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

Anderson-Levitt, K. M., (2003). A world culture of schooling?. In Local meanings, global schooling (pp. 1-26). New York: Palgrave Macmillan.Search in Google Scholar

Anderson-Levitt, K. M. (2004). Reading lessons in Guinea, France, and the United States: Local meanings or global culture? Comparative Education Review, 48(3), 229-252.10.1086/421178Search in Google Scholar

Aoki, T. (1979) Toward a curriculum in a new key. Curriculum, media, and instruction occasional paper no. 2. Paper presented at the Conference on ‘Phenomenological Description: Potential for Research in Art Education’ sponsored by (Concordia University, Montreal, Quebec, Canada).Search in Google Scholar

Aoki, T. (1993). Legitimizing lived curriculum: Towards a curricular landscape of multiplicity. Journal of Curriculum and Supervision, 8(3), 255-268.Search in Google Scholar

Aoki, T. T. (2004). Curriculum in a new key: The collected works of Ted T. Aoki. New York: Routledge.10.4324/9781410611390Search in Google Scholar

Aoki, T. T. (1999). In the midst of doubled imaginaries: The Pacific community as diversity and as difference. Interchange, 30(1), 27-38.10.1023/A:1007543725559Search in Google Scholar

Appiah, A. (1991). Out of Africa: Topologies of nativism. In The bounds of race: Perspectives on hegemony and resistance. Ithaca, New York: Cornell University Press.Search in Google Scholar

Baker, D., & LeTendre, G. K. (2005). National differences, global similarities: World culture and the future of schooling. Stanford University Press.10.1515/9781503624870Search in Google Scholar

Benhabib, S. (2002). The claims of culture: Equality and diversity in the global era. Princeton University Press.10.1515/9780691186542Search in Google Scholar

Bhabha, H. K. (2012). The location of culture. New York: Routledge.10.4324/9780203820551Search in Google Scholar

Bierman, K. L., Nix, R. L., Greenberg, M. T., Blair, C., & Domitrovich, C. E. (2008). Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program. Development and psychopathology, 20(3), 821-843.10.1017/S0954579408000394Search in Google Scholar

Blignaut, S. (2007). The policy-practice dichotomy: Can we straddle the divide?. Perspectives in Education, 25(4), 49-61.Search in Google Scholar

Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford: Oxford University Press.Search in Google Scholar

Cleghorn, A., & Prochner, L. (2012). Looking into Early Childhood Education and Development Spaces: visual ethnography’s contribution to thinking about quality. Global Studies of Childhood, 2(4), 276-285.10.2304/gsch.2012.2.4.276Search in Google Scholar

Currie, J., & Thomas, D. (1993). Does head start make a difference? (No. w4406). National Bureau of Economic Research.10.3386/w4406Search in Google Scholar

Domitrovich, C. E., Gest, S. D., Jones, D., Gill, S., & DeRousie, R. M. S. (2010). Implementation quality: Lessons learned in the context of the Head Start REDI trial. Early Childhood Research Quarterly, 25(3), 284-298.10.1016/j.ecresq.2010.04.001Search in Google Scholar

Droessler, H. (2013). Whose Pacific? US security interests in American Samoa from the age of Empire to the Pacific Pivot. Pacific Asia Inquiry, 4(1), 58.Search in Google Scholar

Duhn, I. (2012). Globalising childhood: Assembling the bicultural child in the New Zealand early childhood curriculum, Te Whariki. International Critical Childhood Policy Studies Journal, 1(1).Search in Google Scholar

Emerson, R. M., Fretz, R. I., & Shaw, L. L. (2011). Writing ethnographic fieldnotes. Chicago: University of Chicago Press.10.7208/chicago/9780226206868.001.0001Search in Google Scholar

Fanon, F. (1967/2008). Black skin, white masks. New York: Grove Press.Search in Google Scholar

Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press.Search in Google Scholar

Glaser, B. G., & Strauss, A. L. (2017). Discovery of grounded theory: Strategies for qualitative research. New York: Routledge.10.4324/9780203793206Search in Google Scholar

Gupta, A. (2006). Early childhood education, postcolonial theory, and teaching practices in India: Balancing Vygotsky and the Veda. New York: Springer.10.1057/9780312376345Search in Google Scholar

Gutierrez, K., Rymes, B., & Larson, J. (1995). Script, counterscript, and underlife in the classroom: James Brown versus Brown v. Board of Education. Harvard educational review, 65(3), 445-472.10.17763/haer.65.3.r16146n25h4mh384Search in Google Scholar

Hall, B. L., Dei, G. J. S., & Rosenberg, D. G. (Eds.). (2000). Indigenous knowledges in global contexts: Multiple readings of our world. Toronto: University of Toronto Press.Search in Google Scholar

Halverson, V. (2017). Early Childhood Education in the Pacific In S. Feeney (Ed.), Early childhood education in Asia and the Pacific: A source book. New York: Routledge.Search in Google Scholar

Hayhoe, R., & Pan, J. (Eds.). (2001). Knowledge across cultures: A contribution to dialogue among civilizations (Vol. 11). Hong Kong: Hong Kong University Press.Search in Google Scholar

Hsueh, Y., & Tobin, J. (2012). Bridging the communication gap through video research: The preschool in three cultures method. In Technology and Young Children: Bridging the Communication-Generation Gap (pp. 111-124). Hershey, PA: IGI Global.Search in Google Scholar

Hulsey, L. K., Aikens, N., Kopack, A., West, J., Moiduddin, E., & Tarullo, L. (2011). Head start children, families, and programs: Present and past data from FACES. OPRE Report 2011-33a, Administration for Children & Families.Search in Google Scholar

Hunkin-Finau, S. S. (2006). An indigenous approach to teacher education in American Sāmoa. Educational Perspectives, 39(2), 47–52.Search in Google Scholar

Hunkin-Finau, S. S. (2010). NCLB and education in the Pacific: A dire need for a balanced perspective—What do we do now. Research into Practice, 25-30.Search in Google Scholar

Hunzai, Z. N. (2009). Teacher education in Pakistan: Analysis of planning issues in early childhood education. Journal of Early Childhood Teacher Education, 30(3), 285-297.10.1080/10901020903084421Search in Google Scholar

Johnson, R. (2000). Colonialism and cargo cults in early childhood education: Does Reggio Emilia really exist? Contemporary issues in early childhood, 1(1), 61-78.10.2304/ciec.2000.1.1.8Search in Google Scholar

Johnson, B. & Savaii, I. (1971). Early childhood education in American Sāmoa: The initiation and development of educational programs for three-, four-, and five-year-old children and their parents. Educational Horizons, 50(2), 83-91.Search in Google Scholar

Kaomea, J. (2003). Reading erasures and making the familiar strange: Defamiliarizing methods for research in formerly colonized and historically oppressed communities. Educational researcher, 32(2), 14-23.10.3102/0013189X032002014Search in Google Scholar

Lal, J. (2018). Situating locations: The politics of self, identity, and” other” in living and writing the text. In Feminist dilemmas in fieldwork (pp. 185-214). New York: Routledge.Search in Google Scholar

Lee, I. F., & Tseng, C. L. (2008). Cultural conflicts of the child-centered approach to early childhood education in Taiwan. Early Years, 28(2), 183-196.10.1080/09575140802163600Search in Google Scholar

Li, H., Wang, X. C., & Wong, J. M. S. (2011). Early childhood curriculum reform in China: Perspectives from examining teachers’ beliefs and practices in Chinese literacy teaching. Chinese Education & Society, 44(6), 5-23.10.2753/CED1061-1932440601Search in Google Scholar

McCarty, T. L., & Zepeda, O. (1995). Indigenous language education and literacy: Introduction to the theme issue. Bilingual Research Journal, 19(1), 1-4.10.1080/15235882.1995.10668587Search in Google Scholar

Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into practice, 31(2), 132-141.10.1080/00405849209543534Search in Google Scholar

Pacini-Ketchabaw, V., & Taylor, A. (2015). Introduction: Unsettling the colonial places and spaces of early childhood education in settler colonial societies. In Unsettling the colonial places and spaces of Early Childhood Education (pp. 11-28). New York: Routledge.Search in Google Scholar

Perez, M. (2001). Contested sites: Pacific resistance in Guam to US empire. Amerasia Journal, 27(1), 97-114.10.17953/amer.27.1.u481708k24277946Search in Google Scholar

Pinar, W. F. (2005). A bridge between Chinese and North American curriculum studies. Transnational Curriculum Inquiry, 2(1), 1-12.Search in Google Scholar

Pinar, W., & Irwin, R. L. (Eds.). (2004). Curriculum in a new key: The collected works of Ted T. Aoki. L. Erlbaum Associates.Search in Google Scholar

Saldaña, J. (2015). The coding manual for qualitative researchers. Thousand Oaks, CA: Sage.Search in Google Scholar

Schriewer, J., & Martinez, C. (2004). Constructions of internationally in education. In G. Steiner-Khamsi (Ed.), The global politics of educational borrowing and lending. New York: Teacher College Press.Search in Google Scholar

Schwandt, T. A., Lincoln, Y. S., & Guba, E. G. (2007). Judging interpretations: But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation. New directions for evaluation, 2007(114), 11-25.10.1002/ev.223Search in Google Scholar

Smith, L. T. (2013). Decolonizing methodologies: Research and indigenous peoples. Zed Books Ltd.Search in Google Scholar

Spivak, G.C. (1988.) Can the subaltern speak? In C. Nelson, & L. Grossberg (Eds.), Marxism and the interpretation of culture. Urbana, IL: University of Illinois Press.10.1007/978-1-349-19059-1_20Search in Google Scholar

Steiner-Khamsi, G. (Ed.). (2004). The global politics of educational borrowing and lending. Teachers College Press.Search in Google Scholar

Steiner-Khamsi, G. (2014). Cross-national policy borrowing: Understanding reception and translation. Asia Pacific Journal of Education, 34(2), 153-167.10.1080/02188791.2013.875649Search in Google Scholar

Stromquist, N. P. (2002). Education in a globalized world: The connectivity of economic power, technology, and knowledge. Rowman & Littlefield.Search in Google Scholar

Tinitali, P. (2002) Culture, language and colonial discourse: A study of educational professional teacher preparation In American Sāmoa. Dissertation University of Hawaii.Search in Google Scholar

Tobin, J. J., Wu, D. Y., & Davidson, D. H. (1991). Preschool in three cultures: Japan, China, and the United States. Yale University Press.Search in Google Scholar

Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, education & society, 1(1).Search in Google Scholar

Vavrus, F., & Bartlett, L. (2006). Comparatively knowing: Making a case for the vertical case study. Current Issues in Comparative Education, 8(2), 95-103.Search in Google Scholar

Vavrus, F., & Bartlett, L. (2012). Comparative pedagogies and epistemological diversity: Social and materials contexts of teaching in Tanzania. Comparative Education Review, 56(4), 634-658.10.1086/667395Search in Google Scholar

Viruru, R. (2005). The impact of postcolonial theory on early childhood education. Journal of Education, 35(1), 7-30.Search in Google Scholar

Zhang, Z., & Heydon, R. (2014). Lived literacy curriculum in a globalized schooling context: A case study of a Sino-Canadian transnational programme. Journal of Curriculum Studies, 46(3), 389-418.10.1080/00220272.2013.878395Search in Google Scholar

Zhu, J., & Zhang, J. (2008). Contemporary trends and developments in early childhood education in China. Early Years, 28(2), 173-182.10.1080/09575140802163584Search in Google Scholar

Zigler, E., & Styfco, S. J. (2010). The hidden history of Head Start. Oxford University Press.10.1093/acprof:oso/9780195393767.001.0001Search in Google Scholar

Zuercher, D. K., Yoshioka, J., Deering, P. D., Martin, K., Curry, K., O’Neill, T., & Apisa, S. W. (2012). A culturally responsive, transnational middle grades teacher education program in American Sāmoa: Educators in American Sāmoa learn about teaching young adolescents through a transnational master’s degree program. Middle School Journal, 44(1), 26-35.10.1080/00940771.2012.11461836Search in Google Scholar