Scholarlink

<p>The purpose of this article is to examine the cooperation between a United World College (UWC) International Baccalaureate (IB) school and an indigenous Ainu community group to address the issues of empowerment within the field of education. This empowerment comes in the form of a collaborative curriculum design model, which depends on the integrative engagement of indigenous communities and the educator’s role in involving student input. The study used a transformative worldview, qualitative research design, with a single case study approach to investigate the cooperation between an Ainu indigenous group and an IB school in the process of building a collaborative curriculum model in Japan. The was study was guided by the Freire (1970) theoretical framework and its principles in cognitive inquiry teaching. The researchers, the author and five students, collected data through an on-site visit to Hokkaidō in March 2023. (1) We interviewed three members of the Ainu community in Nibutani and one scholar in Sapporo; (2) We observed 10 instances of curriculum building during the Ainu family’s visit to the school in November 2022 and 2023 with 40 students in each year respectively; and (3) we employed comparative analysis on education policy and curriculum from secondary literature sources of a UWC school in Bosnia and Herzegovina, and Māori social studies. The thematic analysis of the data demonstrates that a collaborative curriculum model actively promotes empowerment among research participants and institutions by reshaping pedagogical roles, integrating diverse perspectives, and enhancing cooperative engagement between educators, students, and indigenous community members.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Teacher and student led curriculum development: ainu indigenous education in Japan

  • 期刊论文

  • 发表日期：

    2025年8月29日

查看全文
  • Taymour Bouran

摘要

The purpose of this article is to examine the cooperation between a United World College (UWC) International Baccalaureate (IB) school and an indigenous Ainu community group to address the issues of empowerment within the field of education. This empowerment comes in the form of a collaborative curriculum design model, which depends on the integrative engagement of indigenous communities and the educator’s role in involving student input. The study used a transformative worldview, qualitative research design, with a single case study approach to investigate the cooperation between an Ainu indigenous group and an IB school in the process of building a collaborative curriculum model in Japan. The was study was guided by the Freire (1970) theoretical framework and its principles in cognitive inquiry teaching. The researchers, the author and five students, collected data through an on-site visit to Hokkaidō in March 2023. (1) We interviewed three members of the Ainu community in Nibutani and one scholar in Sapporo; (2) We observed 10 instances of curriculum building during the Ainu family’s visit to the school in November 2022 and 2023 with 40 students in each year respectively; and (3) we employed comparative analysis on education policy and curriculum from secondary literature sources of a UWC school in Bosnia and Herzegovina, and Māori social studies. The thematic analysis of the data demonstrates that a collaborative curriculum model actively promotes empowerment among research participants and institutions by reshaping pedagogical roles, integrating diverse perspectives, and enhancing cooperative engagement between educators, students, and indigenous community members.