Reflections on an ethnographic project with elementary educators on the Wind River Reservation: A cautionary tale

IF 0.7 Q3 ANTHROPOLOGY
STEVEN BIALOSTOK
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引用次数: 3

Abstract

In this article, I analyze the successes and challenges of the first year of a four-year applied anthropology project conducted on Wyoming's Wind River Reservation intended to help mostly white educators of Arapaho children who develop culturally relevant classroom pedagogy. Educators of Arapaho children have expressed concerns that student achievement is low, but also that the curriculum is largely disconnected from student backgrounds and experiences. Following deficit models, non-Indian educators have historically cast American Indian schooling to reflect the norms and expectations constructed by the white dominant group. In contrast, in this study teachers were taught anthropological methods to conduct fieldwork in the households of children they taught. Teachers successfully documented historically accumulated and culturally developed bodies of knowledge and skills essential for household or individual functioning and well-being. Teacher's ethnographic research fostered trust between school and families, and bridged communities to classrooms. On the other hand, pedagogical paradigms remained largely aligned with preexisting schooled programs, culturally relevant pedagogy existing as an add-on but not inextricably embedded within the curriculum.

在风河保留地与小学教育工作者一起进行人种学项目的反思:一个警世故事
在这篇文章中,我分析了在怀俄明风河保护区开展的一个为期四年的应用人类学项目第一年的成功和挑战,该项目旨在帮助主要是阿拉帕霍儿童的白人教育者发展与文化相关的课堂教学法。阿拉帕霍儿童的教育工作者表示,他们担心学生的成绩很低,但也担心课程在很大程度上与学生的背景和经历脱节。按照赤字模式,非印第安教育者历来将美国印第安人的学校教育视为反映白人主导群体构建的规范和期望。相比之下,在这项研究中,教师们被教授人类学方法,以便在他们所教的孩子的家庭中进行实地调查。教师成功地记录了历史积累和文化发展的知识和技能体系,这些知识和技能对家庭或个人的功能和福祉至关重要。教师的民族志研究促进了学校和家庭之间的信任,并在社区和教室之间架起了桥梁。另一方面,教学范式在很大程度上与现有的学校课程保持一致,与文化相关的教学法作为附加内容存在,但并非不可分割地嵌入课程中。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
1.90
自引率
14.30%
发文量
21
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