Culturally Sustaining and Revitalizing Pedagogies : Language, Culture, and Power

Description

Front Cover Culturally Sustaining and Revitalizing Pedagogies: Language, Culture, and Power Copyright Page Contents List of Contributors Introduction Overview of Each Chapter How This Volume Informs CSP/CSRP Restrictive Education and Language Policies Institutional Colonialism Claiming and Decolonizing Education References Part I: Power Voices from the Community: I am Maangaq Critical Ancestral Computing for the Protection of Mother Earth Toward a Critical Ancestral Computing Framework for the Protection of Mother Earth Recommendations for the Implementation of Critical Ancestral Computing for Sustainability References American Indian Access to Higher Education: Where Are all the NDNs? Theoretical Framework Personal Experience Challenges to Native Access in Higher Education Factors Influencing Access Family Influence Institutional Influence Community Influence Academic Influence Conclusion References Dual Language Programs: Language and Access Introduction Theoretical Framework Interest Convergence Review of the literature Who Benefits from DLPs? ELL Students ELLs and English Proficient Students Working Class Low SES Students Benefits for Diverse Student Populations DLPs Increase Harmful Effects of English Language Development (ELD) Discussion Conclusion Note References Culturally Sustaining Pedagogy in Action: Views from Inside a Secondary Social Studies Teacher’s Classroom Introduction The Background Story From Culturally Relevant to Culturally Sustaining Pedagogy Effective Strategies Challenges of Teaching U.S. and World History Content Data Collection and Analysis Findings and Discussion Establishing and Building Relationships Being Latina Being from and Understanding the Community Relevance and Practical Applications Relating Content to Current Events Relating to Their Personal Lives Impact on Their Communities Varying Instructional Techniques Visuals and Realia Music Audio Technology Scaffolding Instruction Matching Students with Texts Building Vocabulary Assessing and Building on Background Knowledge Developing Higher Order Thinking Skills Cause and Effect Sequencing Events Application Three Examples – Richie Valens, Sacagawea, and Day of the Dead Richie Valens and the Teaching of Primary and Secondary Sources Sacagawea and Incorporating Technology The Day of the Dead as a Means of Developing Higher Order Thinking Skills Conclusions and Implications References Part II: Culture Voices from the Community: The Past Embraced Yupiunrirngaitua/The Skirt I Refuse to Wear Kituuciqa/Who I Am Nutemllarput/Our Way of Learning Kenkakun/Through Love Ellangeq/Becoming Aware Ellangeqerraalqa/My First Recollection of Becoming Aware Puukautelqa/Clashing of My Learning Environment Culturally Sustaining Pedagogy Kitukaniutenka Elitnaurillemni/Adaptations to My Teaching for More Culturally Sustaining Practice Knowing Self and Others Backwards Design Quotes Values Yugtun Language Yuraq Telling My Story Assignments Conclusion References Preparing Culturally Sustaining/Revitalizing Educators: Lessons from Field Experiences in Alaska Native Village Schools Methods Findings School-Based Indigenous Language Programs Context of Crisis Context of Struggle Context of Hope Conclusion: Implications for Teacher Education Responding to Context: Connecting to Culturally Sustaining/Revitalizing Pedagogy Facilitating Preservice Teachers’ Transformative Learning Connecting to Promising Culturally Sustaining/Revitalizing Practices Situating Decolonizing Teacher Education in Local Context: Alaska Cultural Standards References Teach What You Know: Cultivating Culturally Sustaining Practices in Pre-Service Alaska Native Teachers Introduction Establishing the Rationale for Culturally Sustaining Practices in Pre-Service Teachers Defining and Learning to Gather and Document ILK Learning to Use ILK in the Classroom Cultivating Culturally Sustaining Practices in One Teacher Preparation Program Step One in Practice: Establishing the Rationale Step Two in Practice: Gathering and Documenting ILK through Place-Based Mapping What Do Pre-Service Teachers Know? Delving into Map Data and ILK Step Three in Practice: Transforming ILK into Powerful and Purposeful Curriculum Conclusion Note References The Induction Seminar: Nurturing Culturally Sustaining Teaching and Learning in Rural Alaska Native Communities Ongoing Challenges The Context Differing Perspectives The Induction Seminar The Importance of Mentoring and Induction Examining the Role of Culture in Teaching and Learning Implementing Culturally Sustaining Pedagogies Small, Meaningful Steps References Reflections from the Tundra: Language, Culture, and Pedagogy through Community Engagement Scholarship through Community Engagement Being Wayuu Time, Academia, and Multiple Meanings Understandings of Place Anshi Pia: The Arrival Fish Camp A Lesson on Cutting Salmon Tundra Walk Stuck in the Mud References Part III: Language Voices from the Community: Cup’iuyaraq: Being A Cup’ik Writing the Threads of Our Lives: Stories from a Bilingual Family Writing Project Context The Family Writing Project Liberty School Family Writers An Invitation to Write Families as Writers Conclusion References Five Words: Lessons Learned in Rural Alaska Five Words to Describe You as a Person Teacher Learner Intentional Passionate Midwestern Five Words to Describe Your Community Well-Educated Dedicated Well-Intentioned Hopeful Conflicted Five Ways I Prepared for This Experience Snacks Authentic Learning Experiences Spreading Out Assignments Depth, Not Breadth Listening Five Words to Describe My Preservice teachers Diverse Cup’ik Experienced Juggling Appreciative Five Words to Describe My Experience Satisfying Interesting Perplexed Humbled and Inspired Five Lessons Learned Roll with the Punches Evaluate the Big Picture Teach Each Other Hard Work Culture My Final Words Preparing Pre-Service Secondary Teachers in Arizona: Using Culturally Sustaining Approaches to Learn from Diverse Secondary English Learners Introduction Characteristics and Practices of Effective Secondary ELL Teachers A Culturally Sustaining and Linguistic Teaching Framework Situating the Researcher within the Study Methodology Context of Study Project with Secondary ELs Participants Data Collection and Analysis Findings Teachers Consciousness Language Matters Developing Language in Meaningful Contexts Multicultural (Forbidden) Resources Discussion Recommendations References Transforming Teachers’ Practice through Professional Development: Culturally Sustaining Pedagogical Changes in Support of English Language Learners The Arizona Context: Building Teacher Capacity in Support of English Learners Bridging the Knowledge Gap for Mainstream Teachers of ELs Engaging in Activities that Promote Opportunities for Reflection and Expanding Teachers’ Thinking Case Studies of English Learners Promoting Self-Awareness and Growth for Practice Changes SIOP Wheel of Competency Teaching Practices Initiated and Sustained through Inquiry on Practice and Cognitive CoachingSM Conclusion References Conclusion: A Hopeful Imperative References About the Authors Index