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

Autor/in	Kanu, Yatta
Titel	Increasing School Success Among Aboriginal Students: Culturally Responsive Curriculum or Macrostructural Variables Affecting Schooling?
Quelle	In: Diaspora, Indigenous, and Minority Education, 1 (2007) 1, S.21-41 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5692
Schlagwörter	Indigenous Populations; Academic Achievement; Attendance; Grade 9; School Holding Power; Culturally Relevant Education; High School Students; Cultural Pluralism; Teaching Methods; Low Achievement; Holistic Approach; Socioeconomic Influences; Political Issues; Social Studies; Student Evaluation; Evaluation Methods; Teacher Attitudes; Student Attitudes; Academic Persistence; Attendance Patterns; Canada + Suchen Sie Ihr Suchwort? Sinti und Roma; Schulleistung; Anwesenheit; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kulturpluralismus; Teaching method; Lehrmethode; Unterrichtsmethode; Unterdurchschnittliche Leistung; Holistischer Ansatz; Sozioökonomischer Faktor; Politischer Faktor; Gemeinschaftskunde; Schulnote; Studentische Bewertung; Lehrerverhalten; Schülerverhalten; Kanada
Abstract	Aspects of Aboriginal 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. A holistic and comprehensive approach that also takes into account larger social, economic, and political variables affecting schooling may provide a more meaningful and lasting intervention. (Contains 2 footnotes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10