Supporting Indigenous Children's Development challenges and offers an alternative to the imposition of best practices on communities by outside specialists. It tells the story of an unexpected partnership initiated by an Aboriginal tribal council with the University of Victoria's School of Child and Youth Care. The partnership has produced a new approach to professional education, in which community leaders are co-constructors of the curriculum and implementation proceeded only if both parties are present and engaged. Word of this "generative curriculum" has spread to numerous Aboriginal communities and now over sixty communities have participated in the First Nations Partnerships Program. Jessica Ball and Alan Pence show how this innovative program has strengthened community capacity to design, deliver, and evaluate culturally appropriate programs to support young children's development.
Jessica Ball and Alan Pence are professors in the School of Child and Youth Care at the University of Victoria.
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