Pedagogy for Aboriginal Students in the U.S.: Shattering Walls of Distorted Glass

Abstract

There is a long history of school failure for Aboriginals¹ in the U.S. educational system. Culturally relevant/responsive pedagogy affords opportunities for Aboriginal students to achieve academic success through building upon their cultural heritages and Native ways of knowing. School systems adopting this pedagogy empower Indigenous students to connect with essential knowledge for academic success in today’s world. This enhanced pedagogy creates classrooms of involvement that promote Aboriginal students’ achievement. Preservice teachers employing this pedagogy will experience success with their Indigenous students and learn about Aboriginal communities, lifeways, and values. Mutual respect is engendered as long-perpetuated negative stereotypes of Native Americans are undone. Culturally relevant/responsive pedagogy can be tailored to specific populations by incorporating their own Aboriginal knowledge, languages, and practices into teaching praxis.

Citation

Klug, B.J. (2015), "Pedagogy for Aboriginal Students in the U.S.: Shattering Walls of Distorted Glass", International Teacher Education: Promising Pedagogies (Part B) (Advances in Research on Teaching, Vol. 22B), Emerald Group Publishing Limited, Leeds, pp. 179-208. https://doi.org/10.1108/S1479-368720150000025007