R&L Education
Pages: 220
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Trim: 7⅜ x 10¼
978-1-61048-785-6 • Hardback • November 2012 • $132.00 • (£102.00)
978-1-61048-786-3 • Paperback • November 2012 • $60.00 • (£46.00)
978-1-61048-787-0 • eBook • November 2012 • $57.00 • (£44.00)
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.
Introduction: Jane McCarthy
Part I: A History of American Indian Education in the United States
Beverly J. Klug
Chapter 1: From Federal Intervention to Self Determination: Looking Forward
Jaqueline Nuby & James Smith
Chapter 2: Historical Roots of Native American Education in South Dakota
William Young
Chapter 3: A History of American Indian Culturally Sensitive Education
Jon Reyhner
Chapter 4: Tundra Schools Then and Now: 30 Years of Possibilities
Stephen T. Marble
Part II: Integration of Culturally Relevant Pedagogy in an Era of High-Stakes Accountability
Beverly J. Klug
Chapter 5: The Savage Within: No Child Left Behind—Again, and Again, and Again
Jeanette Haynes Writer
Chapter 6: Falling From Grace: How the Latest Government Policies Undermine American Indian Education
Beverly J. Klug
Chapter 7: Teaching Choctaw as a Foreign Language in a Non-Traditional Setting: A Challenge with High expectations and Possibilities
Freddie A. Bowles
Chapter 8: Indigenous Languages and Cultures in Native American Student Achievement—Promising Practices and Cautionary Findings
Theresa L. McCarty
Part III: Exploring the Possibilities: Visions of the Future for Indigenous Education
Beverly J. Klug
Chapter 9: Who Speaks for the American Indian?
Jane McCarthy & Helene Johnson
Chapter 10: Collectively Transformative Pedagogy: Enhancing Educational Opportunities for Native American Students
Leann Putney
Chapter 11: A Three-Part Strategy for Assuring Culturally Relevant Pedagogy for American Indian Children
Angela M. Jaimie & R. Timothy Rush
Chapter 12: Looking into the Future: Native Americans in Educational Leadership
Jaqueline Nuby
Chapter 13: Leadership in Indian Education
Dean Chavers
Final Thoughts
Beverly J. Klug
The importance of knowledge about our educational and cultural history is critical in this time of increasing diversity in the United States. The depth of the study and the rigor of thought in this volume is impressive and the use of the volume by teachers, teacher educators, and policy makers will be a benefit to all children and their families. The role of the American Indian population in our self-examination and reflection is critical.
— Ann Converse Shelly, executive secretary of the World Federation of Associations for Teacher Education; professor emerita, Ashland University
The authors offer an enlightened portrait of Native American history as the dynamic and disruptive context for persistent culture conflict. Promising educational practices are documented as models for Native societies, whose heritages must now inform their own schooling, teacher development and cultural evolution.
— J. Francisco Hidalgo, PhD, former dean of education, USC, San Jose State University & New Mexico Highlands University
This book addresses issues and concerns regarding Indian Education in a way that has not been previously addressed. There is much concern about Indian Education and the chapters provide insight to strategies and other teaching practices that work with Native American students and their families. An excellent resource for both pre-service and in-service teacher educators working in schools that serving Native American students, and others, because it reinforces the importance of establishing positive relationships with students and families and using students’ prior learning experiences to enhance formal academic successes.
— Ramona Klein, EdD Turtle Mountain Chippewa, Education Specialist, Eagle Consulting, Inc., North Dakota
Standing Together: American Indian Education as Culturally Responsive Pedagogy is an excellent balanced collection that explores the continuing ineffectiveness of past and re-emerging assimilationist approaches to American Indian education in an era of standardization and accountability. Representing the works of many emerging and established scholars it is an important defense for culturally based education strategies that build upon the strengths of American Indian learners and their communities.
— David Beaulieu, PhD Minnesota Chippewa, White Earth Reservation, Professor/Director Electa Quinney Institute for American Indian Education