Article2007

Increasing School Success Among Aboriginal Students: Culturally Responsive Curriculum or Macrostructural Variables Affecting Schooling?

56 citations0/0 files storedDiaspora Indigenous and Minority Education

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Indigenous Health, Education, and Rights Indigenous and Place-Based Education Migration, Education, Indigenous Social Dynamics

Abstract

Aspects of Aboriginal 1 cultural knowledge/perspectives were integrated into the Grade 9 social studies curriculum of a high school in a western Canadian city to appraise the impact on academic achievement, class attendance, and school retention among specific groups of Aboriginal students. The results suggest cautious optimism about increasing academic achievement among these students by integrating Aboriginal perspectives. Significantly, however, the study suggests that culturally responsive curriculum and pedagogy alone cannot provide a functional and effective agenda in reversing achievement trends among Aboriginal students. Aholistic and comprehensive approach that also takes into account larger social, economic, and political variables affecting schooling may provide a more meaningful and lasting intervention.

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References

2013Critical race theory: an introduction 1981Qualitative research for education 2007Reclaiming Indigenous Voice and Vision 2004“So When It Comes Out, They Aren’t That Surprised That It Is There”: Using Critical Race Theory as a Tool of Analysis of Race and Racism in Education 1987Exploring teachers' thinking 2014Radical possibilities: public policy, urban education, and a new social movement 1991A sociocultural approach to socially shared cognition.1982Cultural Discontinuities and Schooling

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