235d8a,
title = "Remaking, reweaving and indigenizing curriculum: Lessons from an American Samoa Head Start program",
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.",
author = "Allison Henward and Mene Tauaa and Ronald Turituri",
note = "Funding Information: ent that they felt considerable pressure to implement creative curriculum within their classrooms. They were bound by federal policy, and as they assured us, failure to oblige would have deleterious effects, the most notable was the loss of funding. As the director explained, the ECEC program was funded under one grant which provided the vast majority of funding for the program. While the teachers felt pressure to implement the curriculum, in actuality, they rarely endorsed the practices as intended. Below, we organize Publisher Copyright: {\textcopyright} 2019 Allison Henward et al., published by Sciendo 2019.",
year = "2019",
month = jun,
day = "1",
doi = "10.2478/jped-2019-0002",
language = "English (US)",
volume = "10",
pages = "33--55",
journal = "Journal of Pedagogy",
issn = "1338-1563",
publisher = "Walter De Gruyter",
number = "1",
}