Learning+partnerships+Aboriginal+communities

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**Learning partnerships with Aboriginal communities: The benefits and challenges of indigenous community-based education ** Margaret Brown, Associate Professor, Seattle Pacific University [mbrown@spu.edu]

Romy Pritchard, President, Connecting Cultures Health and Social Development Training and Project Management [romy.pritchard@ccultures.com]


 * Keywords:** Aboriginal communities, indigenous community-based education, bi-cultural, interviews, post-secondary education


 * Conference track:** Community partnerships and outcomes


 * Format:** Research/Scholarly paper

This research project explored the dynamic relationships among Aboriginal communities, postsecondary institutions, and Aboriginal student success. We interviewed stakeholders in indigenous community-based education programs at the University of Victoria in British Columbia, Canada.
 * Summary**

Supporting Aboriginal access and success in post-secondary education (PSE) is considered a key factor for creating social and economic equality with non-Aboriginal people. Studies demonstrate that there are many benefits of PSE for Aboriginal people, including increased self-esteem, pride in culture, positive role modeling, community services, and greater resurgence of traditional language speakers.

Indigenous community-based education falls under the inherent right of Aboriginal peoples to self-govern and, therefore, self-educate. It is a hybrid that has evolved out of partnership-based education with Aboriginal groups and post-secondary institutions. This partnership acknowledges that both parties offer important qualities for success of Aboriginal students. These programs are considered “bi-cultural” and are philosophically different from on-campus mainstream education. The philosophy of indigenous community-based education is grounded in being community-driven and empowerment-oriented, with goals of student success and supporting community development (Ball & Pence, 2006; Czaykowska-Higgins, 2009; Foulke, Potter, & Allen, 2000; Lund, 2006; Richardson & Blanchet-Cohen, 2000).

Our research on indigenous community-based education at the university had the goal of identifying success factors and challenges. The research took a primarily qualitative approach, using semi-structured interviews of key community, student, institutional, and faculty personnel to gain understanding and document these aspects of community-based education. Three major themes were identified: (a) benefits of ICBE programs, (b) adaptations needed for meaningful indigenous community-based education, and (c) solutions.

Our findings were consistent with the Generative Curriculum Model of partnerships described by Ball and Pence (2006). This model is premised on engaging the community in dialogue about assumptions of partnerships and “generating” a living curriculum for the community.

Ball, J., & Pence, A. (2006). //Supporting indigenous children's development. Community university partnerships.// Vancouver, BC: UBC Press.
 * References**

Czaykowska-Higgins, E. (2009). Research models, community engagement, and linguistic fieldwork: Reflections on working within Canadian Indigenous communities. //Language, Documentation & Conservation, 3//(1), 15-50.

Foulke, S. R., Potter, N. B., & Allen, J. A. (2000). Empowerment approaches in community-based education with parent participation. //Family Science Review, 13//(3-4), 234-238.

Lund, D. E. (2006). Waking up the neighbors: Surveying multicultural and antiracist education in Canada, the United Kingdom, and the United States. //Multicultural Perspectives, 8//(1), 35-43.

Richardson, C., & Blanchet-Cohen, N. (2000). //Survey of post-secondary education programs in// //Canada for Aboriginal peoples.// Victoria: University of Victoria, Institute for Child Rights and Development and First Nations Partnerships Program.


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