Index
Culturally Sustaining and Revitalizing Pedagogies
ISBN: 978-1-78441-261-6, eISBN: 978-1-78441-260-9
ISSN: 1479-3687
Publication date: 5 June 2017
This content is currently only available as a PDF
Citation
(2017), "Index", Culturally Sustaining and Revitalizing Pedagogies (Advances in Research on Teaching, Vol. 29), Emerald Publishing Limited, Leeds, pp. 299-308. https://doi.org/10.1108/S1479-368720150000029023
Publisher
:Emerald Publishing Limited
Copyright © 2017 Emerald Publishing Limited
INDEX
Advanced Placement Computer Science (APCS)
, 27
principles
, 36
Alaska Department of Education and Early Development
, 130
Alaska Native
communities
, 161–162
language classrooms
, 139
P-12 students
, 170–171
teachers
, 138–139
Alaska Native Language Center (ANLC)
, 133
American Indian, higher education
, 42
theoretical framework
, 43–48
American Indian Support Services
, 51
Ancestral knowledge systems
collective memories
, 32–33
coloniality of power
, 33
computer innovations
, 32
concept of
, 31–32
process of inquiry
, 32
Applied practice model for professional development
, 270–271
Appropriate technology
, 33–34
Aprenda Spanish Achievement Test
, 68–69
Arizona context, building teacher capacity in support of ELs
, 271–272
Arizona Department of Education State Report Card
, 271
Arizona’s Instrument to Measure Standards (AIMS)
, 252
Bilingual education
, 70
Bilingual family writing project
context
educational landscape
, 211–212
English language development (ELD) block model
, 212
English Learners (ELs)
, 211–212
families as writers
, 217–220
family
writers
, 215–216
writing project
, 212–214
invitation to write
course of
, 216–217
revising and editing for publication
, 217
workshops
, 216
Liberty School
, 215
workshop in English and Spanish
, 210
Bilingualism
, 69
Black feminist movement
, 34
Brundtland Report’s ‘sustainable development’ concept
, 34
Caxcan–Chalchihuite tribes of Zacatecas, Nahuatl ancestral tongues
, 30
Centennial High School
, 252
Center for Applied Linguistics
, 65
Classic Western models for induction seminar
, 181
Cognitive Coaching
, 274
College Horizons
, 55
Colonization
, 43
Community district university trusting partnerships
, 37
Community, voices from
, 207
Alaskan Cup’ik Eskimo student, inside view of
, 19–23
Cup’ik products
, 208
methods of making living
, 208
Computer science and computer science education
educational research on
, 30–31
electricity and water need, alarming concern
, 28–29
Eurocentric normative practices in
, 34–35
and our lives today
, 28
striking segregation within
, 28
in United States
, 26–27
Coolangatta Statement (1999)
, 202
Critical ancestral computing
, 29
conceptualizing, components for
, 34–35
feminist approach, sustainable computing practices
, 34
knowledge systems
, 33
sustainability and
, 35–37
science classroom for
, 31
Critical consciousness
, 36
Critical Race Theory (CRT)
, 63
Culturally and linguistically diverse youth (CLD)
, 246
Culturally sustaining
, 1–2
Culturally Sustaining and Linguistic Teaching Framework (CSLT)
, 248, 250
critical aspects of CRT/CRP
, 250
language instruction, conceptualization of
, 250–251
new language, acquisition of
, 251
seminal work on
, 250
urban education
, 250
See also Pre-service secondary teachers in Arizona, preparing
Culturally Sustaining Pedagogy (CSP)
, 2
adaptations for more
assignments
, 123–124
backwards design
, 121
knowing self and others
, 120
quotes
, 121
telling story
, 123
values
, 121–122
Yugtun language
, 122–123
yuraq
, 123
concepts of
, 291
cultural competence and critical consciousness
, 83
culturally diverse students
, 83
culturally relevant pedagogy
, 83
effective teaching strategies
, 83–84
language and literacy issues
, 85
social studies class
, 84
2014 HER issue on
, 3
White and Other population in US
, 118–119
Culturally sustaining pedagogy in action
, 65
background story
, 82
conclusions and implications
, 102–104
culturally relevant to
, 83
data collection and analysis
, 85–87
effective strategies
, 83–84
findings and discussion
, 87
developing higher order thinking skills
, 98–99
establishing and building relationships
, 88–90
examples
, 99–100
relevance and practical applications
, 90–93
Sacagawea and incorporating technology
, 100–102
scaffolding instruction
, 96–98
varying instructional techniques
, 93–96
teaching U.S. and world history content, challenges of
, 84–85
Culturally sustaining practices in pre-service Alaska Native teachers
, 148–149
establishing rationale for
, 149–150
preparation program
, 152–153
establishing rationale
, 154–155
gathering and documenting ILK, place-based mapping
, 156–157
map data and ILK
, 157–163
transforming ILK into powerful and purposeful curriculum
, 163–166
Culturally Sustaining/Revitalizing Pedagogy (CSRP)
components
, 3, 128–129
findings
, 130
context of crisis
, 132–133
context of hope
, 137–141
context of struggle
, 133–137
school-based indigenous language programs
, 131
methods
, 129–130
preparing educators
, 128
implications for
, 141–144
Cup’ik
cultural values, for taking care of fish
, 198
culture class, as teacher assistant
, 201
people
, 109–110
as separate language
, 202
way of life is in words of Elders
, 208
way of relating to nature
, 196
Current events
, 91
Curriculum prompt
, 163–164
Cyclical process for implanting pedagogical refinements, steps to support
, 280
Dawes Act
, 44
Distance-based teacher preparation programs
, 152–153
Distance-delivery program
, 153
Dual language programs (DLPs), language and access
, 4
discussion
, 72–74
research
, 62–63
theoretical framework
benefits from
, 65–67
diverse student populations
, 67–70
harmful effects of ELD
, 71–72
increase
, 70–71
interest convergence
, 63–65
Education
claiming and decolonizing
, 13–15
racially and gendered segregated areas in
, 27–28
Electronic waste (e-waste), studies on
, 29
English as Second Language (ESL)
, 275
English Language Development (ELD)
, 62
program
, 63
English Language Learners (ELLs)
, 62
bridging knowledge gap for mainstream teachers of
, 272–275
and English proficient students
, 66
research data
, 65–66
working class low SES students
, 66–67
English-language proficiency standards
, 248
English-speaking students
, 65–66
Every Student Succeeds Act
, 201
Expanded Graded Intergenerational Disruption Scale (EGIDS)
, 133
Flandreau Indian School (FIS)
, 55
Foreign Language Immersion Programs
, 65
Four-hour ELD block model
, 71–72, 212
Free and Reduced Lunch Program
, 85–86
Guide to Implementing the Alaska Cultural Standards for Educators
, 182
Harvard Educational Review (HER), issue
, 2
Higher education
challenges to native access in
academic influence
, 53–55
community influence
, 52–53
factors influencing
, 48
family influence
, 49–50
institutional influence
, 50–52
Native Americans and
economic value
, 44
educational experiences
, 47–48
enrollment for
, 42
reservations
, 46–47
statistics of
, 42–43
Higher order thinking skills
application
, 98–99
cause and effect
, 98
sequencing events
, 98
Immersion schools
, 202
Indigenous
and community-based knowledge
, 163
knowledge systems and production
, 150–151
and non-Indigenous populations
, 33
people and learning way
, 113–114
people and their languages
, 202
sovereignty
, 37
students and families
, 173–174
Indigenous and local knowledge (ILK)
, 6, 149
defining and learning to gather and document
, 150–151
learning to use, in classroom
, 151–152
Induction seminar, in Rural Alaska Native Communities
culturally sustaining teaching and learning
context
, 172
culturally sustaining pedagogies, implementing
, 180–185
culturally sustaining practice
, 182
description echoes
, 183
differing perspectives
, 172–174, 174–177
emotional and cognitive disequilibrium
, 177
examining role of
, 178–180
examining role of culture
, 177
facilitators
, 185
framework for
, 182
importance of
, 178
key areas of
, 182
mentoring
, 177
ongoing challenges
, 170–171
participants
, 174–177
past projects, examples of
, 184
past research projects, examples of
, 184–185
process
, 175–176
providing strategies for
, 177
real-life experiences
, 181
small, meaningful steps
, 185–186
Western instructors
, 175
Institutional colonialism
, 13
Instructional Leadership
, 86
Instructional techniques
audio recordings
, 94–95
songs and music
, 94
technology
, 95–96
visuals and realia
, 93–94
Interest Convergence
, 63
analysis of
, 64
growth of DLPs
, 64–65
K-12 education
, 53
Language and literacy issues
, 85
See also Culturally Sustaining Pedagogies (CSP)
Language revitalization
, 202
Law of Rights of Mother Earth
, 26
Learning way
, 113–114
Liberty School
, 215
See also Bilingual family writing project
Massachusetts two-way bilingual education program
, 68
Mexican Indigenous ancestry
, 30
Midwestern
, 230–231
Molly Hootch Act
, 171
Moore v. State case
, 171
Moral education
, 113
Mother Earth
See also Computer science and computer science education
ancient civilizations and
, 31
computer science education, impact on
, 29
consumption and waste management on
, 29
critical ancestral computing, framework for protection of
, 29–35
environmentally and socially sustainable approach
, 34
human and nonhuman nature, connection of
, 32
Multi-course ancestral computing for sustainability, principles
, 36–37
Multiple Subject Teaching Credential
, 86
Nahuatl ancestral tongues
, 30
National Board Certification in Early Adolescent Social Studies
, 86
National Center for Education Statistics
, 42–43
National Center for Women in Technology
, 27
National Congress of American Indians (NCAI)
, 133
Native Americans
blood lineage
, 42
cultural knowledge
, 45
enrollment and graduation rates of
, 45
higher education
challenges to native access in
, 48–55
economic value
, 44
educational experiences
, 47–48
enrollment for
, 42
reservations
, 46–47
statistics of
, 42–43
identity
, 42
K-12 schooling
, 45
traditional Westernized education
, 45
and White students
, 43
Neoliberal marketing techniques
, 28
Non-Indigenous teacher
, 155
Overview of each chapter
, 6–11
Paganism
, 44
Phoenix Union High School District (PUHSD)
APCS course district-wide
, 27
Place-based education
, 149–150
Place-based mapping
assignment, sample prompt from
, 156
and curriculum development assignment
, 156
human/community elements
, 161
land and natural resource items
, 159
Place understandings
, 192–193
Praxis exam
, 201–202
Pre-service secondary teachers in Arizona, preparing
characteristics and practices of effective secondary ELL teachers
, 248–249
CLD
, 246
CSLT
, 248
critical aspects of CRT/CRP
, 250
language instruction, conceptualization of
, 250–251
new language, acquisition of
, 251
seminal work on
, 250
urban education
, 250
discussion
multicultural (forbidden) resources
, 264–266
education programs
, 247
findings
developing language in meaningful contexts
, 259–262
language matters
, 257–259
multicultural (forbidden) resources
, 262–264
teachers’ consciousness
, 254–257
methodology
context of study
, 252
data collection and analysis
, 253–254
multiple case study approach
, 251
participants
, 253
project with secondary ELs
, 252–253
preparation programs
, 246–247
recommendations
multicultural (forbidden) resources
, 266
research reports on secondary ELs
, 246
situating researcher within study
, 251
study on
, 247–248
Pre-service teachers
, 152
Prop
, 203, 271
Qissunamiut (ki-SHOO-na-mute)
, 109
Relationships, establishing and building
being from and understanding community
, 89–90
being Latina
, 88–89
Restrictive education and language policies
, 12
Rural Alaska, lessons learned
early childhood teacher
, 226
final words
, 243–244
five lessons learned
culture
, 243
evaluate big picture
, 241–242
hard work
, 242–243
roll with punches
, 241
teach each other
, 242
five ways, prepared for experience
authentic learning experiences
, 235–236
go for depth, not breadth
, 236–237
listening
, 237
snacks
, 234–235
spreading out assignments
, 236
five words to describe experience
humbled and inspired
, 240–241
interesting
, 239–240
perplexed
, 240
satisfying
, 239
five words to describe, pre-service teachers
, 237
appreciative
, 239
Cup’ik
, 238
diverse
, 238
experience
, 238
juggling
, 238–239
five words to describe you as person
intentional
, 229–230
learner
, 229
Midwestern
, 230–231
passionate
, 230
teacher
, 227–229
five words to describe your community
conflicted
, 233–234
dedicated
, 231–232
hopeful
, 232–233
well-educated
, 231
well-intentioned
, 232
Indigenous students, learning from experience
, 227
memories
, 225–226
Rural teachers
, 173
SB1242 Critical Languages
, 62
Scaffolding instruction
assessing and building on background knowledge
, 97–98
building vocabulary
, 96–97
matching students with texts
, 96
Scholarship through community engagement
, 190–191
School-based indigenous language programs
, 131
See also Culturally Sustaining/Revitalizing Pedagogy (CSRP)
Secondary ELL teachers, characteristics and practices
, 248–249
See also Pre-service secondary teachers in Arizona, preparing
Self-determination
, 37
Sheltered Instruction Observational Protocol (SIOP)
, 275
SIOP Wheel of Competency (WOC)
, 276
activity
, 279
completed
, 278
framework
, 278
instructions for completing
, 277
professional development program
, 279
Social Economic Status (SES)
, 66
Social studies class
, 84
Spanish-speaking ELLs
, 66–67
SPIRIT program
, 54–55
Stanford Test
, 68–69
State test MCAS
, 68–69
Structured English Immersion (SEI)
, 62, 271
Student-centered inquiry-based projects
, 36–37
Success Academy
, 55
Sustainability
recommendations for implementation, critical ancestral computing
, 35–37
Teacher education
implications for
connecting to promising culturally sustaining/revitalizing practices
, 144
facilitating pre-service teachers’ transformative learning
, 143–144
responding to context
, 141–143
situating decolonizing
Alaska cultural standards
, 144–145
Teachers’ practice transforming, professional development
, 270–271
Arizona context
, 271–272
bridging knowledge gap for mainstream teachers of ELS
, 272–275
engaging in activities
case studies of English learners
, 275–276
self-awareness and growth for practice changes
initiated and sustained, inquiry on practice and cognitive coaching
, 279–283
SIOP Wheel of Competency
, 276–279
Teaching English Learners Academic Content (TELAC)
, 270
professional development model for
, 274
Technophilia
, 28
Their Silence about Us
, 183
Theme-based curricula
, 249
Time, Cup’ik conception
, 192
Tobeluk v. Lind case
, 171
Triangle syndrome
, 173
Triangulation
, 87
Tribal critical race theory (TribalCrit)
, 43
Tundra, reflections from
arrival
, 193–195
being Wayuu
, 191–192
fish camp
, 195–196
lesson on cutting salmon
, 197–199
scholarship through community engagement
, 190–191
stuck in mud
, 200–202
time, academia, and multiple meanings
, 192
understandings of place
, 192–193
walk
, 199–200
Twenty first century skills, in computing
, 28
Two-Way Immersion Programs
, 65
United Nations Declaration on the Rights of Indigenous People (2007)
, 202
U.S. Department of Education/Office of English Language Acquisition/National Professional Development
, 270–271
U.S. History and World History content knowledge
, 86
Wayuu culture
, 191–192
Western educators and policy makers
, 171
Western schooling
, 113
Western teachers, trifecta of issues
, 171
“Wondering” project
, 184
Worse-case scenarios
, 290
Xicana feminist theory of nepantla
, 34
Youth Risk Behavior Survey (YRBS)
, 50
Yup’ik teachings
, 112–113
becoming aware
, 115
recollection of
, 116
clashing of learning environment
, 116–118
through love
, 114
way of learning
, 113–114
- Prelims
- Introduction
- Part I Power
- Voices from the Community: I am Maangaq
- Critical Ancestral Computing for the Protection of Mother Earth
- American Indian Access to Higher Education: Where are All the NDNs?
- Dual Language Programs: Language and Access
- Culturally Sustaining Pedagogy in Action: Views from Inside a Secondary Social Studies Teacher’s Classroom
- Part II Culture
- Voices from the Community: The Past Embraced
- Yupiunrirngaitua/The Skirt I Refuse to Wear
- Preparing Culturally Sustaining/Revitalizing Educators: Lessons from Field Experiences in Alaska Native Village Schools
- Teach What You Know: Cultivating Culturally Sustaining Practices in Pre-Service Alaska Native Teachers
- The Induction Seminar: Nurturing Culturally Sustaining Teaching and Learning in Rural Alaska Native Communities
- Reflections from the Tundra: Language, Culture, and Pedagogy through Community Engagement
- Part III Language
- Voices from the Community: Cup’iuyaraq: Being a Cup’ik
- Writing the Threads of Our Lives: Stories from a Bilingual Family Writing Project
- Five Words: Lessons Learned in Rural Alaska
- Preparing Pre-Service Secondary Teachers in Arizona: Using Culturally Sustaining Approaches to Learn from Diverse Secondary English Learners
- Transforming Teachers’ Practice through Professional Development: Culturally Sustaining Pedagogical Changes in Support of English Language Learners
- Conclusion: A Hopeful Imperative
- About the Authors
- Index