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 Featured Title
Supporting Indigenous Children's Development
Community-University Partnerships
Jessica Ball   Alan Pence  

$87.00 Hardcover
Release Date: 11/6/2006
ISBN: 9780774812306    

$36.95 Paperback
Release Date: 7/1/2007
ISBN: 9780774812313    

152 Pages


About the Book

Supporting Indigenous Children’s Development challenges and offers an alternative to the imposition of best practices on communities by outside specialists. It tells the story of an unexpected partnership initiated by an Aboriginal tribal council with the University of Victoria’s School of Child and Youth Care. The partnership has produced a new approach to professional education, in which community leaders are co-constructors of the curriculum and implementation proceeded only if both parties are present and engaged. Word of this “generative curriculum” has spread to numerous Aboriginal communities and now over sixty communities have participated in the First Nations Partnerships Program. Jessica Ball and Alan Pence show how this innovative program has strengthened community capacity to design, deliver, and evaluate culturally appropriate programs to support young children’s development.

About the Author(s)

Jessica Ball and Alan Pence are professors in the School of Child and Youth Care at the University of Victoria.

Table of Contents


Chapter 1 Turning the World Upside Down
First Nations’ Priorities for Children
“What of Us Is in Here?”
Guiding Principles
Grounding ECCD Capacity Building in Culture and Community
Co-Constructing Quality through Dialogue and Praxis

Chapter 2 Harnessing the Potential of Partnership
Partnership in the Learning Community
First Nations Partnership Programs An Overview
The Emergence of the Unique
Nzen’man’ Child and Family Services Partnership
Cowichan Tribes Partnership
Reflections on Partnership

Chapter 3 Co-Constructing Curriculum from the Inside Out
The Collapse of Objective Knowledge
Generating a Living Curriculum
Elders’ Involvement and Cultural Healing
Bridging the Generations
Generating Curriculum in Community
Lil’wat Nation
Reflections on the Generative Curriculum Model

Chapter 4 Sitting Backwards at Our Desks
Teachers as Learners, Learners as Teachers
A Community of Learners
Co-Constructing/Co-Instructing the Generative Curriculum
Valuing Students’ Knowledge and Experience
Working with Cultural Differences
Grounding Learning in Experience
Instructor Transformations
Student Transformations
Attributes of Effective Teachers
Reflections on Teaching and Learning

Chapter 5 Grounding Learning in the Heart of Communities
The Power of Community
An Ecological Systems Model
Developing Models of Culturally Appropriate Child Care
Community Transformations
Tl’azt’en Nation Partnership
Treaty 8 Tribal Association Partnership
Fostering Greater Understanding of First Nations in the Wider Community
Features and Challenges of Community-Based Post-Secondary Education
Reflections on Community-Based Education

Chapter 6 Transforming Knowledge through Trust and Respect
Cultural Safety in Education
Four Key Factors
Community-Based Delivery
Generative Curriculum Model
Reflexive Instructor Orientation
Student Cultural Cohort
Reflections on Cultural Safety

Chapter 7 Asserting the Power of Not Knowing
Evaluating Program Outcomes
Individual Goals
Community Goals
Pivotal Concepts
Social Inclusion
Community-Involving Services
A Template for Social Change
Reflections on Program Outcomes

Chapter 8 Supporting Children and Families with Sustained Community Transformations
Sustaining Capacity
Community Approaches
Treaty 8 Tribal Association
Tl’azt’en Nation
Lil’wat Nation
ECCD as “Hook” and “Hub”
Promising Practices
Reflections on Strengthening Indigenous Early Childhood Program Capacity



Supporting Indigenous Children's Development describes a unique approach to curriculum … that creates community-based, face-to-face learning to meet the needs and interests of the community while advancing post-secondary education credentials.” – Judith L. Evans, UNICEF Consultant on Early Childhood Care and Development

“The book’s heart is the stories, told in multiple voices, of seven university-tribal partnerships. It illustrates a mutually respectful community development process drawing on the richness of cultural knowledge rather than simply imposing a university model. A timely contribution to strategies for action worldwide and to educational theory applicable in cross-cultural settings.” – Elizabeth Jones, Faculty of Human Development, Pacific Oaks College, California

“This book is important as all nations work towards the professionalization of early childhood education, and will be particularly relevant to peoples of the Pacific and Australasia.” – Elizabeth Pakai, Head of School Social Science and Education Te Kura Matauranga Tu Tangata, Waiariki Institute of Technology, New Zealand

Challenges and offers an alternative to the imposition of best practices on communities by outside specialists.
- Iti Rearea, Issue 19, March 2009

Sample Chapter

Front Matter and Chapter One

Related Topics

Aboriginal Studies

Other Ways To Order

In Canada, order your copy of Supporting Indigenous Children's Development from UTP Distribution at:

UTP Distribution
5201 Dufferin Street
Toronto, Ontario
M3H 5T8

Phone orders: 1(800)565-9523 or (416)667-7791
Fax orders: 1(800)221-9985 or (416)667-7832

Ordering information for customers outside Canada

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