Embedded Files
To Understand the Future, We Must Understand the Past
To Understand the Future, We Must Understand the Past
We can't define people by one story. We must see a variety of stories to understand a culture as a whole. Everyone has a story and that story is filled with chapters that need to be read before you can understand them as a person. Everyone thinks and works together in new ways and experiences life differently. We are not able to figure things out alone, working together helps us to grow and solve problems.
We can't define people by one story. We must see a variety of stories to understand a culture as a whole. Everyone has a story and that story is filled with chapters that need to be read before you can understand them as a person. Everyone thinks and works together in new ways and experiences life differently. We are not able to figure things out alone, working together helps us to grow and solve problems.
IMPLICATIONS FOR LEADING CHANGE:
IMPLICATIONS FOR LEADING CHANGE:
EDUCATIONAL CHANGE
Responding to Marginalization of Students of Color in K-12 Education
Responding to Marginalization of Students of Color in K-12 Education
By Holly King, M.Ed.
Adair (2015) proposes five recommendations to address discrimination in schools. First, teachers should “pursue reciprocal, equalizing relationships with parents and communities” (p. 2) in order to support student success in the classroom and minimize intimidation on the part of families. Second, schools should look into ways to incorporate diversity of cultural and ethnic backgrounds into classrooms, building on children’s “funds of knowledge” (González et al., 2005). Next, teachers should use a pedagogical approach to curriculum that allows for diverse perspectives and approaches to learning, and encourages critical thinking. Fourth, schools and teacher preparation programs should prepare teachers to work effectively with immigrant populations, and children of color, through emphases on diversity and English as a Second Language instruction. Finally, policy makers should invest in schools and programs that are effective in providing marginalized populations with high-quality and rigorous academic experiences.
Nieto (2004) proposes that teachers avoid a colorblind approach by “acknowledging the differences that children bring to school, …admit[ting] the possibility that students’ identities may influence how they experience school and how they learn, …and making provisions for them” (p. 146) in the classroom that incorporate their strengths and lives. Teachers must hold high expectations for the achievement of all students and explicitly teach the skills and discourse needed to succeed, setting aside conversations that racially stratify academic success (Lipman, 1995; Pollock, 2001; Riley et al., 2015). Teachers should also be flexible in their approaches to teaching in order to respond to the diverse needs of students and find ways to effectively help students bridge academic success and cultural identity (Carter, 2006; Delpit, 1995; Lipman, 1995). Teachers must also examine their own implicit biases and assumptions, along with constructions of whiteness and privilege, in order to avoid perpetuating oppression (McIntyre, 1995; Ladson-Billings, 1995).
Teach for America: One Day Magazine
Teach for America: One Day Magazine
Why Are Native American Students Being Left Behind?
Why Are Native American Students Being Left Behind?
Punitive discipline, inadequate curriculum, and declining federal funding created an education crisis.
JULY 24, 2017 www.thenation.com/article/left-behind/
The United States once used schools to try to exterminate Native language and culture. A new approach would build on indigenous values, languages, and strengths.
Indian Country Today
Indian Country Today
Native American Students Face Ongoing Crisis in Education
Native American Students Face Ongoing Crisis in Education
By: Lisa J Ellwood
September 3, 2017
Racially and culturally insensitivity and incompetent educators continue to be a problem for Native American Students. American Indian graduation rates have been on a downward trend since 2008 and analysis of the socio-economic reasons driving it is ongoing. As the 'Nation' recently found out "Punitive Discipline", inadequate curriculum, and declining federal funding created an education crisis.
Education in Indian Country
Education in Indian Country
Running in Place by Lesli Maxwell
https://www.edweek.org/ew/projects/2013/native-american-education/running-in-place.html#jump
Legend just turned 10 and is in the 4th grade, and yet, he must constantly confront obstacles that could cause him to stumble into one of the grim statistical categories for which Pine Ridge—like much of the nation's Indian Country—is well known:
High school dropout.
Unemployed.
Dead before 50.
"The two most important things I want for Legend," she says, "are for him to get his education and for him not to drink. But I don't know if I can completely protect him from ending up on a path that so many other youth on this reservation take."
On the 2.8 million-acre Pine Ridge Indian Reservation—home to nearly 40,000 members of the Oglala Lakota Sioux nation—alcoholism and suicide, especially among young people, occur at alarmingly high rates. Families that have been poor since the U.S. government forced tribes onto reservations more than 120 years ago see few prospects for breaking out of seven or eight generations of profound poverty.
Outrunning those odds for Legend and other American Indian youths living on and off reservations is perpetually challenging. Over the past decade, as the high-stakes school accountability era saw every other racial and ethnic subgroup of students make steady, if small, improvements in education outcomes, Native American youths, on the whole, stalled or lost ground.
"The state of American Indian education is a disaster," says David Beaulieu, a professor of educational policy and community studies at the University of Wisconsin-Milwaukee and a member of the Minnesota Chippewa Tribe-White Earth.
The achievement situation is not much better in the earlier grades. Between 2005 and 2011, American Indian and Alaska Native students were the only major ethnic group to demonstrate virtually no improvement on the 4th grade reading exam administered as part of the National Assessment of Educational Progress, or NAEP, although the rate of improvement posted by white students was not significantly greater than that of American Indian and Alaska Native students, according to an analysis from the Education Trust.
COMPARING NAEP SCORES
All StudentsAmerican IndianAsianBlackHispanicWhite
On the 2013 NAEP, American Indian and Alaska Native students posted gains in 8th grade mathematics, but otherwise did not demonstrate significant reading growth at that level, or on the 4th grade reading and math exams.
"It's been almost 12 years since No Child Left Behind was implemented, and we essentially have no appreciable results to show for it," said Mr. Beaulieu, who was the director of the office of Indian education in the U.S. Department of Education from 1997 to 2001.
"What we see are declines not only in measures of achievement, but declines in the overall quality of educational programs."
Alcohol and suicide, especially among young people occur at an alarming rate. Families that are poor since the United States Government forced tribes onto reservations little more than 120 years ago see few prospects for breaking out of seven or eight years of profound poverty.
Over the past decade, as the high-stakes school accountability era saw every other racial and ethic subgroup of students make steady if small improvements in education outcomes, Native American youths, on the whole stalled or lost ground.
Mr. Beaulieu, who was the director of the office of Indian Education in the US Department of Education from 1997-2001 said, "What we see are declines not only in measures of achievement, but declines in the overall quality of educational programs."
By CLAY SCOTT • MAR 21, 2016
Listen
Listening...Clay Scott
4:58
Curtis Brien is principal and athletic director of Lodge Grass High School on Montana's Crow Indian Reservation. But his path to that position was long and difficult. In this episode of Mountain West Voices, he talks about the emotional and physical scars left by his four years at Indian boarding schools, and what he learned from the experience. www.mtpr.org/programs/mountain-west-voices
1883 – The government boarding school was moved to present day Crow Agency. Parents were threatened to send their children to school or their rations would be withheld. The first three Crow children were sent to Carlisle Industrial School in Carlisle, Pennsylvania.
1884 – The agency is moved once again, this time to its present site at Crow Agency. 1885 – Chief Plenty Coups made his first trip to Washington, D.C., with demands for his people.
1886 – Catholic Jesuits founded St. Xavier Mission in Crow country. The school received government support in the way of school supplies and 160-acre land grant.
1889 – Crow Agency boarding school was built.
The last boarding school on Crow Reservation was closed in 1990
The One Who Takes Care Of Children: How A Crow Woman Survived Boarding School
The One Who Takes Care Of Children: How A Crow Woman Survived Boarding School
By CLAY SCOTT • MAR 31, 2017
Peggy White
CREDIT CLAY SCOTT
Listen to the Podcast
Listening... www.wyomingpublicmedia.org/post/one-who-takes-care-children-how-crow-woman-survived-boarding-school#stream/0
5:15
As a child on Montana's Crow Reservation, Peggy White Well Known Buffalo was taken from her home, put on a bus (the first she had ever seen) and sent to a Bureau of Indian Affairs boarding school out of state. She was punished for speaking her language, and for following traditional Crow spiritual practices. The experience, as it was for most Native kids, was a traumatic one. As an adult, Peggy has dedicated her life to helping Crow children connect with their history, their culture, their language and their place.
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