Journal Article•
It Takes a Native Community: Educators Reform Schools in an Era of Standards.
01 Jan 2006-Tribal College: Journal of American Indian Higher Education (Tribal College Journal of American Indian Higher Education. P.O. Box 720, Mancos, CO 81328. Tel: 888-899-6693; Fax: 970-533-9145; Web site: http://www.tribalcollegejournal.org.)-Vol. 17, Iss: 4, pp 14-19
About: This article is published in Tribal College: Journal of American Indian Higher Education.The article was published on 2006-01-01 and is currently open access. It has received 12 citations till now. The article focuses on the topics: National Science Education Standards & Standards for Educational and Psychological Testing.
Citations
More filters
TL;DR: In this paper, the authors examined how the federal Promise Neighborhoods program shapes leadership networks and objectives in diverse tribal and urban settings and found that both urban and tribal applicants were found to have highly diverse compositions of partners, while tribal partners were more heterogeneous and separated by greater geographic distances.
Abstract: We examined how the federal Promise Neighborhoods program shapes leadership networks and objectives in diverse tribal and urban settings. The program calls for diverse stakeholders to provide families with resources such as parenting workshops, childcare, preschool, health clinics, and other social services that affect learning and development. We focused particularly upon how Promise Neighborhoods planning and development creates new “frontiers of educational leadership.” We analyzed Promise Neighborhoods planning grant applications—21 that were funded and 21 from tribal settings— as well as interview data and program and community-specific archival data to learn about applicants’ purposes and compositions of partners. These data were analyzed with insights from Burt’s notion of structural holes, which suggests that leadership in “social frontier” spaces is often dependent upon negotiation, entrepreneurship, and relationship brokering. While both urban and tribal applicants were found to have highly diverse compositions of partners, tribal partners were more heterogeneous and separated by greater geographic distances. Additionally, tribal applicants’ stated purposes and goals were tied more closely to local cultures and customs. We note that the
32 citations
Cites result from "It Takes a Native Community: Educat..."
...In turn, in a manner that is strikingly similar to advocates of urban community reform, Boyer (2006) suggests that AI/AN student opportunity cannot be adequately addressed without purposeful attention to broader social and community matters....
[...]
TL;DR: The history of American educational research is marred by a near complete dismissal of Indigenous knowledge, as Western research methodologies continue to define the landscape of P-12 education decision making in the United States.
Abstract: The principal assertion of this article is that Indigenous research methodologies should be used to develop educational policies and practices for Native students. The history of American educational research is marred by a near complete dismissal of Indigenous knowledge, as Western research methodologies continue to define the landscape of P–12 education decision making in the United States. The purpose of this article is to embrace inquiry that draws on the Indigenous wisdom germane to Native communities. Otherwise, our educational policy and practice may continue to be dictated by a Western orientation and methodologies that have neither served us well in our past nor will serve us well in the future. The article begins with a historical overview and then focuses on current issues affecting school leadership (P–12), as they relate to the education of American Indians, Alaska Natives, and Native Hawaiians (and by extension, other Indigenous students). The article addresses the following areas: challenge...
20 citations
TL;DR: English Language Learners (ELLs) represent the fastest growing segment of pre-K-12 students in the United States as mentioned in this paper, and their academic English skills are inadequate to support content mastery.
Abstract: English Language Learners (ELLs) represent the fastest growing segment of pre-K-12 students in the United States. Currently, Montana has the highest percentage of ELLs who are American Indian/Alaska Native. Although there is tremendous linguistic diversity among students, more than 80% of ELLs in the US speak Spanish as their first language. This is not the case in Montana, where 80% of ELLs are American Indians who do not necessarily speak their heritage languages; yet, their academic English skills are inadequate to support content mastery. Students whose first language is an American Indian language and who are learning English as a second language (ESL) are easier to identify as ELLs. Students who do not speak a heritage language but have not acquired academic English proficiency are harder to identify. This unique group of ELLs had their English acquisition framed by parents/grandparents or guardians themselves who were ELLs who did not fully acquire Standard English and currently speak and m...
12 citations
Cites background from "It Takes a Native Community: Educat..."
...Montana is crafting a unique approach to school reform by recognizing tribal sovereignty, partnering with tribes, honoring self-determination, and promoting economic development (Boyer, 2006)....
[...]
TL;DR: In this article, the authors summarize the researc... and summarize the results of a study on the impact of race/ethnic studies in education systems and highlight how this discordance plays out in our education system.
Abstract: The espoused foundation of U.S. society, E pluribus unum (out of many, one), is based on the belief that this nation should simultaneously support pluralism and promote unity. The road to making this ideal a reality, however, has not always been smooth. The ever-widening achievement gap highlights how this discordance plays out in our education system. Ethnic studies came about to counterbalance the predominance of Euro-American perspectives in our textbooks and curricula and address the inaccuracies, myths, and misconceptions surrounding other groups. Efforts to create a better and more just America were recently tested, however, when an Arizona law prohibiting school districts from offering courses taught from a specific racial/ethnic perspective targeted the Mexican-American Studies Program in Tucson schools. In contrast, Montana's educators who embrace the Indian Education for All initiative and teach all students about Montana's first inhabitants is thriving. In this article, we summarize the researc...
9 citations
TL;DR: In the state of Montana, a unique licensure process for Indigenous language instructors to revitalize and maintain their languages has been implemented through Class 7 certification, as it is known as discussed by the authors.
Abstract: Many educators have sung the praises of Indian Education for All, Montana’s constitutional mandate, and heard the successes of Montana’s Indigenous language revitalization efforts which reverberate around the globe. Teaching Indigenous languages is especially, challenging since there are limited numbers of fluent speakers and scarce resources resulting from harsh education and language policies imposed by the US federal government throughout the nineteenth- and twentieth centuries. Tribal members in Montana spearheaded a unique licensure process for Indigenous language instructors to revitalize and maintain their languages. Language revitalization as a culturally responsive pedagogy strategy is enacted through Class 7 certification, as it is known. It took years of work to assure that the authority rests with the tribal nations, where it should be, to decide who should be a language/culture teacher. By embracing culturally responsive pedagogy, a dramatic change to education in Montana to truly pro...
7 citations
Cites background from "It Takes a Native Community: Educat..."
...Montana has crafted a unique approach to school reform by recognizing tribal sovereignty, partnering with tribes, honoring self-determination, and promoting economic development (Boyer, 2006)....
[...]