<abstract xmlns="http://www.w3.org/1999/xhtml"><p>In this paper, we focus on how indigenous Head Start teachers in American Samoa, an unincorporated territory of the US located in the South Pacific negotiated imported policy and curricular models that were not always congruent with local, indigenous approaches to educating young children. Here we place our focus on the negotiation of curriculum within these spaces and in doing so, show that through the reweaving of curriculum, western discourses and influences from the US were altered. We conclude with implications for US territories and other contested spaces across the globe.</p></abstract>

In this paper, we focus on how indigenous Head Start teachers in American Samoa, an unincorporated territory of the US located in the South Pacific negotiated imported policy and curricular models that were not always congruent with local, indigenous approaches to educating young children. Here we place our focus on the negotiation of curriculum within these spaces and in doing so, show that through the reweaving of curriculum, western discourses and influences from the US were altered. We conclude with implications for US territories and other contested spaces across the globe.

Remaking, reweaving and indigenizing curriculum: Lessons from an American Samoa Head Start program

Core Faculty, Comparative & International Education Department, Department of Curriculum and Instruction

Manoa-Territorial Teacher Training Assistance Program, Institute of Teacher Education (ITE) Department,

Journal of Pedagogy

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

In this paper, we focus on how indigenous Head Start teachers in American Samoa, an unincorporated territory of the US located in the South Pacific negotiated...

Remaking, reweaving and indigenizing curriculum: Lessons from an American Samoa Head Start program

Published Online: Aug 09, 2019

Page range: 33 - 55

DOI: https://doi.org/10.2478/jped-2019-0002

Keywords
curriculum, preschool, Aoki, globalization

© 2019 Allison Henward et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Remaking, reweaving and indigenizing curriculum: Lessons from an American Samoa Head Start program

Published Online: Aug 09, 2019

Page range: 33 - 55

DOI: https://doi.org/10.2478/jped-2019-0002

Keywordscurriculum, preschool, Aoki, globalization

© 2019 Allison Henward et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Keywords
curriculum, preschool, Aoki, globalization