Description
Book SynopsisThe 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.
Trade ReviewThe importance of knowledge about our educational and cultural history is critical in this time of increasing diversity in the United States. The depth of the study and the rigor of thought in this volume is impressive and the use of the volume by teachers, teacher educators, and policy makers will be a benefit to all children and their families. The role of the American Indian population in our self-examination and reflection is critical. -- Ann Converse Shelly, executive secretary of the World Federation of Associations for Teacher Education; professor emerita, Ashland University
The authors offer an enlightened portrait of Native American history as the dynamic and disruptive context for persistent culture conflict. Promising educational practices are documented as models for Native societies, whose heritages must now inform their own schooling, teacher development and cultural evolution. -- J. Francisco Hidalgo, PhD, former dean of education, USC, San Jose State University & New Mexico Highlands University
This book addresses issues and concerns regarding Indian Education in a way that has not been previously addressed. There is much concern about Indian Education and the chapters provide insight to strategies and other teaching practices that work with Native American students and their families.An excellent resource for both pre-service and in-service teacher educators working in schools that serving Native American students, and others, because it reinforces the importance of establishing positive relationships with students and families and using students’ prior learning experiences to enhance formal academic successes. -- Ramona Klein, EdD Turtle Mountain Chippewa, Education Specialist, Eagle Consulting, Inc., North Dakota
Standing Together: American Indian Education as Culturally Responsive Pedagogy is an excellent balanced collection that explores the continuing ineffectiveness of past and re-emerging assimilationist approaches to American Indian education in an era of standardization and accountability. Representing the works of many emerging and established scholars it is an important defense for culturally based education strategies that build upon the strengths of American Indian learners and their communities. -- David Beaulieu, PhD Minnesota Chippewa, White Earth Reservation, Professor/Director Electa Quinney Institute for American Indian Education
Table of ContentsIntroduction: 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
