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Indigenous Collaboration
Collaboration in indigenous communities, particularly in the Americas, often includes the entire community working toward a common goal in a horizontal structure with flexible leadership.[1] Children in some Indigenous American communities work fluidly to collaborate with the rest of the community. They are allowed and want to participate freely with the adults. Children can take on tasks that suit their skills without being separated or reprimanded if performed incorrectly. This includes children as contributors in the process of meeting objectives.[2]
Indigenous learning techniques comprise Learning by Observing and Pitching In. For example, a study of fathers and children from Indigenous families worked together in collaboration more frequently than others when building a 3D model puzzle.[3] Also, Chillihuani people of the Andes value work and form work parties in which members of each household in the community participate.[4] Children from indigenous-heritage communities want to help around the house voluntarily.[5] In the Mexican Indigenous community of Mazahua, school children show initiative and autonomy by contributing in their classroom, completing activities as a whole, assisting and correcting their teacher during lectures if a mistake is made.[6] Fifth and sixth graders in the community work with the teacher installing a classroom window; the installation becomes a class project in which the students participate in the process alongside the teacher. They all work together without needing leadership, and their movements are all in sync and flowing. It is not a process of instruction, but rather a hands-on experience in which students work together as a synchronous group with the teacher, switching roles and sharing tasks. In these communities, collaboration is emphasized, and learners are trusted to take initiative. While one works, the other watches intently and all are allowed to attempt tasks with the more experienced stepping in to complete more complex parts, which others pay close attention to.[7]
- ^ Rogoff, Barbara (2014). "Learning by observing and pitching in to family and community endeavors: An orientation". Human Development. 57 (2-3): 69–81 – via karger.com.
- ^ Chavajay, Pablo; Rogoff, Barbara (2002). "Schooling and traditional collaborative social organization of problem solving by Mayan mothers and children". Developmental Psychology. 38(1): 55 – via psycnet.apa.org.
- ^ Chavajay, Pablo; Rogoff, Barbara (2002). "Schooling and traditional collaborative social organization of problem solving". Developmental Psychology. 38(1): 55–66. doi:10.1037//0012-1649.38.1.55 – via psycnet.apa.org.
- ^ Bolin, Ingrid (2006). Growing up in a culture of respect: Childrearing in highland Peru. Austin: University of Texas Press.
{{cite book}}: horizontal tab character in|publisher=at position 11 (help); horizontal tab character in|title=at position 8 (help) - ^ Mejía-Arauz, Rebeca; Rogoff, Barbara; Dexter, Amy; Najafi, Behnosh (2007-05-01). "Cultural Variation in Children's Social Organization". Child Development. 78 (3): 1001–1014. doi:10.1111/j.1467-8624.2007.01046.x. ISSN 1467-8624.
- ^ Paradise, Ruth (1994-06-01). "Interactional Style and Nonverbal Meaning: Mazahua Children Learning How to Be Separate-But-Together". Anthropology & Education Quarterly. 25 (2): 156–172. doi:10.1525/aeq.1994.25.2.05x0907w. ISSN 1548-1492.
- ^ Paradise, Ruth; De Haan, Mariëtte (2009-06-01). "Responsibility and Reciprocity: Social Organization of Mazahua Learning Practices". Anthropology & Education Quarterly. 40 (2): 187–204. doi:10.1111/j.1548-1492.2009.01035.x. ISSN 1548-1492.