Indigenous Education for Critical Democracy: Teacher Approaches and Learning Outcomes in a K-5 Indian Education for All Program

Autor/inn/en	Ngai, Phyllis B.; Koehn, Peter H.
Titel	Indigenous Education for Critical Democracy: Teacher Approaches and Learning Outcomes in a K-5 Indian Education for All Program
Quelle	In: Equity & Excellence in Education, 44 (2011) 2, S.249-269 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
Schlagwörter	American Indian History; Participant Observation; Democracy; American Indians; Grade 5; Teaching Methods; American Indian Education; Outcomes of Education; Program Implementation; Interviews; Tribes; Indigenous Knowledge; Equal Education; Excellence in Education; Montana + Suchen Sie Ihr Suchwort? Teilnehmende Beobachtung; Demokratie; American Indian; Indianer; School year 05; 5. Schuljahr; Schuljahr 05; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Interviewing; Interviewtechnik; Tribal society; Stammesgesellschaft; Lernerfolg
Abstract	This article focuses on how three dimensions of critical democracy preparation (place-based geographical knowledge, social and political awareness of American Indian history and culture, and orientations conducive to the development of personal connections with American Indians) were impacted by different instructional approaches introduced when implementing an innovative Indian Education for All education program at a K-5 school in Montana. Student-learning outcomes were measured through pre- and post-intervention tests of place-based and social/political knowledge and a short survey of personal orientations. Instructional approaches across first-grade through fifth-grade were identified through interviews and participant observation. In their own ways, participating teachers, working in partnership with Salish tribal educators, demonstrated that Indigenous education contributes to critical-democracy learning. The specific outcomes of the Indigenous-education program varied according to the different instructional approaches teachers elected to pursue. Instructional comparisons showed that combining place-based instruction with guided reflection on personal connections with American Indian people through "boundary-breaking" approaches that aim to bring about critical consciousness ignited the most impressive changes in learners' orientations. The research findings offer particularly valuable insights for teachers striving for equity and excellence in elementary schools with American Indian populations. (Contains 10 notes, 3 tables, and 1 figure.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10