Culture, Chaos and Complexity: Catalysts for Change in Indigenous Education.

Autor/inn/en	Barnhardt, Ray; Kawagley, Angayuqaq Oscar
Institution	Alaska Univ., Fairbanks. Alaska Native Knowledge Network.
Titel	Culture, Chaos and Complexity: Catalysts for Change in Indigenous Education.
Quelle	(1998), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Alaska Natives; American Indian Education; Change Strategies; Cultural Differences; Cultural Maintenance; Culturally Relevant Education; Educational Change; Educational Philosophy; Elementary Secondary Education; Holistic Approach; Indigenous Knowledge; Interdisciplinary Approach; Partnerships in Education; Rural Education; Science Education + Suchen Sie Ihr Suchwort? Inuit; Lösungsstrategie; Kultureller Unterschied; Bildungsreform; Bildungsphilosophie; Erziehungsphilosophie; Holistischer Ansatz; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Hochschulpartnerschaft; Ländliche Erwachsenenbildung; Naturwissenschaftliche Bildung
Abstract	The Alaska Rural Systemic Initiative (AKRSI) was established in 1994 under the auspices of the Alaska Native/Rural Education Consortium, representing over 50 organizations concerned with education in rural Alaska. Its purpose is to implement initiatives that systematically document the indigenous knowledge systems of Alaska Native peoples and develop pedagogical practices that integrate indigenous knowledge into all aspects of education. In practical terms, the intended outcome is increased recognition of the complementary nature of Native and Western knowledge, so both can be more effectively utilized in the school curriculum and educational philosophy. The AKRSI is organized around five initiatives: Native ways of knowing/teaching, culturally aligned curriculum, indigenous science knowledge base, elders and cultural camps, and village science applications. Each initiative is implemented in one of the five Alaska Native cultural regions each year on a 5-year rotational schedule. The following themes cut across all initiatives and regions each year: documenting cultural scientific knowledge, indigenous teaching practices, standards for culturally-based curriculum, teacher support systems, and appropriate assessment practices. Twelve activities used to implement the initiatives are briefly described. Entering its third year, the AKRSI has contributed to a decrease in the dropout rate and increases in student achievement scores; the number of rural students attending college; and the number of Native students pursuing studies in fields of science, math, and engineering. Contains 14 references. (TD)
Anmerkungen	Web site: http://www.ankn.uaf.edu/ccc.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC