American Indian Education/indigenous education is still faltering today and is not producing significant differences in results where school practices follow those for the dominant culture. Inroads have been made in some classrooms/schools where Culturally Responsive/Relevant Pedagogy (CRP) is practiced. However, the drop-out rates for American Indian/indigenous populations are still extremely high in comparison to other ethnically diverse groups of students.
here are two factors that can make or break indigenous students’ abilities to be resilient in the face of many educational negatives in their lives and enable them to continue on to graduate from high school and in many instances, go on to complete undergraduate and graduate degrees in institutions of higher learning.
This book is intended to be used for undergraduate and graduate students in education, anthropology, sociology, and American Indian studies. It is also intended for use by educators working in areas with large concentrations of American Indian students, whether in rural, rural reservation, urban, or states with large Native populations, such as California and Oklahoma. It is a useful tool for policy makers and those involved in American Indian education at the national and state levels, as well as organizations such as the Nation Council on American Indians, the U.S. Bureau of Indian Affairs, and the National Indian Education Association.
Beverly J. Klug is associate professor of education and has been a classroom teacher and teacher educator for over 30 years. Committed to social justice for all students, she is known for her work in the fields of American Indian education and literacy.
List of Tables and Figures
About the Title
Introduction to the Book
Chapter 1: Unraveling the Puzzle of How Humans Came to Be
Chapter 2: Humans’ Continuing Development and the Americas
Chapter 3: Who Were These Europeans?
Chapter 4: The Clash of Cultures and Doctrine of Discovery: the Rise of Racism in the Americas
Part II: Past and Present Education of Indigenous Students in this Country
Chapter 5: Racism, Stereotypes, and Education for Assimilation
Chapter 6: Twentieth Century Change and Rising Native Voices
Chapter 7: Indigenous Families, Communities, and Ways of Learning—The Heart of Resiliency for Native Students
Part III: Designing Schools in Partnership: Educators, Schools, and Native and Non-Native Communities
Chapter 8: Creating Resilient Students: Secrets to Success for Native American Children
Chapter 9: Educational Collaborations with Native American Communities
Chapter 10: Celebrations: Shared Success is Success for All
This well researched book both informs and inspires. The history of Native American education has been a sad one but the insights and proposed actions within this volume suggest a brighter future for not only indigenous students but also for a broader, more inclusive, and equitable curriculum for all learners. While scholarly, this book is friendly not only to educators at all levels, but also to parents, community members, and others committed to educational equity.
It has been my privilege to have worked with Dr. Beverly Klug over the years in Indian Education. I would like to recommend Culturally Relevant Teaching: Making Space for Indigenous Peoples in the Schoolhouse, as a resource for educators or others working with American Indian students. In 1983, A Nation At Risk, was published by the national Commission on Excellence in Education with the belief that all children can learn. That is still the belief today. Culturally Relevant Teaching: Making Space for Indigenous Peoples in the Schoolhouse is an outstanding resource for educators in understanding culture and its effects on the teaching and learning styles for American Indian Students. Education for our students is a means for helping to preserve and protect our traditions, language, and culture. Our goal is to help build strong individuals who can succeed in both worlds.