Supporting Indigenous Children's Development: Community-University Partnerships.

Susan Manitowabi is an assistant professor of Native Human Services at
Laurentian University in Sudbury, Ontario.

Early childhood development curriculum has traditionally focused on Western theories and research findings about child development. Ball and Pence articulate another perspective on development of early childhood education curriculum that focuses on educational laddering, a “generative curriculum model” that is respective and inclusive of “community and culturally appropriate practices.” This approach is reflective of the true spirit of partnership and the desire of indigenous communities to relearn traditional approaches to child development and reform pedagogical approaches.

The authors acknowledge that there are many truths. They state that there is no empirical or logical basis to assume that Western theories and research findings are the only valid and universal strategy for promoting early childhood development across cultural, socio-political, and geographical contexts. In making this statement, they create space for inclusion for the grounding of ECCD building in cultures and community. There is no one correct way to support the “whole child”; rather, through the stories told in this book, the authors demonstrate the uniqueness of each community and the uniqueness of each partnership in meeting the challenges that small, remote communities face across Canada.

This book describes promising practices for indigenous communities to consider in creating culturally congruent, community-based services aimed at rebuilding support for children and families. This book is an excellent resource for indigenous communities and universities considering developing partnerships. The promising practices described in this book provide a road map for other community-university partnerships and show the mutual benefits that can be gained from these partnerships. This book is timely in that it contributes to a growing body of knowledge around collaborative partnerships between indigenous communities and academic institutions and the need for decolonized approaches that recognize communities’ needs and desires for innovative programs that are grounded in cultural and traditional values.