PrefaceAcknowledgments1 Turning the World Upside Down2 Harnessing the Potential of Partnership3 Co-Constructing Curriculum from the Inside Out4 Sitting Backwards at Our Desks5 Grounding Learning in the Heart of Communities6 Transforming Knowledge through Trust and Respect7 Asserting the Power of Not Knowing8 Supporting Children and Families with Sustained Community TransformationsReferencesIndex
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.