Voices of Native American Educators : Integrating History, Culture, and Language to Improve Learning Outcomes for Native American Students
Voices of Native American Indian Educators: Integrating History, Culture, and Language to Improve Learning Outcomes for Native American Indian Students, edited by Sheila T. Gregory, provides vivid, comprehensive portraits, as well as scholarly quantitative and qualitative research, on the best practices that offer new and practical strategies for teachers to improve the academic performance of Native American Indian students. All of the contributors are Native American Indian educators who have exercised these strategies first-hand.
- Hardback | 266 pages
- 154.94 x 226.06 x 25.4mm | 544.31g
- 08 Dec 2011
- Lexington Books
- Lanham, MD, United States
Table of contents
Acknowledgments Preface Part I: The History and Status of Native American Education American Indian Education: A History of Resilience and Self-Determination, by Vincent Whipple The Dynamics of Native American Women and their Experiences: Identifying Ideologies and Theories that Help Explain Oppression, by Sandy L. (Kewanhaptwa) Dixon Navajo College Students' Perceptions of the Impact of Western Education on the Retention, by Freda B. Garnanez Adolescent Drug Use and its Impact on Schools in Indian Country, by Susan Harness, M.A., Kimberly Miller and Fred Beauvais Part II: Culturally Relevant Pedagogy An neen dush: Harnessing Collective Wisdom to Create Culturally Relevant Science Experiences in Pre-K Classrooms, by Ann Mogush Mason, Mia Dubosarsky, Gillian Roehrig, Mary Farley, Stephan Carlson, and Barbara Murphy Collapsing the Fear of Mathematics: A Study of The Effects of Navajo Culture on Navajo Student Performance In Mathematics, by Henry Fowler Generosity, Fortitude, Respect, Wisdom: Using Popular Culture To Teach Traditional Culture, by Carol R. Rempp Part III: Teaching Models of Cultural Competence and Context When Numbers Dance for Mathematics Students: Culturally Responsive Mathematics Instruction for Native Youth, by James Jon Barta, Marilyn M. Cuch, and Virginia Norris Exton Olu'olu i ka pa ke Kaiaulu: Community and Place as a Textbook for Learning, by Kay L. Fukuda and ku'ualoha ho'omanawanui Part IV: Educational Strategies From Native American Educators Preparing American Indian Youth for the Transition from High School to College, by Jean E. Ness and Dennis W. Olson Closing the Mathematics Achievement Gap of Native American Students Identified as Learning Disabled, by Judith Hankes, Stacey Skoning, Gerald Fast, Loretta Mason-Williams, John Beam, William Mickelson, and Colleen Merrill Subject Index About the Editor About the Contributors
Voices of Native American Educators is organized into four sections: "The History and Status of Native American Education," "Culturally Relevant Pedagogy," "Teaching Models of Cultural Competence and Context," and "Educational Strategies from Native American Educators." Twenty-eight authors contributed to 11 chapters, including one chapter each on the history of Indian education, teaching science, Indian women, adolescent drug use, using popular culture to teach traditional culture, and an after-school literacy program as well as two on college students and three on teaching mathematics. Together they strongly support the book's subtitle: Integrating History, Culture, and Language to Improve Learning Outcomes for Native American Students. Though not comprehensive, this book gives a valuable overview of how assimilationist education in public and Bureau of Indian Education schools has failed many American Indian students and the potential that lies in providing culturally relevant education. The contributors draw on a wide variety of both quantitative and qualitative research to make a compelling case that Native American students need culturally based instruction and curricula to have the best chance at bridging the cultural gap between their homes and schools becoming academically successful. Summing Up: Recommended. CHOICE "This is an incredible resource that allows the reader to become immersed in the history, pedagogy, models, and strategies of Native education. Critical attention is given to our resilience against the forces that conspire to undermine educational aspirations among Native students and the wisdom of our ancestors." -CHiXapkaid (Michael) Pavel, University of Oregon -- CHiXapkaid (Michael) Pavel, University of Oregon "The age old question of how to effectively educate native children has been solved. The unveiling of this mystery was actually quite simple... they finally got around to asking Native American educators! This book by Dr. Sheila Gregory and her Native American contributors answers that profound question masterfully, like no other, and it provides educators the critical guidance and information they need to present information to native children in a most meaningful and effective way, the native way." -Forrest S. Cuch, CEO of Ute Tribe Enterprises, LLC -- Forrest S. Cuch "This text offers a long-awaited opportunity for enhanced professional practice that values our history and traditions as an integral part of the learning process. A must-read for pre-service and in-service teachers alike. Voices explores a broad range of topics that could inform pedagogical practice and take teachers to a greater understanding of the history, values, and traditions that have shaped our communities and our people." -Corinne Mount Pleasant-Jette, President, Mount Pleasant Educational Services, Inc. -- Corinne Mount Pleasant-Jette, President, Mount Pleasant Educational Services, Inc.
About Sheila T. Gregory
Sheila T. Gregory, PhD is a professor of higher education and educational leadership at Clark Atlanta University in Georgia.