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A Study Of A Northern Arapaho Tribal Communitys Attitudes And Beliefs Concerning Language And Culture Based Education In Pre K Through 12 Schools
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Book Synopsis A Study of a Northern Arapaho Tribal Community's Attitudes and Beliefs Concerning Language and Culture-based Education in Pre-K Through 12 Schools by : Burnett Lee Whiteplume
Download or read book A Study of a Northern Arapaho Tribal Community's Attitudes and Beliefs Concerning Language and Culture-based Education in Pre-K Through 12 Schools written by Burnett Lee Whiteplume and published by . This book was released on 2017 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: The importance of language and culture-based curriculum and instruction in addressing the serious plight of American Indian education has been long established by federal government reports including the Meriam Report of 1928, the Kennedy Report of 1968 and through the enactment of the Indian Self-Determination and Education Assistance Act of 1975 where solutions and opportunities are presented. Congressional hearings have been held and Presidential Executive Orders have been issued for the state of American Indian education and still academic achievement is unacceptable. Education of American Indians that would provide the driving force leading the effort of the American Indian nations in the process of becoming and remaining strong in cultural properties (Peshkin, 1997) in the 21st Century has yet to occur. The Meriam Report (1928), the Kennedy Report (1969) and the Language Act (1990) support the need for culture-based education. This study confirms the supportive attitudes and beliefs of the Northern Arapaho Tribe toward culture-based education in schools on the reservation.
Book Synopsis Crossing Mountains by : Phyllis Ngai
Download or read book Crossing Mountains written by Phyllis Ngai and published by Rowman Altamira. This book was released on 2012 with total page 299 pages. Available in PDF, EPUB and Kindle. Book excerpt: Crossing Mountains provides important insights about integrating Native-language learning into public education. Using case studies of school districts on the Flathead Indian Reservation in Montana, Phyllis Ngai argues that carefully designed and inclusive Native-language programs can benefit communities and students regardless of ethnic identity.
Book Synopsis Native American Language Ideologies by : Paul V. Kroskrity
Download or read book Native American Language Ideologies written by Paul V. Kroskrity and published by University of Arizona Press. This book was released on 2009-04-15 with total page 363 pages. Available in PDF, EPUB and Kindle. Book excerpt: Beliefs and feelings about language vary dramatically within and across Native American cultural groups and are an acknowledged part of the processes of language shift and language death. This volume samples the language ideologies of a wide range of Native American communities--from the Canadian Yukon to Guatemala--to show their role in sociocultural transformation. These studies take up such active issues as "insiderness" in Cherokee language ideologies, contradictions of space-time for the Northern Arapaho, language socialization and Paiute identity, and orthography choices and language renewal among the Kiowa. The authors--including members of indigenous speech communities who participate in language renewal efforts--discuss not only Native Americans' conscious language ideologies but also the often-revealing relationship between these beliefs and other more implicit realizations of language use as embedded in community practice. The chapters discuss the impact of contemporary language issues related to grammar, language use, the relation between language and social identity, and emergent language ideologies themselves in Native American speech communities. And although they portray obvious variation in attitudes toward language across communities, they also reveal commonalities--notably the emergent ideological process of iconization between a language and various national, ethnic, and tribal identities. As fewer Native Americans continue to speak their own language, this timely volume provides valuable grounded studies of language ideologies in action--those indigenous to Native communities as well as those imposed by outside institutions or language researchers. It considers the emergent interaction of indigenous and imported ideologies and the resulting effect on language beliefs, practices, and struggles in today's Indian Country as it demonstrates the practical implications of recognizing a multiplicity of indigenous language ideologies and their impact on heritage language maintenance and renewal.
Book Synopsis Let Their Voices be Heard by : Vonda Wells
Download or read book Let Their Voices be Heard written by Vonda Wells and published by . This book was released on 2008 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Parents' Attitudes Toward Cultural Integration in a Navajo Language Immersion School by : Audra J. Platero
Download or read book Parents' Attitudes Toward Cultural Integration in a Navajo Language Immersion School written by Audra J. Platero and published by . This book was released on 2012 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ultimately, the examples and foundation provided at home will impact the child as a student and lifelong learner. In Navajo society, there are some families who continue to instill the importance of heritage language and culture. And then there are those who choose not to, or who are not capable of doing so due to the lack of knowledge to share such teachings. Diné language and culture are vital elements of who we are as Diné. They are what identify us as a people. Our language and culture separate us from the western society. As parents and educators, our attitudes affect our homes, schools, and children. Our way of thinking may inhibit or perpetuate cultural teachings. However, no one knows how parents' attitudes affect cultural integration at an immersion school. This quantitative study examined parents' attitudes toward cultural integration in a Navajo language immersion school (Tséhootsooí Diné Bi' Ólta' with the Window Rock Unified School District #8 in Fort Defiance, Arizona). Surveys were used to examine parents' attitudes about language and cultural integration. The survey asked about Navajo language and culture, about the extent to which it was practiced at home, and their opinions about how Navajo language and culture was being taught at school. The data were reported in basic descriptive statistics for the total group of respondents and then disaggregated by age, place of birth (on the reservation or off), gender, marital status, and highest grade completed in school. The data has shown that overall parents are supportive of Navajo language and culture. Their attitudes may vary based on age, place of birth, gender, marital status, and education. In spite of this, Navajo language and culture are in the home. However, the degree to which it is spoken or practiced is not measured. Parents are supportive of the school teaching Navajo language and culture.
Book Synopsis Learn in Beauty by : Jon Allan Reyhner
Download or read book Learn in Beauty written by Jon Allan Reyhner and published by Northern Arizona University Press. This book was released on 2000 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume compiles 11 papers indicative of the new directions that indigenous education is taking in North America. Three sections focus on language, culture, and teaching; indigenous perspectives on indigenous education; and issues surrounding teaching methods. The papers are: (1) "Teaching Dine Language and Culture in Navajo Schools: Voices from the Community" (Ann Batchelder); (2) "Language Revitalization in Navajo/English Dual Language Classrooms" (Mary Ann Goodluck, Louise Lockard, Darlene Yazzie); (3) "Racing against Time: A Report on the Leupp Navajo Immersion Project" (Michael Fillerup); (4) "Community-Based Native Teacher Education Programs" (Connie Heimbecker, Sam Minner, Greg Prater); (5) "Measuring Language Dominance and Bilingual Proficiency Development of Tarahumara Children" (Carla Paciotto); (6) "Post-Colonial Recovering and Healing" (Angelina Weenie); (7) "Observations on Response towards Indigenous Cultural Perspectives as Paradigms in the Classroom" (Stephen Greymorning); (8) "Visual Metaphor, Cultural Knowledge, and the New Rhetoric" (Robert N. St. Clair); (9) "An Examination of Western Influences on Indigenous Language Teaching" (J. Dean Mellow); (10) "Teaching English to American Indians" (Jon Reyhner); and (11) "Charter Schools for American Indians" (Brian Bielenberg). (Contains references in each paper and contributor profiles.) (SV)
Book Synopsis Indigenous Educational Models for Contemporary Practice by : Maenette K.P. A Benham
Download or read book Indigenous Educational Models for Contemporary Practice written by Maenette K.P. A Benham and published by Routledge. This book was released on 2000-02-01 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt: What is the philosophy that should drive native education policy and practice? In July 1997 a group of native educational leaders from the United States (including Alaska and Hawai'i), Canada, Australia, and New Zealand gathered to define a potential solution to this question. This book passes on the individual educational philosophies of the participants and captures the essence of each in a dynamic, transformational, and holistic model--"Go to the Source"--which forwards a collective vision for a native language- and culture-based educational philosophy that native educational leaders and teachers, policymakers, and curriculum developers can use to ground their work. For more information visit http://ed-web2.educ.msu.edu/voice/
Book Synopsis Narrowing the Achievement Gap for Native American Students by : Peggy McCardle
Download or read book Narrowing the Achievement Gap for Native American Students written by Peggy McCardle and published by Routledge. This book was released on 2014-08-21 with total page 389 pages. Available in PDF, EPUB and Kindle. Book excerpt: There has been much talk and effort focused on the educational achievement gap between white versus black, Hispanic and American Indian students. While there has been some movement the gap has not appreciably narrowed, and it has narrowed the least for Native American students. This volume addresses this disparity by melding evidence-based instruction with culturally sensitive materials and approaches, outlining how we as educators and scientists can pay the educational debt we owe our children. In the tradition of the Native American authors who also contribute to it, this volume will be a series of "stories" that will reveal how the authors have built upon research evidence and linked it with their knowledge of history and culture to develop curricula, materials and methods for instruction of not only Native American students, but of all students. It provides a framework for educators to promote cultural awareness and honor the cultures and traditions that too few people know about. After each major section of the volume, the editors will provide commentary that will give an overview of these chapters and how they model approaches and activities that can be applied to other minority populations, including Blacks, Hispanics, and minority and indigenous groups in nations around the globe.
Book Synopsis Native American Students Living in Dual Worlds by : Valerie Grimley
Download or read book Native American Students Living in Dual Worlds written by Valerie Grimley and published by . This book was released on 2015 with total page 382 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many Native American students face obstacles in their higher education aspirations due to the lack of purposeful inclusion of core cultural factors including an understanding of dual world concepts and funds of knowledge in their secondary education (Pavel & Padilla, 1993). Funds of knowledge (Gonzales, et. al, 2005) experiences include traditions, knowledge, and language of their indigenous community. The purpose of the study was to investigate dual world concepts (Peshkin, 1997), cultural/community knowledge, and how students' funds of knowledge can enhance their classroom experience in a community based education classroom. According to Garret (2000), dual worlds is a direct relation to acculturation and is the "cultural change that occurs when two or more cultures are in persistent contact," (Garcia & Ahler, 1992, p. 24). Dual worlds are pervasive in the everyday life of a Native American student. Since the world is filled with numerous challenges, the concept of dual worlds is an essential tool for understanding a student's funds of knowledge. This research study also provides a review of the curriculum material provided to me from the Planning and Evaluation office to understand program structure and curricular materials in the area of identity and multiliteracies such as oral histories, tribal community cultural values and traditions. This was done through an investigation of key concepts that describe the critical lenses of dual worlds and cultural/community knowledge and how it may affect or assist bilingual/multilingual Native American students to live in dual worlds and multiple realities. Data was collected by first interviewing the Director from a community in which the CBE Classroom works with. The Director is a tribal employee based in the Pueblo community. Next I conducted interviews with the CBE classroom liasion who is a school employee that coordinates with the Pueblo community. Lastly, I interviewed the two classroom instructors that teach the high school Community Based Education courses at Arrowhead Indian School (pseudonym). This specifically examined how teachers of Native American students use dual concepts and cultural/community knowledge tailored to Native American learners in a manner that includes collaboration with tribal communities. Qualitative research methods are proposed for this study. Case study was used for gaining the experiences and personal understandings of those whose voices are normally silenced in the research literature. The case study research presented in this study displays or portrays the perceptions of teachers and their experiences bringing in Native American literacies, as describes above, into the classroom. In this qualitative study, portraiture was used to understand the concept of dual worlds and the use of cultural/community knowledge, not only on their classroom discourse, but also in their daily lives. Data conveyed challenges with changing the standardized Western education system and that if the CBE class could overcome those institutional barriers, they would be able to help their communities adjust and adapt to the changing times. The CBE course also focuses on encouraging students to utilize their funds of knowledge to help their culture survive and strengthen it. Through portraiture, the study revealed that the dual world concept is not universal to Native Americans. Future research can explore dual world paradigms and how personal life experiences build personal opinions/beliefs on dual world concepts.
Book Synopsis Attitudes and Opinions of Navajo Students Toward Navajo Language and Culture Programs in Schools Making AYP and Those Not Making AYP by : David J. Tsosie
Download or read book Attitudes and Opinions of Navajo Students Toward Navajo Language and Culture Programs in Schools Making AYP and Those Not Making AYP written by David J. Tsosie and published by . This book was released on 2013 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the attitudes and opinions of Navajo students toward the Navajo language and culture programs within the schools they were attending. Although in the final year of the No Child Left Behind, a majority of the 265 schools on and near the Navajo reservation have not been making Adequate Yearly Progress, a concern for the parents, teachers, administrators, school board members, and the Navajo Nation. The study entailed conducting a survey at five schools; three of which were not meeting the requirements of the No Child Left Behind. The purpose of the survey instrument (27 questions) administered to the students at the five schools was to examine their attitudes and opinions as to participating in Navajo language and culture programs, to determine if the programs assisted them in their academic achievements, and to examine whether these programs actually made a difference for schools in their Adequate Yearly Progress requirement. Approximately 87% of 99 Navajo students, 55 boys and 58 girls, ages 9 through 14, grades 3 through 8, who lived off the reservation in Flagstaff, Arizona and Gallup, New Mexico, and took the survey knew and spoke Navajo, but less fluently and not to a great extent. However, the students endorsed learning Navajo and strongly agreed that the Navajo language and culture should be part of the curriculum. Historically there have been schools such as the Rock Point Community School, Rough Rock Demonstration School, Borrego Pass Community School, and Ramah Community School that have been successful in their implementation of bilingual programs. The question presently facing Navajo educators is what type of programs would be successful within the context of the No Child Left Behind federal legislation. Can there be replications of successful Navajo language and culture programs into schools that are not making Adequate Yearly Progress?
Book Synopsis Other People's Children by : Lisa D. Delpit
Download or read book Other People's Children written by Lisa D. Delpit and published by The New Press. This book was released on 2006 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: An updated edition of the award-winning analysis of the role of race in the classroom features a new author introduction and framing essays by Herbert Kohl and Charles Payne, in an account that shares ideas about how teachers can function as "cultural transmitters" in contemporary schools and communicate more effectively to overcome race-related academic challenges. Original.
Book Synopsis An Endangered Species, Preserving a Language to Preserve a Culture by : Sherrie I. Brennan-Nutter
Download or read book An Endangered Species, Preserving a Language to Preserve a Culture written by Sherrie I. Brennan-Nutter and published by . This book was released on 2001 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Tribal Critical Race Theory Analysis of Academic Attainment by : Lorinda Lindley
Download or read book A Tribal Critical Race Theory Analysis of Academic Attainment written by Lorinda Lindley and published by . This book was released on 2009 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study explored the academic and social experiences of 16 Northern Arapaho women who earned degrees from the University of Wyoming (UW) focusing upon how the forms of community cultural wealth of the Northern Arapaho Nation impacted their experiences. A qualitative research design, based on an interview study methodology, guided my process. Throughout data analysis, my theoretical perspective--encompassing Tribal Critical Race Theory and the concept of community cultural wealth from Critical Race--informed my practice. Counter-storytelling--showcasing the voices of the participants themselves--is the connection between theory and practice. The findings of this study contribute to our knowledge of American Indians/Alaskan Natives in higher education, including (a) the Northern Arapaho Nation has community cultural wealth comprised of various forms of cultural capital. The 16 women who participated in this study variously drew upon aspirational, familial, nation-building, navigational, and resistant cultural capital as they worked toward earning degrees at a predominantly White university; (b) McAfee's (1997; 2000) concept of "stepping out" is a much more useful concept to describe the trajectories of AI/AN students in higher education than the concepts of dropping or stopping out; (c) the findings of this research support Waterman's (2004; 2007) assertion that a theory of student integration in higher education (Tinto, 1993) is not appropriately applicable to AI/AN students. The transculturation hypothesis (Huffman, 1999; 2001; 2008) is an alternative framework for understanding AI/AN students in higher education; (d) some of these Northern Arapaho embody transformational resistance as they gained skills and credentials from UW with which they are empowering their community now. I then offer implications for theory, practice, and research.
Book Synopsis American Indian Education by : Jon Reyhner
Download or read book American Indian Education written by Jon Reyhner and published by University of Oklahoma Press. This book was released on 2015-01-07 with total page 381 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this comprehensive history of American Indian education in the United States from colonial times to the present, historians and educators Jon Reyhner and Jeanne Eder explore the broad spectrum of Native experiences in missionary, government, and tribal boarding and day schools. This up-to-date survey is the first one-volume source for those interested in educational reform policies and missionary and government efforts to Christianize and “civilize” American Indian children. Drawing on firsthand accounts from teachers and students, American Indian Education considers and analyzes shifting educational policies and philosophies, paying special attention to the passage of the Native American Languages Act and current efforts to revitalize Native American cultures.
Book Synopsis Stabilizing Indigenous Languages by :
Download or read book Stabilizing Indigenous Languages written by and published by . This book was released on 1996 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: Stabilizing indigenous languages is the proceedings of two symposia held in November 1994 and May 1995 at Northern Arizona University. These conferences brought together language activists, tribal educators, and experts on linguistics, language renewal, and language teaching to discuss policy changes, educational reforms, and community initiatives to stabilize and revitalize American Indian and Alaska Native languages. Stabilizing indigenous languages includes a survey of the historical, current, and projected status of indigenous languages in the United States as well as extensive information on the roles of families, communities, and schools in promoting their use and maintenance. It includes descriptions of successful native language programs and papers by leaders in the field of indigenous language study, including Joshua Fishman and Michael Krauss.
Book Synopsis Indigenous Language Revitalization by : Jon Allan Reyhner
Download or read book Indigenous Language Revitalization written by Jon Allan Reyhner and published by Northern Arizona University Press. This book was released on 2009 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt: This 2009 book includes papers on the challenges faced by linguists working in Indigenous communities, Maori and Hawaiian revitalization efforts, the use of technology in language revitalization, and Indigenous language assessment. Of particular interest are Darrell Kipp's introductory essay on the challenges faced starting and maintaining a small immersion school and Margaret Noori's description of the satisfaction garnered from raising her children as speakers of her Anishinaabemowin language. Dr. Christine Sims writes in her American Indian Quarterly review that it "covers a broad variety of topics and information that will be of interest to practitioners, researchers, and advocates of Indigenous languages." Includes three chapters on the Maori language: Changing Pronunciation of the Maori Language - Implications for Revitalization; Language is Life - The Worldview of Second Language Speakers of Maori; Reo o te Kainga (Language of the Home) - A Ngai Te Rangi Language Regeneration Project.
