Volume 36 1996 Contents
- Issue 1 Fall 1996
Michael Tlanusta Garrett [pp. 1-21]
Today, many American Indian youth experience cultural conflicts and difficulties in identity development due to differences between the values and expectations of their tribal traditions and those of mainstream American social and educational systems. The effects of acculturation are discussed in terms of bicultural competence, and the Bicultural Identity Development Model is described and illustrated in relation to the narrative of an American Indian elder. In keeping with the oral tradition of storytelling as an important method of conveying information and experience, the elder's narrative or life-story elaborates upon the informal educational influences of a traditional Indian approach to "learning the Medicine." The narrative, divided according to stages of bicultural identity development--(a) personal identity, (b) choice, (c) denial/confusion, (d) appreciation, and (e) integration--is presented as complete excerpts grouped according to major themes which emerged from the interview. These major themes included the importance of naming, family influences, storytelling, natural approaches to life and healing, life lessons and individual choice, movement between (the physical and spirit) worlds, and integrating all aspects of oneself into a unified whole in order to fulfill one's purpose of "bridging the gap" between worlds and cultures.
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Arlene Metha; L. Dean Webb [pp. 22-32]
Since the highest suicide rates are found among American Indian youth, the schools must assume a major role in suicide prevention. Suicide risk factors are discussed for the general adolescent population as well as for American Indian youth. School-based programs are described in terms of prevention, intervention, and postvention activities with an emphasis on adaptation to specific tribes and customs.
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Carol Robinson-Zanartu; Juanita Majel-Dixon [pp. 33-54]
In a national survey, 234 American Indian parents and community members representing fifty-five tribes or bands documented their attitudes about education, satisfaction with schools, the degree to which schools value Indian culture, their involvement with schools, and school expectations for their children. Tribally controlled schools were reported to be significantly more respectful of Indian children, expectant of their achievement and potential, and inclusive of the cultures and communities than were either BIA or public schools. Special education was perceived as significantly less satisfactory than general education, reflecting concerns about parents' understanding assessments, interventions and placement processes, and being well served by special education services. Extensive narrative comments stressed the role of culture in learning, and the concern that public and boarding schools have not appeared to try to understand Indian communities, cultures, or ways of learning. Parenting community members offered advice ranging from parent involvement to curricular approaches.
- HEARING THE MESSAGES: INTEGRATING PUEBLO PHILOSOPHY INTO
ACADEMIC LIFE
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Christine T. Lowery [pp.1-8]
This essay was written near the end of my first year in academia and covers the academic journey through the Ph.D. program, the dissertation, the search for a place, right up the merit review, "at best, a hostile act." The journey to the Ph.D. is not without confusion or pain and is made even more complex by the mixed messages that one draws from academia and the messages one carries in one's heart. Sometimes the academic din is so compelling, the ability to hear the messages that guide us as Indian people quickly fades. One way to ensure our stability is to share our stories, in hopes that the stories will help those who are coming behind us - HOW DO AMERICAN INDIAN FIFTH AND SIXTH GRADERS PERCEIVE
MATHEMATICS AND THE MATHEMATICS CLASSROOM?
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Jeanne Ramirez Corpus Mather [pp. 9-18]
The documented underachievement and under representation of non-Asian minorities, especially American Indians, in the fields of mathematics and science raises questions about mathematics education. The current study compared American Indian, African American, Hispanic, and White fifth and sixth graders' perceptions of: a) mathematics, b) mathematics ability, c) role models, d) teacher treatment, e) teaching practices, and f) career goals. The study utilized over one thousand student questionnaires with primary data analysis done using the Chi-Square of Group Comparisons.
Findings indicated some perceptions were unrelated to the racial/ethnic background of the student, but also indicated some perceptions were significantly correlated to a student's racial/ethnic background. Implications for educators were addressed, including changes in teaching strategies, curriculum, and role model exposure. - AN ETHNOCULTURAL COMPARISON OF EMPOWERMENT IN TWO DISTRICTS:
LEARNING FROM AN AMERICAN INDIAN AND A CANADIAN FIRST NATIONS SCHOOL DISTRICT
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Tim Goddard; Carolyn M. Shields [pp. 19-45]
This paper is a preliminary examination of the educational practice of four schools serving Indian populations, two under the jurisdiction of a state school district in the United States and two under the control of a Canadian Indian Band. In this paper, we first present a framework, drawn from Cummins' (1990) empowerment model, for identifying ways in which each system has promoted either an Anglo-conformity orientation or an intercultural orientation with respect to four dimensions: cultural/linguistic incorporation, community participation, pedagogy, and assessment. We then examine the relationship between the governance structures and the framework. We conclude with a discussion of the implications related to the role of governance in promoting empowering educational programs.
In general, there appeared to be no automatic link between local control and more empowering educational practices. Rather, in each case, interactive pedagogical practices which moved away from a transmission orientation to engage students more completely in the processes of learning, were associated more with the priorities of site-based educators than with governance structures. This then raises further questions concerning the possible and desirable relationship between governance and pedagogy.
- THE TRADITIONAL TRIBAL VALUES OF OJIBWA PARENTS AND THE
SCHOOL PERFORMANCE OF THEIR CHILDREN: AN EXPLORATORY STUDY
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Kip Coggins; Edith Williams; Norma Radin [pp. 1-15]
The study of 19 northern Michigan Ojibwa families examined the relationship between mothers' and fathers' level of holding traditional values and their children's academic and social; functioning in elementary school. Results indicated that identification with more traditional American Indian values by mothers had a beneficial impact on their children's academic and social performance in school. However, fathers' level of holding traditional values was not significantly associated with children's academic and social outcomes. Results suggest that culture should be viewed as a tool, not an obstacle, in enhancing the school performance of American Indian children. - RURAL ALASKA NATIVE PERCEPTIONS OF CULTURAL TRANSMISSION:
IMPLICATIONS FOR EDUCATION
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Deborah L. McLean [pp. 16-26]
Are Alaska Native parents' perceptions of how their children learn important? Is the knowledge that Alaska Native parents teach to their children and how they teach important to educators? This paper describes interviews with parents from southwestern Alaska about their perceptions of what, how, and when children should learn. The author contends that the methodologies of teaching employed by Alaska Native parents to teach their children important survival skills and traditional knowledge has important implications for educators and the development of school curriculum. Integrating parental teaching strategies with the educator's strategies may mean a more appropriate learning environment for Alaska Native students. - AN EXPLORATION OF AMERICAN INDIAN STUDENTS' PERCEPTIONS OF
PATTERNING, SYMMETRY AND GEOMETRY
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Claudia Giamati; Marion Weiland [pp. 27-48]
This qualitative study involving 56 American Indian students, predominantly Navajo, in grades nine and ten examines their perceptions of fundamental aspects of patterning in mathematics. Through observation of the students' responses to open ended mathematical patterning exercises and interviews, we sought to understand their perceptions about symmetry and transformational geometry as they might relate to their language and cultural background. We found that the students did not produce typically symmetrical patterns and that their patterns demonstrated a deep command of transformational geometry. The outcomes support the relationship between students' perceptions and the influences of their Navajo language and culture.
* Page numbers refer to location in the original published version of the article.
