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© 2018

Native Cultural Competency in Mainstream Schooling

"Outsider" Teachers with Insider Knowledge

Benefits

  • Studies the collaborative efforts of Native and non-Native educators and demonstrates how the discordant relationship between the Native and non-Native communities negatively impact students, teachers, and the school district as a whole

  • Leverages cross-cultural collaboration in the service of broad-based, district-wide systemic change for heterogeneous, reservation border town communities

  • Analysis of the results of the study culminates in a practical, research-based model for teacher training in Native cultural competency applicable to a variety of regional and national school settings

Book

Table of contents

  1. Front Matter
    Pages i-xxi
  2. Sharon Vegh Williams, Joni M. Cole
    Pages 1-4
  3. Sharon Vegh Williams, Joni M. Cole
    Pages 5-16
  4. Sharon Vegh Williams, Joni M. Cole
    Pages 17-37
  5. Sharon Vegh Williams, Joni M. Cole
    Pages 39-49
  6. Sharon Vegh Williams, Joni M. Cole
    Pages 51-56
  7. Sharon Vegh Williams, Joni M. Cole
    Pages 57-75
  8. Sharon Vegh Williams, Joni M. Cole
    Pages 77-81
  9. Sharon Vegh Williams, Joni M. Cole
    Pages 83-95
  10. Sharon Vegh Williams, Joni M. Cole
    Pages 97-101
  11. Back Matter
    Pages 103-106

About this book

Introduction

This book provides an in-depth analysis of Native American educational issues in the Northeast and highlights teacher training and instruction that address the experience and needs of the many Native students that attend reservation border town schools. Williams and Cole expand upon the results of a participatory action study that explored the barriers to success for Native American students in mainstream schooling during the process of creating and implementing a Native cultural competency teacher-training program for classroom teachers. They document the evolution of cross-cultural relationships and interactions in a diverse schooling context and aim to usher in concrete changes in school experiences and educational outcomes for Native American students by fostering non-Native teachers’ growth in cultural competency.

Keywords

Native American students cultural competency reservation bordertown schools Mohawk Akwesasne Farmingdale

Authors and affiliations

  1. 1.Department of EducationSt. Lawrence UniversityPotsdamUSA
  2. 2.St. Regis Mohawk TribeEducation Development SpecialistAkwesasneUSA

About the authors

Sharon Vegh Williams is Visiting Assistant Professor of Education at St. Lawrence University, USA.

Joni M. Cole is Education Development Specialist for the St. Regis Mohawk Tribe in Akwesasne, USA.

Bibliographic information