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ERIC Number: EJ814782
Record Type: Journal
Publication Date: 2007-Jan
Pages: 21
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-1559-5692
Increasing School Success Among Aboriginal Students: Culturally Responsive Curriculum or Macrostructural Variables Affecting Schooling?
Kanu, Yatta
Diaspora, Indigenous, and Minority Education, v1 n1 p21-41 Jan 2007
Aspects of Aboriginal cultural knowledge/perspectives were integrated into the Grade 9 social studies curriculum of a high school in a western Canadian city to appraise the impact on academic achievement, class attendance, and school retention among specific groups of Aboriginal students. The results suggest cautious optimism about increasing academic achievement among these students by integrating Aboriginal perspectives. Significantly, however, the study suggests that culturally responsive curriculum and pedagogy alone cannot provide a functional and effective agenda in reversing achievement trends among Aboriginal students. A holistic and comprehensive approach that also takes into account larger social, economic, and political variables affecting schooling may provide a more meaningful and lasting intervention. (Contains 2 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada