Abstract
A focus on positive child development among Indigenous children has largely been absent from developmental science. In this special section of Child Development, we sought to address continuing inequity in representation and valuing Indigenous knowledge and voices by soliciting articles that identified cultural and strengths-based factors Indigenous children, youth, and families cultivate and leverage to promote positive development. In this introduction to the special section, we provide an overview of the four empirical articles included, with attention to the ways these articles advance Indigenous paradigms and methodologies by focusing on the unique histories and strengths of four distinct Indigenous communities. We end with a discussion of how to promote continued growth and inclusiveness in developmental science with Indigenous communities.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 1817-1828 |
| Number of pages | 12 |
| Journal | Child development |
| Volume | 95 |
| Issue number | 6 |
| DOIs | |
| State | Published - Nov 1 2024 |
Funding
A focus on Indigenous children globally was supported by the Publications Committee of the Society for Research in Child Development ( 2020 ) in their recent Statement on Anti\u2010racism, Equity, and Inclusion in SRCD Publications . Specifically, an excerpt from the statement reads, \u201CWe need to ensure that our \u201Cstandard\u201D scientific endeavors and practices, intentionally or unintentionally, do not exclude, marginalize, oppress, or silence members of Black, Indigenous, and other communities of color.\u201D Indeed, given the current socio\u2010political climate, the negative disproportionate impacts of the COVID\u201019 global pandemic, and the racial reckoning syndemic among Indigenous communities across the world, research that supports the healing, growing, and thriving of Indigenous children is critical. Monica Tsethlikai led the conceptualization, writing, and final production of the manuscript, with support from NIH R01DA056417 during the writing of the introduction and throughout her role as lead editor for the special section. Ashley Cole played an equal role in conceptualizing, writing, and finalizing the introduction and was the secondary lead editor. Adam J. Hoffman was instrumental in organizing and securing approval for the special section and contributed equally to the manuscript's conceptualization, writing, and finalization. Megan Bang provided critical expertise and leadership in developing the call and writing the introduction. Florrie Fei-Yin Ng provided guidance and valuable insights throughout the editorship process, helped conceptualize the introduction, contributed to the literature review,\u00A0and wrote the section on the representation of non-Western Indigenous children in the introduction.
ASJC Scopus subject areas
- Pediatrics, Perinatology, and Child Health
- Education
- Developmental and Educational Psychology