Culturally Responsive Making with American Indian Girls

2015 ◽  
Author(s):  
Kristin A. Searle ◽  
Yasmin B. Kafai
Keyword(s):  
American Indian ◽  
Culturally Responsive

Challenges to Evaluating Physical Activity Programs in American Indian/Alaska Native Communities

2017 ◽  
Vol 39 (2) ◽  
pp. 166-182
Author(s):  
Erica Blue Roberts ◽  
James Butler ◽  
Kerry M. Green
Keyword(s):  
Physical Activity ◽  
American Indian ◽  
Alaska Native ◽  
Culturally Responsive ◽  
Funding Agency ◽  
Native Communities ◽  
Responsive Evaluation ◽  
Obesity And Diabetes ◽  
Evaluation Staff ◽  
Depth Interviews

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.

scholarly journals Reconciling Leadership Paradigms: Authenticity as Practiced by American Indian School Leaders

2015 ◽  
Vol 17 (1) ◽  
pp. 211 ◽  
Author(s):  
David Henderson ◽  
Jioanna Carjuzaa ◽  
William G. Ruff
Keyword(s):  
Educational Leadership ◽  
American Indian ◽  
Leadership Training ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
Phenomenological Study ◽  
School Leaders ◽  
Ways Of Knowing ◽  
Indian School ◽  
K 12

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.

scholarly journals Protocols for Native American Archival Materials

2006 ◽  
Vol 7 (2) ◽  
pp. 134-145 ◽  
Author(s):  
Karen J. Underhill
Keyword(s):  
Native American ◽  
Best Practices ◽  
American Indian ◽  
Culturally Responsive ◽  
Knowledge Systems ◽  
First Nation ◽  
Archival Material ◽  
Northern Arizona ◽  
Northern Arizona University ◽  
Information Professionals

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 . . .

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