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This book 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 produced a new
approach to professional education in which community leaders are
co-constructors of the curriculum, and which is implemented only if
both parties are present and engaged. Word of this generative
curriculum spread to numerous Aboriginal communities and now over
60 communities have participated in the First Nations Partnership
Program. Completion rates and community development indicators
demonstrate the remarkable capacity built across diverse indigenous
communities through the program. with and upon diversity. It also
engages communities in dialogue about research-based theories and
models of early childhood from Euro-Western traditions. Evaluation
research has shown how the program supports each community's unique
characteristics while promoting their shared vision of promoting
healthy children and healthy social structures. alternative to
promoting best practices devised and imposed on communities by
outside specialists. The book will interest human service workers,
professional educators, and community developers who know that
communities' own concepts, capacities, and goals for children and
families need to be the driving forces in professional education
that respects and protects cultural diversity.
This book 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 produced a new
approach to professional education in which community leaders are
co-constructors of the curriculum, and which is implemented only if
both parties are present and engaged. Word of this generative
curriculum spread to numerous Aboriginal communities and now over
60 communities have participated in the First Nations Partnership
Program. Completion rates and community development indicators
demonstrate the remarkable capacity built across diverse indigenous
communities through the program. The program honours the knowledges
residing within communities, and works with and upon diversity. It
also engages communities in dialogue about research-based theories
and models of early childhood from Euro-Western traditions.
Evaluation research has shown how the program supports each
community's unique characteristics while promoting their shared
vision of promoting healthy children and healthy social structures.
alternative to promoting best practices devised and imposed on
communities by outside specialists. The book will interest human
service workers, professional educators, and community developers
who know that communities' own concepts, capacities, and goals for
children and families need to be the driving forces in professional
education that respects and protects cultural diversity.
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