What Do We Have to Do to Create Culturally Responsive Programs?: The Challenge of Transforming American Indian Teacher Education

Belgarde, Mary Jiron; Mitchell, Rosalita; Arquero, Albenita

doi:10.1080/01626620.2002.10734418

Cited by 35 publications

(28 citation statements)

References 2 publications

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“…Teachers must possess a particular set of dispositions, attitudes, values, and knowledges in order to be successful with Indigenous students. An unfortunate reality of American Indian education is that the vast majority of teachers lack much of the necessary knowledge to provide an effective, high quality, and culturally responsive education to Indigenous youth (Belgarde et al 2002). The most obvious, but also most lacking, knowledge among teachers is an awareness and understanding of Indigenous cultures, histories, and political issues.…”

Section: Culturally Responsive Schooling For Indigenous Youthmentioning

confidence: 99%

“…Because it is outside the scope of this article, we do not cover these topics here; however, we have addressed them in detail elsewhere (Castagno and Brayboy, in press). 3 The literature includes Cleary and Peacock (1998), Trujillo et al (2002), Garcia and Ahler (1992), Agbo (2004), Lipka (1990), and Klump and McNeir (2005). ensuring that Indigenous students are not silenced in the schooling process (Belgarde et al 2002), which in turn leads to more meaningful educational experiences and student empowerment.…”

Section: Culturally Responsive Schooling For Indigenous Youthmentioning

confidence: 99%

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How might Native science inform “informal science learning”?

Brayboy

Castagno

2008

Cult Stud of Sci Educ

103

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This article examines the literature on Native science in order to address the presumed binaries between formal and informal science learning and between Western and Native science. We situate this discussion within a larger discussion of culturally responsive schooling for Indigenous youth and the importance of Indigenous epistemologies and contextualized knowledges within Indigenous communities.

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Section: Culturally Responsive Schooling For Indigenous Youthmentioning

confidence: 99%

Section: Culturally Responsive Schooling For Indigenous Youthmentioning

confidence: 99%

How might Native science inform “informal science learning”?

Brayboy

Castagno

2008

Cult Stud of Sci Educ

103

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“…Studies in different countries have found that teachers draw from their experiential knowledge, gained from communities during their training, to enact their daily teaching practices (Belgarde, Mitchell & Arquero, 2002;Educación Intercultural Bilingüe Amazonia, UNICEF & Finland, 2012;Zeichner & Melnick, 1996). In the context of teacher training for schools with native people in Alaska, Zeichner and Melnick (1996) found that experience-based interactions may help student-teachers to recognize diversity within Indigenous and non-Indigenous communities; it may also help teachers avoid seeing language and culture as static and homogenous.…”

Section: Sociocultural Perspectives On Second Language Teacher Educationmentioning

confidence: 99%

The Needs of Educators in Intercultural and Bilingual Preschools in Chile: A Case Study

Becerra-Lubies

Fones

2016

IJME

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Several studies have examined the lack of or the insufficient preparation of K-12 educators to work in intercultural and bilingual (IBE) schools in Chile, but little is known about the preparation of educators to teach in IBE preschools. Even less is known about teachers' perceptions of their own preparation. This work contributes to a growing body of literature that examines the experiences and practice of second language teachers in Indigenous language education settings from a sociocultural perspective. This qualitative case study focuses on teachers' perceptions of their preparation to teach Mapudungun, the language of the Mapuche people, in urban IBE preschools in Chile. Ferrada, & Villena, 2013). In addition, relevant research on teacher education for IBE settings is limited in Chile, with few of these studies focused specifically on the preparation of teachers to teach in IBE preschools.The small number of relevant studies, as well as their findings with respect to insufficient teacher preparation, are not surprising if we consider that university programs for teacher education in IBE schools are very limited in Chile. There are only two such programs in Chile, and neither of them is located in Región Metropolitana, the capital region, even though this region has the fastest growing population of Indigenous people in the country. This lack of teacher education programs for IBE in Región Metropolitana suggests that preschool teachers may face crucial issues when teaching in IBE preschools. First, these teachers may not have received relevant or adequate linguistic and cultural preparation for IBE; second, they will be teaching in an area-Región Metropolitana-that sees itself as a "white" and "modern" city, while rejecting and ignoring the presence of native Mapuche people (Aravena, 2007). In short, these teachers are not professionally prepared, and they may not be even aware of diversity and Indigenous children in their schools, despite the widely researched importance of culturally responsive pedagogy in teacher preparation programs (e.g., Cochran-Smith, 2004;Gay, 2002Gay, , 2010Villegas & Lucas, 2002).To address these issues, we focused this study on preschool education, as this is the only level that acknowledges IBE education from the standpoint of an entire school as opposed to the mainstream elementary and secondary schools in Chile that offer a single course or class on Indigenous language and culture. Additionally, we focused on IBE preschools because Indigenous communities in Chile consider the education of young children as crucial for the revitalization of Indigenous languages.In this study, we aim to identify teachers' perceptions of their needs regarding their preparation to teach language (specifically, Mapudungun) in emergent bilingual settings, such as IBE preschools. This study is focused on the Mapudungun language as it is the language of Mapuche people; it is one of the This study addresses in part the directive of the IBE program in Chile to develop additive bilingualism in ...

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“…To go a step further, I believe this principle needs to be woven and stitched into professional educator training and Indigenous capacity-building efforts, and that the partnership academy model as described by Miller, Devin, and Shoop (2007) allows for this to happen. To be clear, this is not the first conversation aimed at improving Indigenous educator preparation, as many others have expressed similar concerns or built similar partnerships (White, Bedonie, de Groat, Lockard, & Honani, 2007;Jacobs et al, 2001;Belgarde, Mitchell, & Arquero, 2003;Reyhner & Jacobs, 2002). However, this article outlines the first efforts to adapt the Miller, Devin, and Shoop (2007) master's academy partnership model for Indian Country, which is meant to build on the foundations laid by others.…”

Section: Merging Theory and Practice Through Partnership Creates An Omentioning

confidence: 99%

Stitching a New Pattern in Educational Leadership: Reinterpreting a University Partnership Academy Model for Native Nations

RedCorn¹

2016

Educational Considerations

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What Do We Have to Do to Create Culturally Responsive Programs?: The Challenge of Transforming American Indian Teacher Education

Cited by 35 publications

References 2 publications

How might Native science inform “informal science learning”?

How might Native science inform “informal science learning”?

The Needs of Educators in Intercultural and Bilingual Preschools in Chile: A Case Study

Stitching a New Pattern in Educational Leadership: Reinterpreting a University Partnership Academy Model for Native Nations

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