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Pub Date: |
2008-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
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Yes |
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Descriptors:
Federal Legislation; American Indians; Alaska Natives; American Indian Education; Audiences; Learning Motivation; Literacy; Interviews; Self Determination; Self Concept; Individual Development; Student Attitudes; Teaching Methods
Abstract:
This in-depth interview study of the schooling experiences of 120 First Nations, American Indian, and Alaska Native students contributes to understandings of their literacy motivation, highlighting tensions between their insights on literacy learning and literacy practices implicated by the No Child Left Behind (NCLB) Act of 2001. With NCLB in full swing and slated for reauthorization, teachers often feel compelled to ignore intrinsic literacy motivators: students' curiosity and desire for self-expression, self-determination, and feelings of competence. Yet as these Native students report, intrinsic motivation (1) opens up space for them to learn in ways that are congruent with their own of being, (2) provides real audiences and purposes to express those ways of being, (3) shows paths for identity construction through literacy, and (4) constructs two-way bridges to the mainstream world. So that these children will not be "left behind," we must listen carefully to their gathered voices.
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Pub Date: |
2003-00-00 |
Pub Type(s): |
Books; Opinion Papers; Reports - Research |
Peer Reviewed: |
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Descriptors:
Alaska Natives; American Indian Students; American Indians; Canada Natives; Elementary Secondary Education; Ethnicity; Individual Development; Personal Narratives; Resilience (Personality); Secondary School Students; Self Concept; Social Support Groups; Spirituality; Student Attitudes; Student Experience; Student Motivation; Values; Youth Problems
Abstract:
Many American Indian, First Nations, and Alaska Native cultures have prophecies about the "Seventh Generation"--young people who will have a spiritual and cultural awakening and lead the regeneration of the nations and the earth. This book honors the Seventh Generation. It draws on the words of 120 Native youth, interviewed in the United States and Canada, to share what can be learned from their stories of success, failure, growth, and resilience. Chapters focus on themes that emerged in these stories: glimpses into the lives of Native youth, factors that influence how youth develop a Native identity, things that make life and school difficult, ways that students handle difficulty, different intellectual gifts and how they may be used to help one's people, finding the help and motivation to succeed in school, and how students found the "good path" and where it has taken them. The final chapter, written especially for teachers and youth workers, provides information about how to help Native youth develop resiliency and gives more detail about the research methods used and the philosophy underlying this unusual project. Interspersed throughout the book are short fictional "teaching stories" meant to illustrate common dilemmas faced by Native youth and possible responses. Discussion questions are included to help youth use the stories as starting points for voicing their own concerns and experiences and for considering how they too might find the good path. (Contains 55 references and an index.) (SV)
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Pub Date: |
1998-00-00 |
Pub Type(s): |
Books; Opinion Papers; Reports - Research |
Peer Reviewed: |
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Descriptors:
American Indian Culture; American Indian Education; American Indians; Cognitive Style; Cultural Context; Cultural Differences; Culturally Relevant Education; Culture Conflict; Educational Needs; Educational Philosophy; Educational Strategies; Elementary Secondary Education; Interviews; Language Maintenance; Student Motivation; Student Needs; Teacher Attitudes; Teaching Experience; Teaching Methods
Abstract:
Based on interviews and classroom observation, this book presents the "collected wisdom" of 60 teachers of American Indian students in all parts of the United States, as well as teachers of indigenous students in Australia and Costa Rica. Chapter 1, "Introduction: The Teacher as Learner" presents the authors' backgrounds, the study's emerging themes, general procedures of the study, and rationale for the final presentation of data. The study was based on the premise that teachers in schools that serve Indian children should see themselves as learners who are open to understanding the reasons that children and communities are the way they are, who are willing to discover and consider the differences between school and home cultures, and who are willing to change their ways of teaching to give children a better chance in school and life. Each subsequent chapter has a theme and standard format: a story that introduces the chapter's content, questions to tap the reader's prior knowledge, a profile of a teacher-interviewee, a problematic case study, a summary of research on the theme and its implications for practice, and references. Chapter titles include the following: "Cultural Difference: Recognizing the Gap into Which Students and Teachers Fall"; "What Has Gone Wrong: The Remnants of Oppression"; "Creating a Two-Way Bridge: Being Indian in a Non-Indian World"; "Issues of Native Language"; "Ways of Learning"; "Literacy, Thought, and Empowerment"; and "What Works: Student Motivation as a Guide to Practice." The last chapter is an epilogue which discusses the universality of issues in indigenous education, the strength and tenacity of culture, and the need for an integrated approach to educational problems. Appendixes detail the research methodology and provide questions to guide a teacher's change to authentic assessment. (Contains an index.) (SAS)
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