Curriculum Sensitivity (Implementing Aboriginal Education)

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Curriculum Sensitivity (Implementing Aboriginal Education) When considering education and curriculum, the Aboriginal community is faced with a wide array of challenges regarding cultural recognition and the preservation of Native womanhood. These challenges continue to become greater as time goes on and the roots of Aboriginal culture are threatened by modern customs. The employment of an educational curriculum representative of Aboriginal roots and Native female culture is becoming increasingly important. While it might be easier to exercise curriculum changes that strengthen Aboriginal culture in reserve schools, an effort must be made to implement aboriginal education for students in public schools alike. The goals of the teachers and the curriculum must be to help students gain an identity and mature in a way that aligns with their gender and culture. Practicing Native customs, Indigenizing the curriculum through Native storytelling, and increasing the availability of Aboriginal and Native American resources for students can accomplish this. In order for Native customs to be properly practiced in schools, faculty selection, training, and accountability must be closely monitored. Faculty should have an Aboriginal background or extensive knowledge of the culture and be aware of the curriculum’s mission to preserve and cement cultural knowledge. Faculty should exist in an environment where they feel comfortable approaching other staff members for assistance in employing and applying Aboriginal practices and history (Solei, 60). Also, being aware of local Aboriginal leaders or community members who might be available for consultation or public speaking could be extremely beneficial (Solei, 62). The indigenization of the curriculum can be made possible by the implementation of and focus on Native Storytelling. The benefits of storytelling are
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