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The components of a culturally sustaining curriculum

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The components of a culturally sustaining curriculum

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Researcher/Faciltator

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Limitations of ABCDLimitations of ABCD (and AI) reflect doesn’t consider that power may not be distributed equally between groups within a community. ABCD can overlook the impact that outside political and economic forces have on the process due to the cost of the ABCD in that it requires a substantial amount of public participation.  It assumes that ABCD researchers have the ability to raise awareness regarding the assets or lack thereof of the community itself.  Also having a focus on assets has its pitfalls.  There is the potential to overlook the root causes of community problems.  Pg. 3

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Limitations of ABCDLimitations of ABCD (and AI) reflect doesn’t consider that power may not be distributed equally between groups within a community. ABCD can overlook the impact that outside political and economic forces have on the process due to the cost of the ABCD in that it requires a substantial amount of public participation.  It assumes that ABCD researchers have the ability to raise awareness regarding the assets or lack thereof of the community itself.  Also having a focus on assets has its pitfalls.  There is the potential to overlook the root causes of community problems.  Pg. 3

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Storytelling’s role in curriculum reform and design.

Storytelling is described as the foundation of the human being; it helps to express values that make practical differences in a person and in one’s life and the community. Storytelling’s use of a narrative paradigm is believed to be the best approach that explains human communication.  Storytelling equalizes the expertise that others present because it is not privileged discourse.  The lay audience is perceived as active unquenchable participants in meaning formation.  Pstross (2014) posits, “Beauregard (2003) notes that storytelling and listening are traits of an ideal citizenry in cities.”  Others claim that storytelling can be used as a model plan and for planning.  I assert that storytelling can be used for planning a culturally sustainable curriculum.

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Its key tenet is the belief that communities are capable of overcoming challenges by identifying and mobilizing resources they already possess.  In this approach community members are considered the true experts on the issues that arise in the community. The role of the researcher is to help and not lead the community but for each to fulfill both roles in discovering and expanding solutions that already exist (see Pascale, Sternin, & Sternin, 2010, Ptross, et al, 2014, pg. 2).