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ERIC Number: ED443602
Record Type: Non-Journal
Publication Date: 1999-Oct
Pages: 31
Abstractor: N/A
Reference Count: N/A
Real, Relevant, Meaningful Learning: Community-Based Education in Native Communities.
Enos, Anya Dozier
The Community-Based Education Model (CBEM) at Santa Fe Indian School (SFIS) in New Mexico was studied to determine the elements that contribute to its success and that may be replicated in other community education projects. The CBEM engages students and tribal communities in issues related to their environment, natural resources, and health in an attempt to stimulate high school student interest and motivation in math and science. CBEM is a partnership among students, SFIS, the Pueblo community, business, and government that meets the request of the Pueblo governors to educate students in the skills needed in the outside world and in their own traditions. Pueblo students are learning mainstream skills (math and environmental science), and they are interacting with mainstream organizations. Their work is rooted in the Pueblo community through local field experience programs on water quality, and connections are made to Pueblo culture through Pueblo community members. Program strengths include a committed, knowledgeable, energetic staff that shares a common educational philosophy supported by educational research and Pueblo ideas; a program that is responsive to Pueblo culture, traditions, and needs; cutting-edge technology available for student and community use; increased student motivation to learn environmental science; networks between Native and mainstream science and technology organizations; and excellent documentation of the process behind the model program. Recommendations for program improvement and replication are listed. (Contains 21 references, a table displaying CBEM themes, and figures depicting the model.) (TD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Annenberg Rural Challenge, Granby, CO.
Authoring Institution: N/A