Abstract
Across international contexts many young people from Indigenous cultural groups continue to experience a Western, conventional form of schooling as alienating, dispiriting, and inequitable. Culturally responsive practice by teachers and school leaders has been posited as a promising pedagogical framework for creating positive learning contexts to mitigate these challenges. In this chapter, the authors draw together sociocultural theory and Indigenous epistemological frameworks, as well as their own scholarly and personal experiences, in order to critically examine the conceptual and praxis landscape of culturally responsive teacher education within Indigenous contexts. It is argued that educators who choose to firmly encounter these initiatives will be motivated to revise old conclusions and reenvision an authentic, culturally inclusive future.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Alaska Native Knowledge Network. 1999. Guidelines for Preparing Culturally Responsive Teachers for Alaska’s Schools. Fairbanks, AK: Author.
Aluli-Meyer, M. 2001. Our Own Liberation: Reflections on Hawaiian Epistemology. The Contemporary Pacific 13(1): 124–148.
Barnhardt, C. 2001. A History of Schooling for Alaska Native People. Journal of American Indian Education 40(1): 1–30.
Barnhardt, R., and A.O. Kawagley. 2005. Indigenous Knowledge Systems and Alaska Native Ways of Knowing. Anthropology and Education Quarterly 36(1): 8–23.
Battiste, M. 2002. Indigenous Knowledge and Pedagogy in First Nations Education: A Literature Review with Recommendations. Ottawa, CA: Indian and Northern Affairs Canada.
Bevan-Brown, J. 1999. Catering for Young Māori Children with Special Education Needs. In Resourcing Special Education in Early Childhood: Database and Best Practice Validation, eds. J. Cullen and J. Bevan-Brown, 41–68. Wellington, NZ: Ministry of Education.
———. 2009. Identifying and Providing for Gifted and Talented Māori Students. APEX 15(4): 6–20.
Bishop, R., and M. Berryman. 2009. The Te Kotahitanga Effective Teaching Profile. SET Research Information for Teachers 2: 27–34.
Bishop, R., M. Berryman, T. Cavanagh, and L. Teddy. 2009. Te Kotahitanga: Addressing Educational Disparities Facing Māori Students in New Zealand. Teaching and Teacher Education 25: 734–742.
Bishop, R., and T. Glynn. 1999. Culture Counts: Changing Power Relations in Education. Palmerston North, NZ: Dunmore Press.
Bourke, R., J. Bevan-Brown, W. Bevan-Brown, J. Carroll-Lind, J. Cullen, S. Grant, A. Kearney, N. Maw, D. McAlpine, M. Mentis, M. Morton, J. O’Neill, J. Poskitt, J. Prochnow, and P. Stringer. 2001. Special Education 2000: Monitoring and Evaluation of the Policy. Summary of Phase Two—Final Report. Wellington, NZ: Ministry of Education.
Castagno, A.E., and B.M.J. Brayboy. 2008. Culturally Responsive Schooling for Indigenous Youth: A Review of the Literature. Review of Educational Research 78: 941–993.
Demmert, W.G. Jr. 2003. A Review of the Research Literature on the Influences of Culturally Based Education on the Academic Performance of Native American Students. Portland, OR: Northwest Regional Education Laboratory http://educationnorthwest.org/sites/default/files/cbe.pdf.
Dick, A. 1997. Village Science. Fairbanks, AK: Alaska Native Knowledge Network and University of Fairbanks.
Durie, M.H. 2003. Ngā Kahui Pou: Launching Māori Futures. Wellington, NZ: Huia Press.
Engblom-Bradley, C. 2006. Learning the Yup’ik Way of Navigation: Studying Time, Position and Direction. Journal of Mathematics and Culture 1(1): 90–126.
Fickel, L.H. 2000. Democracy is Messy: Exploring the Beliefs and Personal Theories of a High School Social Studies Teacher. Theory & Research in Social Education 28(3): 359–389. doi:10.1080/00933104.2000.10505913.
———. 2005a. Developing a Critical Mass, or Not: Case Study of a PDS Working Toward Cultural Responsiveness. Paper Presented at the Annual Meeting of the American Educational Research Association, Montreal, CA, April 11–15.
———. 2005b. Teachers, Tundra, and Talking Circles: Learning History and Culture in an Alaska Native Village. Theory and Research in Social Education 33(4): 476–507.
Fickel, L.H., A. Hill, T. England, and D. Hirshberg. 2006. Alaska Partnership for Teacher Enhancement: Final Report. Submitted to the US Department of Eduction, Title II Grant Office. Anchorage, Alaska.
Fickel, L.H., and K. Jones. 2002. The Tundra is the Text: Using Alaska Native Contexts to Promote Cultural Relevancy in Teacher Professional Development. Paper Presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA, April 1–5.
Gay, G. 2010. Culturally Responsive Teaching: Theory, Research, and Practice, 2nd edn. New York: Teachers College Press.
Glynn, T. 1997. Bicultural Challenges for Educational Professionals in Aotearoa. Waikato Journal of Education 1: 3–16.
Goldsmith, S., and L. Howe. 2004. Status of Alaska Natives 2004. Anchorage, AK: Institute for Social and Economic Research.
Grande, S. 2004. Red Pedagogy: Native American Social and Political Thought. Lanham, MD: Roman Littlefield.
Gutierrez, K., and B. Rogoff. 2003. Cultural Ways of Learning: Individual Traits or Repertoires of Practice. Educational Researcher 32(5): 19–25.
Hinton, L. 2001. Language Retivalization: An Overview. In The Green Book of Langauges Revitalization in Practice, eds. L. Hinton and K. Hale, 3–18. San Diego, CA: Academic Press.
Hoxie, F. 2008. Retrieving the Red Continent: Settler Colonialism and the History of American Indians in the US. Ethnic and Racial Studies 31(6): 1153–1167. doi:10.1080/0141987070191294.
Improving America’s Schools Act. 1994. Pub. L. 103–382. https://www2.ed.gov/legislation/ESEA/toc.html.
Irwin, K. 1988. Racism and Education. In Getting It Right: Aspects of Ethnicity and Equity in New Zealand, eds. W. Hirsch and R. Scott, 49–60. Auckland, NZ: Race Relations Office.
Kawagley, A.O. 1999. Alaska Native Education: History and Adaptation in the New Millennium. Journal of American Indian Education 39(1): 31–51.
Kawagley, A.O., D. Norris-Tull, and R. Norris-Tull. 1998. The Indigenous Worldview of Yupiaq Culture: Its Scientific Nature and Relevance to Practice and Teaching of Science. Journal of Research in Science Teaching 35(2): 133–144.
Ladson-Billings, G. 1995. Toward a Theory of Culturally Relevant Pedagogy. American Educational Research Journal 32(3): 465–491.
Lipka, J. 1994. Culturally Negotiated Schooling: Toward a Yup’ik Mathematics. Journal of American Indian Education 33(3): 14–30.
———. 2002. Schooling for Self-determination: Research on the Effects of Including Native Languages and Culture in the Schools [ERIC Digests, Special Editions EDO-RC-01-12]. Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools.
Macfarlane, A. 2004. Kia Hiwa Rā! Listen to Culture: Māori Students’ Plea to Educators. Wellington, NZ: NZCER Press.
———. 2007. Discipline, Democracy and Diversity: Working with Students with Behaviour Difficulties. Wellington, NZ: NZCER Press.
Macfarlane, S. 2012. In Pursuit of Culturally Responsive Evidence-based Special Education Pathways in Aotearoa New Zealand: Whaia ki te ara tika. PhD diss., University of Canterbury, Christchurch, NZ.
Macfarlane, A., T. Glynn, W. Grace, W. Penetito, and S. Bateman. 2008. Indigenous Epistemology in a National Curriculum Framework? Ethnicities 8: 102–127.
McGee-Banks, C.A., and J.A. Banks. 1995. Equity Pedagogy: An Essential Component of Multicultural Education. Theory into Practice 24(3): 152–158.
Ministry of Education. 2006. Ngā Haeata Mātauranga: Annual Report on Māori Education. Wellington, NZ: Author.
———. 2008. State of Education in New Zealand: 2008. Wellington, NZ: Author.
———. 2011. Positive Behavior for Learning. http://pb4l.tki.org.nz/.
Native American Indian Education Act. 1990. Pub. L. No. 101-477. http://www.nabe.org/Resources/Documents/Legislation%20page/NALanguagesActs.pdf.
Nikora, L.W. 2005. Māori and Psychology: Indigenous Psychology in New Zealand. Hamilton, NZ: Waikato University Māori and Psychology Research Unit.
Ongtooguk, P. 2010. Education and Cultural Self-determination. In Alaska Native Education: Views from Within, eds. R. Barnhardt and A.O. Kawagley, 313–316. Fairbanks, AK: Alaska Native Knowledge Network and Center for Cross-cultural Studies.
Penetito, W. 2010. What’s Māori About Māori Education? Wellington, NZ: Victoria University Press.
Phinney, J. 1992. The Multigroup Ethnic Identity Measure: A New Scale for Use with Adolescents and Young Adults from Diverse Groups. Journal of Adolescent Research 7: 156–176.
Savage, C., A. Macfarlane, S. Macfarlane, L. Fickel, and H. Te Hēmi. 2012. Huakina Mai: A Whole School Strength Based Behavioural Intervention for Māori. Wellington, NZ: Ministry of Education.
———. 2014. Huakina Mai: A Kaupapa Māori Approach to Relationship and Behaviour Support. The Australian Journal of Indigenous Education 43(2): 165–174. doi:10.1017/jie.2014.23.
Sleeter, C.E. 2008. Preparing White Teachers for Diverse Students. In Handbook of Research in Teacher Education: Enduring Issues in Changing Contexts, 3rd edn, eds. M. Cochran-Smith, S. Feiman-Nemser, and J. McIntyre, 559–582. New York: Routledge.
Smith, G.H. 1997. The Development of Kaupapa Māori: Theory and Praxis. Auckland, NZ: Auckland University Press.
Smith, L.T. 1999. Decolonising Methodologies: Research and Indigenous Peoples. Dunedin, NZ: University of Otago Press.
United Nations. 2008. United Nations Declaration on the Rights of Indigenous Peoples. Adopted by the General Assembly on 13 September 2007. New York: Author. http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf.
US Commission on Civil Rights. 2003. A Quiet Crisis: Federal Funding and Unmet Needs in Indian Country. Washington, DC: Author.
Veracini, Lorenzo. 2010. Settler Colonialism: A Theoretical Overview. London, UK: Palgrave Macmillan.
———. 2013. Constructing ‘Settler Colonialism’: Career of a Concept. Journal of Imperial and Commonwealth History 41(2): 313–333.
Villegas, A. 1988. School Failure and Cultural Mismatch: Another View. The Urban Review 20(4): 253–265.
Villegas, A.M., and T. Lucas. 2002. Educating Culturally Responsive Teachers. Albany, NY: State University of New York Press.
Walker, R. 1973. Biculturalism in Education. In Polynesian and Pākehā in New Zealand Education: The Sharing of Cultures, vol. 1, eds. D. Bray, and C. Hill, 110–125. Auckland, NZ: Heinemann.
———. 1996. Ngā Pepa a Ranginui: The Walker Papers. Auckland, NZ: Penguin Books.
Williams, D. 2001. Crown Policy Affecting Māori Knowledge Systems and Cultural Practices. Wellington, NZ: Waitangi Tribunal Publication.
Wolfe, P. 2006. Settler Colonialism and the Elimination of the Native. Journal of Genocide Research 8(4): 387–409.
World Indigenous Peoples’ Conference on Education. 1999. The Coolangatta Statement on Indigenous Peoples’ Rights in Education. Presented at the World Indigenous Peoples’ Conference on Education, Hilo, HI, August 6. http://www.ankn.uaf.edu/IKS/cool.html.
Zion, S. 2005. Understanding Culture: On Point 1. Tuscon, AZ: National Institute for Urban School Improvement, Arizona University.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Copyright information
© 2017 The Author(s)
About this chapter
Cite this chapter
Fickel, L.H., Macfarlane, S., Macfarlane, A.H. (2017). Culturally Responsive Practice for Indigenous Contexts: Provenance to Potential. In: Reid, C., Major, J. (eds) Global Teaching. Education Dialogues with/in the Global South. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-52526-0_6
Download citation
DOI: https://doi.org/10.1057/978-1-137-52526-0_6
Published:
Publisher Name: Palgrave Macmillan, New York
Print ISBN: 978-1-137-53214-5
Online ISBN: 978-1-137-52526-0
eBook Packages: EducationEducation (R0)