4-H Youth Development Programming in Indigenous Communities: A Critical Review of Cooperative Extension Literature
Joshua Farella, University of Arizona, None
Mike Hauser, University of Arizona, None
Amy Parrott, University of Arizona, None
Joshua D. Moore, University of Arizona, None
Meghan Penrod, University of Arizona, None
Jeremy Elliott-Engel, University of Arizona, None
Abstract
A literature review was conducted using the key words relating to Native American Youth and 4-H to assess the current state of 4-H youth programming serving First Nation/ Indigenous populations to inform future Extension initiatives. A systematic and qualitative review determined what level of focus the conducted programming efforts placed on broadly accepted elements of cultural identity as noted in the Peoplehood Model. A very small number of articles (N=13) were found pertaining to 4-H and Indigenous Communities. Fewer demonstrated emphasis on the peoplehood elements of language, place, traditional ceremony or calendars, and history. This work investigates a continuing inequity in 4-H PYD–both in service and reporting–and suggests some next steps for creating a more inclusive 4-H program for Native American/First Nation/Indigenous youth.
Keywords: indigenous, American Indian/Alaska Native, Peoplehood Model, 4-H, Indian Country, Tribal Extension Programs
How to Cite:
Farella, J., Hauser, M., Parrott, A., Moore, J. D., Penrod, M. & Elliott-Engel, J., (2021) “4-H Youth Development Programming in Indigenous Communities: A Critical Review of Cooperative Extension Literature”, [TEST] Journal of Extension 59(3). doi: https://doi.org/10.34068/joe.59.03.07
Rights: In Copyright
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