The Development of an Integrated Bilingual and Cross-Cultural Curriculum in an Arctic School District.

Autor/in	Roberts, Helen
Titel	The Development of an Integrated Bilingual and Cross-Cultural Curriculum in an Arctic School District.
Quelle	(1978), (29 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Alaska Natives; American Indians; Bilingual Education; Community Development; Cross Cultural Training; Curriculum Development; Educational Development; Financial Support; Integrated Curriculum; Models; Program Development; Rural Areas; Rural Education; School Community Relationship; School District Autonomy + Suchen Sie Ihr Suchwort? Inuit; American Indian; Indianer; Bilingual teaching; Bilingualer Unterricht; Community; Development; Entwicklung; Interkulturelle Orientierung; Curriculum; Curriculumentwicklung; Lehrplan; Bildungsentwicklung; Finanzielle Förderung; Analogiemodell; Programmplanung; Rural area; Ländlicher Raum; Ländliche Erwachsenenbildung; School district; School districts; Autonomy; School autonomy; Schulautonomie
Abstract	If, indeed, there is a formula for developing an integrated bilingual and cross-cultural curriculum, the Northwest Arctic School District's experience would suggest the following key elements of the development process: base the curriculum on the rapidly changing social context, rather than on stereotyped bicultural concepts; ensure local control of educational policy; treat the whole school curriculum, rather than separating language and cultural concerns; be honest and keep the curriculum processes clear and simple--develop simple educational goals and then achieve them; develop school-community unity by keeping advisory channels open. The Northwest Arctic School District operates 11 schools in an area of 36,000 square miles north of the Arctic Circle. It is an Inupiat Eskimo region, but the Inupiaq language has been almost lost. A fortuitous chain of events has delivered local control of education to rural Alaska. The District is one of 21 Rural Education Attendance Areas, which are governed by locally elected Regional School Boards. Now two years in existence, the District has set goals for students in relation to basic skills, life skills and cross-cultural skills and is pursuing a curriculum development process which incorporates staff, community, and program development. This paper discusses some of the problems and processes that have occurred in the development of a community-based curriculum, gives an example of the integrated approach, explores issues regarding the legal and funding structures, and offers some brief guidelines for the development of an integrated bilingual and cross-cultural curriculum. (Author/NQ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC