Preface Acknowledgments 1 Turning the World Upside Down 2 Harnessing the Potential of Partnership 3 Co-Constructing Curriculum from the Inside Out 4 Sitting Backwards at Our Desks 5 Grounding Learning in the Heart of Communities 6 Transforming Knowledge through Trust and Respect 7 Asserting the Power of Not Knowing 8 Supporting Children and Families with Sustained Community Transformations References Index
The book's heart is the stories, told in multiple voices, of seven university-tribal partnerships. It illustrates a mutually respectful community development process drawing on the richness of cultural knowledge rather than simply imposing a university model. A timely contribution to strategies for action worldwide and to educational theory applicable in cross-cultural settings. -- Elizabeth Jones, Faculty of Human Development, Pacific Oaks College, California Supporting Indigenous Children's Development describes a unique approach to curriculum ... that creates community-based, face-to-face learning to meet the needs and interests of the community while advancing post-secondary education credentials. -- Judith L. Evans, UNICEF Consultant on Early Childhood Care and Development This book is important as all nations work towards the professionalization of early childhood education, and will be particularly relevant to peoples of the Pacific and Australasia. -- Elizabeth Pakai, Head of School Social Science and Education Te Kura Matauranga Tu Tangata, Waiariki Institute of Technology, New Zealand
Jessica Ball and Alan Pence are professors in the School of Child and Youth Care at the University of Victoria.