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Handbook of Indigenous Education pp 1–39Cite as

Always Alert, Always Agile: The Importance of Locally Researching Innovations and Interventions in Indigenous Learning Communities

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Abstract

When interventions that work for the general population negatively affect Indigenous communities, educational research is being misapplied. A case example from Diné (Navajo) school contexts points out how the research-based “best practice” of comprehensive school reform (CSR) limited learning for Diné students and teachers. A contrasting example based in Hawai‘i presents another school’s quest to go beyond generalized research and enact locally tested strategies that were culturally compatible. Unexamined use of research-based interventions can lead to unimpressive outcomes for Indigenous learners and, as seen in the Diné case example, may be actively counterproductive by inhibiting achievement and discouraging deeper learning experiences. Indigenous-serving educational programs are encouraged to build their research capacity and to establish an internal values-aligned system for empirical research that will iteratively inform program development and make it possible to locally evaluate outcomes. Innovative strategies and interventions may then be specifically adapted and tailored over time, to increase their effectiveness within each distinctive Indigenous learning context.

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Acknowledgments

Preparation of this chapter was supported in part by a grant from the US Department of Education (S283B120006) to WestEd. The findings and opinions expressed here are those of the authors and do not necessarily reflect the views of the funding agency. All references to individuals are anonymous and any similarities reminiscent of known individuals are coincidental. Focusing on Indigenous community adaptation, this chapter builds on two earlier articles: Nelson-Barber, S. & Johnson, Z. (2016). Acknowledging the perils of “best practices” in an Indigenous community. In Contemporary Educational Psychology, Special Issue on Indigenous Issues in Education and Research: Looking forward, 47, 44–50; and Nelson-Barber, S. & Johnson, Z. (Forthcoming), Raising the standard for testing research-based interventions in Indigenous learning communities. In International Review of Education, Special Issue on Indigenous knowledges and learning: Vital contributions towards sustainability.

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Authors and Affiliations

  1. Intrinsic Impact Consulting, Honoka‘a, HI, USA

    Zanette Johnson

  2. WestEd, San Francisco, CA, USA

    Sharon Nelson-Barber

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  1. Zanette Johnson
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  2. Sharon Nelson-Barber
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Correspondence to Zanette Johnson .

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Editors and Affiliations

  1. University of Melbourne, Melbourne Graduate School of Education, Melbourne, VIC, Australia

    Elizabeth Ann McKinley

  2. Office of the Pro-Vice Chancellor Māori, The University of Waikato, Hamilton, Waikato, New Zealand

    Linda Tuhiwai Smith

Section Editor information

  1. WestEd,, California, USA

    Sharon Nelson-Barber

  2. Independent Researcher, Hawaii, USA

    Zanette Johnson

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Johnson, Z., Nelson-Barber, S. (2018). Always Alert, Always Agile: The Importance of Locally Researching Innovations and Interventions in Indigenous Learning Communities. In: McKinley, E., Smith, L. (eds) Handbook of Indigenous Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-1839-8_73-1

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