Culturally Responsive Making with American Indian Girls

Author(s):  
Kristin A. Searle ◽  
Yasmin B. Kafai
2017 ◽  
Vol 39 (2) ◽  
pp. 166-182
Author(s):  
Erica Blue Roberts ◽  
James Butler ◽  
Kerry M. Green

Despite the importance of evaluation to successful programming, a lack of physical activity program (PAP) evaluation for American Indian/Alaska Native (AI/AN) programs exists, which is significant given the high rates of obesity and diabetes in this population. While evaluation barriers have been identified broadly among AI/AN programs, challenges specific to physical activity (PA) programming are unexplored. To address this gap, a research study was conducted involving 17 in-depth interviews with evaluation staff of externally funded AI/AN PAPs. A thematic analysis revealed factors hindering meaningful program evaluation: cultural characteristics that challenge traditional evaluation, the logistics of PA programming, measurement and data collection challenges, lack of resources and support, and lack of alignment between funding agency requirements and the evaluation desired by AI/AN organizations. Some challenges are general to PAPs and others specific to AI/AN organizations. Findings identify ways to improve culturally responsive evaluation for AI/AN PAPs.


2015 ◽  
Vol 17 (1) ◽  
pp. 211 ◽  
Author(s):  
David Henderson ◽  
Jioanna Carjuzaa ◽  
William G. Ruff

This phenomenological study examined the complexity American Indian K-12 school leaders face on reservations in Montana, USA The study described how these leaders have to reconcile their Westernized educational leadership training with their traditional ways of knowing, living, and leading. Three major themes emerged that enabled these leaders to address racism in their schools and create spaces that were more conducive to the practice of culturally responsive pedagogy. The study highlights how leaders reconcile cultural clashes and confront racism by using identity, relationality, and re-normed practices.


2006 ◽  
Vol 7 (2) ◽  
pp. 134-145 ◽  
Author(s):  
Karen J. Underhill

In the midst of a spring snowstorm on April 5, 2006, a group of fifteen Native American, First Nation, and Aboriginal information professionals and scholars and four non-Native archivists gathered at the Northern Arizona University Cline Library (Flagstaff, Arizona) for a series of conversations.1 The goal of this invitational conference was to develop best practices for culturally responsive care and use of American Indian archival material held by non-tribal organizations. The participants tackled complex topics, such as the intersection of Native American and Western knowledge systems, to produce a draft document entitled Protocols for Native American Archival Materials. Written from . . .


Sign in / Sign up

Export Citation Format

Share Document