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Culturally appropriate curriculum: A look at Pacific Islander education in Arkansas

Mon, April 15, 3:15 to 4:45pm, Hyatt Regency, Floor: Bay (Level 1), Bayview A/B Foyers

Proposal

Objective:
Using Springdale, Arkansas as a case study, this project will answer the following questions: How has the school district responded to the educational needs of the Marshallese community? To what extent has the district adapted curriculum and teaching approaches within appropriate indigenous frameworks? What can we learn from this case study to ensure quality education for this diaspora community and those of the future?

Background:
The importance of culturally responsive pedagogy that appreciates and validates students’ differences and cultures has been a topic of research for several decades (Arrows, 2013; Battiste & Henderson, 2009). While studies indicate that “students who are culturally diverse have a tenuous relationship with schools whose educational practices emphasize traditional, Eurocentric, and normative approaches,” the incorporation of truly inclusive education has been slow to materialize (Ragoonaden, 2017).

The Republic of the Marshall Islands (RMI) is an archipelago of 29 low-lying atolls and five islands in the Pacific. A former U.S. territory, the RMI has a complicated relationship with the United States. Most notably, the Marshall Islands was used as a nuclear testing site for the U.S. government from the 1940s to 1960s (Niedenthal, 2001). In 1986, the RMI and the U.S. signed the Compact of Free Association (COFA), an agreement that allows the U.S. to continue military operations in the country and allows the Marshallese to travel freely to the United States without a visa. Since then, more than 25,000 Marshallese have relocated to America; the majority reside in Arkansas.

There are approximately 3,000 Marshallese students in the Springdale school district; they make up 13% of the student population. Despite efforts to provide these students with quality education, data from 2015 showed that nearly half of the Marshallese students do not graduate (Jung, 2016). As the district works to address these learning outcomes, families “increasingly express concerns over language and culture loss” (Schwartz, 2017).

Methods:
Using the Framework for Teaching Marshallese Students designed by Natalie Nimmer (Nimmer, 2017), I will interpret the current curriculum, ELL practices, and course notes of the Springdale school district for grades K-8. My focus will be on the four tenets laid out in the Marshallese Framework. I will also refer to Teaching Truly for indigenous pedagogies and procedures (Arrows, 2013). Following this analysis, I will offer recommendations for how the district can best support Marshallese students.

Relevance to CIES:
For decades, Marshallese have emigrated to the U.S. for educational and employment opportunities. In recent years, the threat of climate change is an increasingly common motivation. Only a few feet above sea level, the Marshall Islands are already grappling with frequent flooding that threatens communities and their indigenous way of life. With COFA expiring in 2023 and sea levels continuing to rise, thousands more Marshallese are likely to relocate in the coming years. This proposal will provide insight into how schools can most effectively engage and support Marshallese students. Additionally, this proposal can be used to inform the practical application of culturally responsive pedagogy for future climate change refugees.

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