Full Description
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.
Contents
Introduction: Jane McCarthy
Part I: A History of American Indian Education in the United States
Beverly J. Klug
Chapter 1: From Federal Intervention to Self Determination: Looking Forward
Jaqueline Nuby & James Smith
Chapter 2: Historical Roots of Native American Education in South Dakota
William Young
Chapter 3: A History of American Indian Culturally Sensitive Education
Jon Reyhner
Chapter 4: Tundra Schools Then and Now: 30 Years of Possibilities
Stephen T. Marble
Part II: Integration of Culturally Relevant Pedagogy in an Era of High-Stakes Accountability
Beverly J. Klug
Chapter 5: The Savage Within: No Child Left Behind—Again, and Again, and Again
Jeanette Haynes Writer
Chapter 6: Falling From Grace: How the Latest Government Policies Undermine American Indian Education
Beverly J. Klug
Chapter 7: Teaching Choctaw as a Foreign Language in a Non-Traditional Setting: A Challenge with High expectations and Possibilities
Freddie A. Bowles
Chapter 8: Indigenous Languages and Cultures in Native American Student Achievement—Promising Practices and Cautionary Findings
Theresa L. McCarty
Part III: Exploring the Possibilities: Visions of the Future for Indigenous Education
Beverly J. Klug
Chapter 9: Who Speaks for the American Indian?
Jane McCarthy & Helene Johnson
Chapter 10: Collectively Transformative Pedagogy: Enhancing Educational Opportunities for Native American Students
Leann Putney
Chapter 11: A Three-Part Strategy for Assuring Culturally Relevant Pedagogy for American Indian Children
Angela M. Jaimie & R. Timothy Rush
Chapter 12: Looking into the Future: Native Americans in Educational Leadership
Jaqueline Nuby
Chapter 13: Leadership in Indian Education
Dean Chavers
Final Thoughts
Beverly J. Klug
