Challenging Definitions of Student Success through Indigenous Involvement: An Opportunity to Inform School Psychology Practice

Autor/inn/en	ILLasiak Domoff, Velma; Poitras Pratt, Yvonne; Drefs, Michelle A.; Wick, Meghan
Titel	Challenging Definitions of Student Success through Indigenous Involvement: An Opportunity to Inform School Psychology Practice
Quelle	In: Canadian Journal of School Psychology, 38 (2023) 3, S.191-202 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Drefs, Michelle A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0829-5735
DOI	10.1177/08295735221149225
Schlagwörter	Indigenous Populations; Students; School Psychologists; School Psychology; Success; Definitions; Educational Practices; Community Involvement; Foreign Countries; Culturally Relevant Education; Lifelong Learning; Youth; Models; Mentors; Self Determination; Cultural Awareness; Canada + Suchen Sie Ihr Suchwort? Sinti und Roma; Student; Schüler; Schülerin; Studentin; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Schulpsychologie; Erfolg; Begriffsbestimmung; Bildungspraxis; Ausland; Life-long learning; Lebenslanges Lernen; Jugend; Jugendlicher; Jugendalter; Analogiemodell; Selbstbestimmung; Cultural identity; Kulturelle Identität; Kanada
Abstract	To achieve educational equity for Indigenous students, school psychologists need to consider the implications of using solely Westernized and Eurocentric educational standards of success. With current practices criticized as limiting and biased, a fitting alternative is the use of holistic frameworks of success aligned with Indigenous peoples' perspectives on lifelong learning. This paper details a community-led process to define success for Indigenous youth in Aklavik, Northwest Territories inspired by the Canadian Council on Learning Inuit Holistic Lifelong Learning Model. Several key lessons, including the need for ensemble mentorship, emerged from this community-led and strengths-based project that can inform school psychologists seeking to better Indigenize their practice and work toward culturally aligned practices. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01