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.
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.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Beverly J. Klug is associate professor of education and has been a classroom teacher and teacher educator for over 30 years. Committed to social justice for all students, she is known for her work in the fields of American Indian education and literacy.
Inhaltsangabe
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
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
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