Embracing Intercultural Diversification: Teaching Young Adult Literature with Native American Themes

Autor/inn/en	Metzger, Kenan; Box, Andrea; Blasingame, James
Titel	Embracing Intercultural Diversification: Teaching Young Adult Literature with Native American Themes
Quelle	In: English Journal, 102 (2013) 5, S.57-62 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-8274
Schlagwörter	American Indians; American Indian Education; Culturally Relevant Education; Curriculum Development; Adolescent Literature; American Indian Culture; United States History; Student Attitudes; High School Students; Language Arts; Arizona + Suchen Sie Ihr Suchwort? American Indian; Indianer; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sprachkultur
Abstract	According to the most recent census, there are five million Native Americans in the United States. Of these, there are at least 500,000 Native Americans attending public schools. However, the educational system does not fully serve this population and in fact often ignores them. More importantly, each tribe and clan has its own distinct cultural practices to which educators should pay particular attention. Specifically, students not only need to see their cultural heritage acknowledged but can also benefit from having their culture included as part of the learning process. Educators should consult with the local community when developing curriculum, for content and how to structure the delivery of instruction. One way to integrate students' culture into the curriculum is through literature; however, educators must be aware that some authors, through ignorance or neglect, overlook important cultural aspects of a tribe and misrepresent them. Educators can see the positive effects that carefully selected culturally relevant literature has on both Native and non-Native students, and can identify pedagogical practices that foster critical thinking about issues of multicultural education. In this article the authors describe a curriculum that engages Native American and non-Native students in studies of Native American literature that encourage all students to develop a wider range of American culture and history. (ERIC).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10