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American Indian Education/indigenous education is still faltering
today and is not producing significant differences in results where
school practices follow those for the dominant culture. Inroads
have been made in some classrooms/schools where Culturally
Responsive/Relevant Pedagogy (CRP) is practiced. However, the
drop-out rates for American Indian/indigenous populations are still
extremely high in comparison to other ethnically diverse groups of
students. here are two factors that can make or break indigenous
students' abilities to be resilient in the face of many educational
negatives in their lives and enable them to continue on to graduate
from high school and in many instances, go on to complete
undergraduate and graduate degrees in institutions of higher
learning. This book is intended to be used for undergraduate and
graduate students in education, anthropology, sociology, and
American Indian studies. It is also intended for use by educators
working in areas with large concentrations of American Indian
students, whether in rural, rural reservation, urban, or states
with large Native populations, such as California and Oklahoma. It
is a useful tool for policy makers and those involved in American
Indian education at the national and state levels, as well as
organizations such as the Nation Council on American Indians, the
U.S. Bureau of Indian Affairs, and the National Indian Education
Association.
American Indian Education/indigenous education is still faltering
today and is not producing significant differences in results where
school practices follow those for the dominant culture. Inroads
have been made in some classrooms/schools where Culturally
Responsive/Relevant Pedagogy (CRP) is practiced. However, the
drop-out rates for American Indian/indigenous populations are still
extremely high in comparison to other ethnically diverse groups of
students. here are two factors that can make or break indigenous
students' abilities to be resilient in the face of many educational
negatives in their lives and enable them to continue on to graduate
from high school and in many instances, go on to complete
undergraduate and graduate degrees in institutions of higher
learning. This book is intended to be used for undergraduate and
graduate students in education, anthropology, sociology, and
American Indian studies. It is also intended for use by educators
working in areas with large concentrations of American Indian
students, whether in rural, rural reservation, urban, or states
with large Native populations, such as California and Oklahoma. It
is a useful tool for policy makers and those involved in American
Indian education at the national and state levels, as well as
organizations such as the Nation Council on American Indians, the
U.S. Bureau of Indian Affairs, and the National Indian Education
Association.
The majority of American Indian students attend public schools in
the United States. However, education mandated for American Indian
students since the 1800s has been primarily education for
assimilation, with the goal of eliminating American Indian cultures
and languages. Indeed, extreme measures were taken to ensure Native
students would "act white" as a result of their involvement with
Western education. Today's educational mandates continue a
hegemonic "one-size-fits-all" approach to education. This is in
spite of evidence that these approaches have rarely worked for
Native students and have been extremely detrimental to Native
communities. This book provides information about the importance of
teaching American Indian students by bridging home and schools,
using students' cultural capital as a springboard for academic
success. Culturally Responsive Pedagogy is explored from its
earliest beginnings following the 1928 Meriam Report. Successful
education of Native students depends on all involved and respect
for the voices of American Indians in calling for education that
holds high expectations for native students and allows them to be
grounded in their cultures and languages.
The majority of American Indian students attend public schools in
the United States. However, education mandated for American Indian
students since the 1800s has been primarily education for
assimilation, with the goal of eliminating American Indian cultures
and languages. Indeed, extreme measures were taken to ensure Native
students would "act white" as a result of their involvement with
Western education. Today's educational mandates continue a
hegemonic "one-size-fits-all" approach to education. This is in
spite of evidence that these approaches have rarely worked for
Native students and have been extremely detrimental to Native
communities. This book provides information about the importance of
teaching American Indian students by bridging home and schools,
using students' cultural capital as a springboard for academic
success. Culturally Responsive Pedagogy is explored from its
earliest beginnings following the 1928 Meriam Report. Successful
education of Native students depends on all involved and respect
for the voices of American Indians in calling for education that
holds high expectations for native students and allows them to be
grounded in their cultures and languages.
Recognising the need for pedagogy that better serves American Indian students, Klug and Whitfield construct a pedagogical model that blends native and non-native worldviews and methodologies. Among the building blocks of this new, culturally relevant education are language-based approaches to literacy development, the use of oral histories to supplement traditional texts, and a re-evaluation of the knowledge base these students need for success. This multicultural education 'must-read' includes case studies, critical thinking questions and comments by indigenous people concerning education. By learning to teach in ways that are culturally congruent, respectful of traditional values and community building rather than assimilating, non-Native American teachers can finally ensure academic success for their students.
Recognising the need for pedagogy that better serves American Indian students, Klug and Whitfield construct a pedagogical model that blends native and non-native worldviews and methodologies. Among the building blocks of this new, culturally relevant education are language-based approaches to literacy development, the use of oral histories to supplement traditional texts, and a re-evaluation of the knowledge base these students need for success. This multicultural education 'must-read' includes case studies, critical thinking questions and comments by indigenous people concerning education. By learning to teach in ways that are culturally congruent, respectful of traditional values and community building rather than assimilating, non-Native American teachers can finally ensure academic success for their students.
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