A Place of Hope and Healing: Culturally Relevant Teacher Education at a Tribal College

2021 ◽  
pp. 002205742110394
Author(s):  
Alice C. Ginsberg ◽  
Marybeth Gasman ◽  
Andrés C. Samayoa
Keyword(s):  
Teacher Education ◽  
Native American ◽  
Culturally Relevant ◽  
Teacher Education Program ◽  
Tribal College ◽  
Original Research ◽  
Clinical Experiences ◽  
Native Communities ◽  
History Of ◽  
American Schools

This article draws upon original research about a teacher education program at a Tribal College located in rural Montana that integrates culturally relevant pedagogy across its coursework and clinical experiences while calling attention to widespread trauma in Native communities based on a history of forced assimilation. We end with recommendations for how all teacher education programs can better prepare candidates to work in Native American schools and communities.

Algonquian Diasporas

Memory Lands ◽  
2018 ◽  
Author(s):  
Christine M. DeLucia
Keyword(s):  
Native American ◽  
Native Americans ◽  
New England ◽  
Atlantic World ◽  
Indigenous Populations ◽  
Community Members ◽  
King Philip's War ◽  
Native Communities ◽  
History Of ◽  
Native American Tribes

This chapter examines how King Philip’s War gave rise to a significant but often ignored or misperceived history of bondage, enslavement, and diaspora that took Native Americans far from their northeast homelands, and subjected them to a range of brutal conditions across an Atlantic World. It focuses on Algonquians’ transits into captivity as a consequence of the war, and historicizes this process within longer trajectories of European subjugation of Indigenous populations for labor. The chapter examines how Algonquian individuals and families were forcibly placed into New England colonial as well as Native communities at the war’s conclusion, and how others were transported out of the region for sale across the Atlantic World. The case of King Philip’s wife and son is especially complex, and the chapter considers how traditions around their purported sale into slavery in Bermuda interact with challenging racial politics and archival traces. Modern-day “reconnection” events have linked St. David’s Island community members in Bermuda to Native American tribes in New England. The chapter also reflects on wider dimensions of this Algonquian diaspora, which likely brought Natives to the Caribbean, Azores, and Tangier in North Africa, and propelled Native migrants/refugees into Wabanaki homelands.

Developing Self- and Cultural-Awareness Through Introductory Education Courses

2017 ◽  
pp. 67-86
Author(s):  
Heather Coffey ◽  
Susan B. Harden ◽  
Erik Jon Byker ◽  
Amy J. Good ◽  
Larry B. Fisher
Keyword(s):  
Teacher Education ◽  
Cultural Awareness ◽  
Teacher Education Program ◽  
First Year ◽  
Clinical Experiences ◽  
Case Study Method ◽  
First Year Students ◽  
Urban Classrooms ◽  
Education Courses

Using case study method, this project examines the perceptions and practices related to development of self and cultural awareness among a cohort of 104 (n=104) first-year students, all aspiring to become future teachers. Over the course of one academic semester, first year students who planned to enter the teacher education program participated in readings, activities, assignments, field based observations, and discussions developed to facilitate self and cultural awareness. The findings from analyses of these artifacts indicate that pre-service teachers began to demonstrate deeper awareness of how personal opinions and biases influenced their interactions with others and the types of characteristics related to appreciating diversity (Akiba, 2011) in urban classrooms. This study has implications for engaging first year students in early field-based clinical experiences in order to develop self and cultural awareness in preparation for teaching.

scholarly journals Reflections of Native American Teacher Education on Bear Ridge

2018 ◽  
Vol 26 (1) ◽  
Author(s):  
Steven Locke
Keyword(s):  
Teacher Education ◽  
Native American ◽  
Native Americans ◽  
Cultural Values ◽  
Teacher Education Program ◽  
Native American Education ◽  
State University ◽  
Cultural Genocide ◽  
Teacher Aides ◽  
American Teacher

This study examines an elementary teacher education certification program delivered by a state university to Native American teacher aides on the reservation. Data were collected over two semesters using a Freirean critical theory framework to analyze the data and to explicate the problematic nature of Native American education. Analysis of the data indicated that the program reproduced Euro-American cultural values, was insensitive to Native American history or values, and did little to support individual teachers. Suggestions include the need for the program to acknowledge and address the historical cultural genocide that occurred in the education of Native Americans and the cultural and political hegemony of the teacher education program. More focus needed to be placed on supporting individual participants and their academic and cultural struggles in becoming teachers.  

Preliminary Investigation of a Tribal College’s Educational Supports for Individuals with Disabilities

2017 ◽  
Vol 48 (4) ◽  
pp. 38-45
Author(s):  
Cassie Kitcheyan ◽  
Priscilla R. Sanderson ◽  
Myra Rosen-Reynoso ◽  
Paula Sotnik
Keyword(s):  
Native American ◽  
Native Americans ◽  
Preliminary Investigation ◽  
Historical Trauma ◽  
Tribal College ◽  
Native People ◽  
Health Issues ◽  
Educational Support ◽  
Classroom Accommodations ◽  
History Of

Native Americans have experienced a long history of colonization and genocide, which has had a devastating effect on the health, both physical and emotional, of native people (Young, 1994). This has ultimately affected many aspects of their lives including education. The aim of this qualitative study was to understand the perceptions of faculty and staff on a Midwestern Tribal College campus regarding disability and historical trauma. Participants completed an open-ended questionnaire related to disability, student accommodations, and historical trauma. Five themes emerged, including novel themes such as minimal disability knowledge, unidentified mental health issues, limited accommodations for students, recognition of historical trauma and variation in understanding historical trauma. The participants’ responses indicate a need for professional development to improve disability-related educational support. Further research is needed on Native American student effects of historical trauma to understand implications of retention and classroom accommodations. Implications for educators, researchers and rehabilitation counselors are discussed.

scholarly journals Teachers’ Perceptions of Essential Mathematics Concepts in Teacher Education Mathematics Courses

2016 ◽  
Vol 10 (4) ◽  
pp. 2241-2247
Author(s):  
Modise Mosothwane
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Student Teachers ◽  
Teacher Education Program ◽  
History Of Mathematics ◽  
Structured Interview ◽  
Colleges Of Education ◽  
Essential Components ◽  
History Of ◽  
Education Courses

This study investigates pre-service teachers’ perceptions of essential components of mathematics education courses offered in primary colleges of education in Botswana. Data for this study were obtained from 11 3rd year student teachers who enrolled in mathematics education courses. The student teachers responded to structured interview protocol questions designed for the study. The analysis of data was framed in qualitative tradition using excerpts taken from student teachers’ responses .The results of the study suggest that student teachers perceived ‘history of mathematics, modelling, contemporary issues in mathematics education, beliefs and attitudes, mathematics and culture as non- essential parts of mathematics education. The results of the study also suggest that mathematics education courses offered by primary colleges of education do not prepare pre-service teachers for degree courses that would be taken at the university level. Implications for teacher education program are discussed in the light of the findings.

scholarly journals The Significance of Geographic and Programmatic Context in Developing Historical Case Studies in Social Foundations in Teacher Education

2016 ◽  
Vol 56 (1) ◽  
pp. 172-181 ◽  
Author(s):  
Isaac Gottesman ◽  
Michael Bowman
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Elementary Teacher ◽  
Teacher Education Program ◽  
Elementary Teacher Education ◽  
Historical Case ◽  
Social Foundations ◽  
Working Together ◽  
History Of ◽  
The University

In the summer of 2008, we met at an alehouse in Columbia City, a rapidly gentrifying neighborhood on Seattle's south side, to begin conceptualizing and designing a School & Society class we were teaching that fall in a Master of Teaching (MIT) elementary teacher education program at the University of Washington (UW) in Seattle. One of us (Isaac) was working on a dissertation and was the instructor of record, while the other (Michael) was transitioning from master's to doctoral student, and was the teaching assistant. This was the first preservice teacher education social foundations course either of us had taught. The experience of working together on that course has led to several years of collaborative thinking about social foundations in teacher education, including developing what we call a “place-conscious approach”—an approach that grounds the political and normative questions at the heart of social foundations in the history of places in which preservice teachers learn to teach.

Sign in / Sign up

Export Citation Format

Share Document