Literaturnachweis - Detailanzeige
Autor/inn/en | Beatch, Michelle; Le Mare, Lucy |
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Titel | Taking Ownership: The Implementation of a Non-Aboriginal Early Education Programme for on-Reserve Children |
Quelle | In: Australian Journal of Indigenous Education, 36 (2007), S.77-87 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1326-0111 |
Schlagwörter | Females; Early Childhood Education; Ownership; Home Instruction; Qualitative Research; Intervention; Program Effectiveness; Indigenous Populations; American Indians; Canada Natives; Foreign Countries; Interviews; Parent Education; Preschool Children; Parent Child Relationship Weibliches Geschlecht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Eigentum; Heimunterricht; Qualitative Forschung; Sinti und Roma; American Indian; Indianer; Ausland; Interviewing; Interviewtechnik; Parents education; Elternbildung; Elternschule; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung |
Abstract | In this qualitative study, over the period of one year, we assessed the appropriateness of a mainstream early childhood education intervention, the Home Instruction for Parents of Preschool Youngsters (HIPPY) programme, in five on-reserve First Nations communities, by focusing on the experiences of the Aboriginal women who delivered the programme. Findings revealed a process of "taking ownership" of HIPPY. "Taking ownership" included three subprocesses: changes in the women's views regarding (1) the strengths of the programme; (2) self-identity; and (3) the identification of the programme as Aboriginal. Through taking ownership, the women were no longer content to deliver HIPPY strictly as it was described in the programme manuals. Although the women continued to maintain that HIPPY was valuable for their communities, their actions and words clearly demonstrated that sharing cultural knowledge in the context of the programme was important to them and, they believed, important for the children and families they worked with. The process documented here points to the importance of Aboriginal culture reflected in educational provisions for Aboriginal children--whether this can be appropriately achieved through supplementing and/or adapting mainstream programmes remains a point of debate. (Contains 2 tables.) (As Provided). |
Anmerkungen | University of Queensland. Aboriginal and Torres Strait Islander Studies Unit, Brisbane, Queensland, 4072, Australia. Tel: +61-7-3365-1969; Fax: +61-7-3365-6855; e-mail: ajie@uq.edu.au; Web site: http://www.atsis.uq.edu.au/ajie/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |