Taking Ownership: The Implementation of a Non-Aboriginal Early Education Programme for On-Reserve Children
Abstract In this qualitative study, over the period of one year, we assessed the appropriateness of a mainstream early childhood education intervention, the Home Instruction for Parents of Preschool Youngsters (HIPPY) programme, in five on-reserve First Nations communities, by focusing on the experi...
Published in: | The Australian Journal of Indigenous Education |
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Format: | Article in Journal/Newspaper |
Language: | English |
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Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland
2007
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Online Access: | https://doi.org/10.1017/S1326011100004440 https://doaj.org/article/74e6e59acebd4d94b665699db557bbb2 |
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ftdoajarticles:oai:doaj.org/article:74e6e59acebd4d94b665699db557bbb2 2023-05-15T16:16:35+02:00 Taking Ownership: The Implementation of a Non-Aboriginal Early Education Programme for On-Reserve Children Michelle Beatch Lucy Le Mare 2007-12-01T00:00:00Z https://doi.org/10.1017/S1326011100004440 https://doaj.org/article/74e6e59acebd4d94b665699db557bbb2 EN eng Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland https://ajie.atsis.uq.edu.au/ajie/article/view/447 https://doaj.org/toc/2049-7784 doi:10.1017/S1326011100004440 2049-7784 https://doaj.org/article/74e6e59acebd4d94b665699db557bbb2 The Australian Journal of Indigenous Education, Vol 36, Iss 1 (2007) Special aspects of education LC8-6691 article 2007 ftdoajarticles https://doi.org/10.1017/S1326011100004440 2022-12-30T20:20:11Z Abstract In this qualitative study, over the period of one year, we assessed the appropriateness of a mainstream early childhood education intervention, the Home Instruction for Parents of Preschool Youngsters (HIPPY) programme, in five on-reserve First Nations communities, by focusing on the experiences of the Aboriginal women who delivered the programme. Findings revealed a process of “taking ownership” of HIPPY. “Taking ownership” included three subprocesses: changes in the women’s views regarding (1) the strengths of the programme; (2) self-identity; and (3) the identification of the programme as Aboriginal. Through taking ownership, the women were no longer content to deliver HIPPY strictly as it was described in the programme manuals. Although the women continued to maintain that HIPPY was valuable for their communities, their actions and words clearly demonstrated that sharing cultural knowledge in the context of the programme was important to them and, they believed, important for the children and families they worked with. The process documented here points to the importance of Aboriginal culture reflected in educational provisions for Aboriginal children - whether this can be appropriately achieved through supplementing and/or adapting mainstream programmes remains a point of debate. Article in Journal/Newspaper First Nations Directory of Open Access Journals: DOAJ Articles The Australian Journal of Indigenous Education 36 1 77 87 |
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Directory of Open Access Journals: DOAJ Articles |
op_collection_id |
ftdoajarticles |
language |
English |
topic |
Special aspects of education LC8-6691 |
spellingShingle |
Special aspects of education LC8-6691 Michelle Beatch Lucy Le Mare Taking Ownership: The Implementation of a Non-Aboriginal Early Education Programme for On-Reserve Children |
topic_facet |
Special aspects of education LC8-6691 |
description |
Abstract In this qualitative study, over the period of one year, we assessed the appropriateness of a mainstream early childhood education intervention, the Home Instruction for Parents of Preschool Youngsters (HIPPY) programme, in five on-reserve First Nations communities, by focusing on the experiences of the Aboriginal women who delivered the programme. Findings revealed a process of “taking ownership” of HIPPY. “Taking ownership” included three subprocesses: changes in the women’s views regarding (1) the strengths of the programme; (2) self-identity; and (3) the identification of the programme as Aboriginal. Through taking ownership, the women were no longer content to deliver HIPPY strictly as it was described in the programme manuals. Although the women continued to maintain that HIPPY was valuable for their communities, their actions and words clearly demonstrated that sharing cultural knowledge in the context of the programme was important to them and, they believed, important for the children and families they worked with. The process documented here points to the importance of Aboriginal culture reflected in educational provisions for Aboriginal children - whether this can be appropriately achieved through supplementing and/or adapting mainstream programmes remains a point of debate. |
format |
Article in Journal/Newspaper |
author |
Michelle Beatch Lucy Le Mare |
author_facet |
Michelle Beatch Lucy Le Mare |
author_sort |
Michelle Beatch |
title |
Taking Ownership: The Implementation of a Non-Aboriginal Early Education Programme for On-Reserve Children |
title_short |
Taking Ownership: The Implementation of a Non-Aboriginal Early Education Programme for On-Reserve Children |
title_full |
Taking Ownership: The Implementation of a Non-Aboriginal Early Education Programme for On-Reserve Children |
title_fullStr |
Taking Ownership: The Implementation of a Non-Aboriginal Early Education Programme for On-Reserve Children |
title_full_unstemmed |
Taking Ownership: The Implementation of a Non-Aboriginal Early Education Programme for On-Reserve Children |
title_sort |
taking ownership: the implementation of a non-aboriginal early education programme for on-reserve children |
publisher |
Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland |
publishDate |
2007 |
url |
https://doi.org/10.1017/S1326011100004440 https://doaj.org/article/74e6e59acebd4d94b665699db557bbb2 |
genre |
First Nations |
genre_facet |
First Nations |
op_source |
The Australian Journal of Indigenous Education, Vol 36, Iss 1 (2007) |
op_relation |
https://ajie.atsis.uq.edu.au/ajie/article/view/447 https://doaj.org/toc/2049-7784 doi:10.1017/S1326011100004440 2049-7784 https://doaj.org/article/74e6e59acebd4d94b665699db557bbb2 |
op_doi |
https://doi.org/10.1017/S1326011100004440 |
container_title |
The Australian Journal of Indigenous Education |
container_volume |
36 |
container_issue |
1 |
container_start_page |
77 |
op_container_end_page |
87 |
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1766002437783552000 |