Ka Mana o Loko
Culture-based education (CBE) communities are subjected to accountability measures designed to increase standards of excellence for all students in public education schools. These accountability measures create sometimes competing accountability demands as CBE schools are expected to show achievement in both cultural knowledge and learning as well as federal and state expectations of knowledge and learning.
This discussion seeks to understand how stakeholders, or members of culture-based education school communities, understand or make meaning of accountability demands for building content skills and knowledge using cultural identity. This discussion will also seek to identify indigenous assessments tools demonstrating mastery and/or student progress towards mastery of these knowledges and skills. Of particular interest is identifying and discussing the tension between Indigenous and Western measures of achievement and measures that Indigenous communities utilize to move through the tension.