Bryan McKinley Jones Brayboy

TL;DR: The program is rooted in the idea that American Indians can engage in the process of educating themselves, and can do so through both Indigenous wisdom and knowledges often found in dominant society as discussed by the authors.

TL;DR: This paper reviewed the literature on culturally responsive schooling (CRS) for Indigenous youth with an eye toward how we might provide more equitable and culturally responsive education within the current context of standardization and accountability, and argued that although the plethora of writing on CRS reviewed here is insightful, it has had little impact on what teachers do because it is too easily reduced to essentializations, meaningless generalizations, or trivial anecdotes.

TL;DR: The Insider-Outsider: Researchers in American Indian Communities as mentioned in this paper is a collection of articles about the role of insider-outsiders in the development of Eduational Practice in Native American education.

TL;DR: The authors explored epistemic tensions within an Indigenous teacher preparation program where students question Western systems for creating, producing, reproducing, and valuing knowledge, and advocated for an approach to training Indigenous teachers that recognizes the power of Indigenous knowledge systems, considers diverse knowledge systems equally, and equips teachers to make connections between various schooling practices and knowledge systems.

TL;DR: This article argued that efforts to implement diversity are bound to fail in the absence of an institutional commitment to incorporating strategies for diversity into their research, teaching, and service missions, relying heavily on interviews with African American, American Indian, Asian, and Latino faculty members, of junior status, in predominantly white colleges and universities.