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Journal of American Indian education最新文献

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Reports from the Field: Eneq's Ke:s - Kake:ketikuaq Omae:qnomene:wak ("The Menominee Have Spoken"): Mentorship and Collaboration in an Indigenous Community 实地报告:Eneq的Ke:s - Kake:ketikuaq Omae:qnomene:wak(“Menominee Have speak”):土著社区的指导与合作
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2014.a798526
Christine K. Lemley, J. Teller
{"title":"Reports from the Field: Eneq's Ke:s - Kake:ketikuaq Omae:qnomene:wak (\"The Menominee Have Spoken\"): Mentorship and Collaboration in an Indigenous Community","authors":"Christine K. Lemley, J. Teller","doi":"10.1353/jaie.2014.a798526","DOIUrl":"https://doi.org/10.1353/jaie.2014.a798526","url":null,"abstract":"Abstract:Research involving Indigenous peoples is political, historically situated, contextually positioned, and involves people with multiple and sometimes conflicting interests. This Report from the Field toils the story of an intersection of two worlds, Indigenous and non-Indigenous, and has been written for Indigenous, non-Indigenous and academic communities. In this article, a non-Indigenous researcher revisits how she informed and confirmed ethical responsibilities and protocols of non-Indigenous researchers completing research in Indigenous communities. Drawing on Critical Indigenous Research Methodologies, this account frames a journey of a non-Indigenous researcher and an Indigenous mentor as they enacted notions of relationality, respect, responsibility, reciprocity and accountability in an Indigenous community to gain trust, rapport and access to the tribal community. The article further examines how important it is for non-Indigenous researchers to respect the selfdetermination and sovereignty of Indigenous communities.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"53 1","pages":"42 - 53"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48792710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
IN MEMORIAM: Angayuqaq Oscar Kawagley November 8, 1944 - April 24, 2011 纪念：Angayuqaq Oscar Kawagley 1944年11月8日至2011年4月24日
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2011.a798464
Ray Barnhardt, E. Madsen
{"title":"IN MEMORIAM: Angayuqaq Oscar Kawagley November 8, 1944 - April 24, 2011","authors":"Ray Barnhardt, E. Madsen","doi":"10.1353/jaie.2011.a798464","DOIUrl":"https://doi.org/10.1353/jaie.2011.a798464","url":null,"abstract":"","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"50 1","pages":"3 - 4"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49083317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Connecting the Dots for Youth Development in American Indian Communities: A Story of the Reach for the Sky Project 连接美国印第安人社区青年发展的点：“触及天空”项目的故事
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2011.a798461
Stephan P. Carlson, A. Hardman, M. Marczak
{"title":"Connecting the Dots for Youth Development in American Indian Communities: A Story of the Reach for the Sky Project","authors":"Stephan P. Carlson, A. Hardman, M. Marczak","doi":"10.1353/jaie.2011.a798461","DOIUrl":"https://doi.org/10.1353/jaie.2011.a798461","url":null,"abstract":"Abstract:This second article in JAIE's new Reports from the Field section explores a culturally based science, technology, engineering, and mathematics (STEM) program at a northern Minnesota Bureau of Indian Education high school. Engaging American Indian youth from disenfranchised communities in STEM programs has been challenging. Using culturally based education as a framework to teach STEM skills, the Reach for the Sky project resulted in increased science and math test scores and student retention. University of Minnesota Extension partnered with teachers and community elders to develop culturally appropriate lessons in science and math bridging Indigenous and Western ways of knowing. Parents and families were encouraged to participate in regular celebrations, bringing science into homes and connecting families to the broader community. The initial success of this project has been sustained for nearly a decade, providing strong evidence of the effectiveness of this promising practice.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"50 1","pages":"80 - 91"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44631841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Moving Beyond Good Intentions: Indigenizing Higher Education in British Columbia Universities through Institutional Responsibility and Accountability 超越善意：通过机构责任和问责实现不列颠哥伦比亚大学高等教育的本土化
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2014.a798538
M. Pidgeon
{"title":"Moving Beyond Good Intentions: Indigenizing Higher Education in British Columbia Universities through Institutional Responsibility and Accountability","authors":"M. Pidgeon","doi":"10.1353/jaie.2014.a798538","DOIUrl":"https://doi.org/10.1353/jaie.2014.a798538","url":null,"abstract":"Abstract:Higher education is one of the keys for Indigenous peoples' capacity building, empowerment, and self-determination. However, higher education has also played a large role in perpetuating the colonial and assimilationist agenda in Canada. Consequently, transforming our institutions to become more successful for Aboriginal peoples is critical for reasons that are political, socially just, equitable, and empowering for Indigenous peoples. The purpose of this article is to articulate, through the theoretical and methodological lens of an Indigenous wholistic framework, institutional responsibilities and accountabilities to Aboriginal higher education through the examination of three universities in British Columbia, Canada.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"53 1","pages":"28 - 7"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43972093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 9
A Decade of Language Revitalization: Kodiak Alutiiq on the Brink of Revolution 语言复兴的十年：革命边缘的Kodiak Alutiiq
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2012.a798490
A. Counceller
{"title":"A Decade of Language Revitalization: Kodiak Alutiiq on the Brink of Revolution","authors":"A. Counceller","doi":"10.1353/jaie.2012.a798490","DOIUrl":"https://doi.org/10.1353/jaie.2012.a798490","url":null,"abstract":"Abstract:This article provides an overview and history of Kodiak Alutiiq language revitalization, beginning with status and speaker numbers and a brief history of community-based projects. It details the collaborative efforts of community individuals, organizations, and tribes to drag the Alutiiq language back from the brink of extinction. These efforts have been marked by numerous difficulties — dependence on grant funds, overstretching of human capacity, and differences in strategy and direction. Participating organizations and individuals have set a standard for collaboration, even in the most difficult of contexts, which has enabled the community to continue working toward language survival.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"51 1","pages":"15 - 29"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44180064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Indigenizing Assessment Using Community Funds of Knowledge: A Critical Action Research Study 利用社区知识基金本土化评估:一项关键行动研究
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2011.a798457
Marilee Coles-Ritchie, Walkie Charles
{"title":"Indigenizing Assessment Using Community Funds of Knowledge: A Critical Action Research Study","authors":"Marilee Coles-Ritchie, Walkie Charles","doi":"10.1353/jaie.2011.a798457","DOIUrl":"https://doi.org/10.1353/jaie.2011.a798457","url":null,"abstract":"Abstract:In light of attempts to build a stronger appreciation for knowledge that is often constructed by the dominant Western culture's standards, this article focuses on the efforts to create agency among classroom teachers who teach in rural Alaskan schools. In discussions around the theories of assessment—the focal point of a summer course examined herein—the seven teachers in this group gained agency and ownership to begin making critical changes toward assessment practices among Yup'ik children in Alaska. Using data collected through student and teacher dialogic reflections, field notes from the classroom, and individual construction of portfolios, the teachers combined elements of funds of knowledge and authentic assessment to reconstruct ways of assessing students' Yup'ik language development and English based on Indigenous ways of learning. The article demonstrates how teachers indigenized assessment by \"drawing on the power of their place\" to align assessments to the values, symbols and practices of their communities.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"50 1","pages":"26 - 41"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43561992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 11
Creating and Negotiating Native Spaces in Public School Systems: An Arizona Example 在公立学校系统中创建和协商原生空间：以亚利桑那州为例
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2014.a798529
Cynthia Benally
{"title":"Creating and Negotiating Native Spaces in Public School Systems: An Arizona Example","authors":"Cynthia Benally","doi":"10.1353/jaie.2014.a798529","DOIUrl":"https://doi.org/10.1353/jaie.2014.a798529","url":null,"abstract":"Abstract:In the midst of Arizona's anti-ethnicity laws, two educational policies were passed that require instruction of Native American history. Using Lomawaima and McCarty's (2006) Safety Zone Theory, this article draws from a larger Institutional Review Board-approved interpretive policy analysis (Yanow, 2000) and phenomenological study centering on the policies' intent and practice in five urban school districts. Semistructured interviews were conducted with legislative and local stakeholders. Data were gathered from the legislative archives and state social studies standards. Findings indicated that the \"footprints\" of former Navajo Nation president and then-Arizona state senator Albert Hale formed the foundation for Senate Bill (S.B.) 1365. The original intent of S.B. 1365 was to instruct about Native American government and sovereignty, Native American culture, and Native American history; however, only Native American history was mandated. A majority of the district personnel interviewed lacked knowledge of the policies but believed they were implementing the policies because they utilized the state social studies standards. In the analysis of the standards, findings indicated incongruence between the original intent of the bill and instructional practice.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"53 1","pages":"11 - 24"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44707648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
An Analysis of Graduation Rates of American Indians at the University of New Mexico: Implications for Higher Education 新墨西哥大学美国印第安人毕业率分析对高等教育的启示
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2013.a798500
L. Bitsóí, Kamala D. Sharma, S. S. Sibbett
{"title":"An Analysis of Graduation Rates of American Indians at the University of New Mexico: Implications for Higher Education","authors":"L. Bitsóí, Kamala D. Sharma, S. S. Sibbett","doi":"10.1353/jaie.2013.a798500","DOIUrl":"https://doi.org/10.1353/jaie.2013.a798500","url":null,"abstract":"Abstract:In 2008-2009, the number of diplomas received by American Indians and Alaska Natives at mainstream U.S. universities was only 42 percent of the number expected from population demographics. The task of addressing this disparity is not borne evenly, but falls more heavily on schools located in regions of high density of Native people, such as the University of New Mexico in Albuquerque (UNM). This article discusses factors which hinder achieving graduation rate parity at UNM: (1) the geographical remoteness of the campus; (2) cherry-picking of top students by elite institutions beyond state borders; (3) the success rate of enrolled Native students in earning a diploma; and (4) broad societal problems, including poverty, unemployment and racism. Despite a long history of attempts to address the needs of UNM's Native students and thereby improve graduation rates, UNM's 0.5 parity index is subpar, and has remained unchanged in the six most recent years for which data is available. Recommendations for a path forward are provided.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"52 1","pages":"21 - 44"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42928989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
In Pursuit of a Computing Degree: Cultural Implications for American Indians 追求计算机学位:对美国印第安人的文化影响
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2012.a798472
Glenda G. Kodaseet, R. Varma
{"title":"In Pursuit of a Computing Degree: Cultural Implications for American Indians","authors":"Glenda G. Kodaseet, R. Varma","doi":"10.1353/jaie.2012.a798472","DOIUrl":"https://doi.org/10.1353/jaie.2012.a798472","url":null,"abstract":"Abstract:While a number of challenges contribute to the American Indian population's disconnect from information technology (IT), the most glaring is the low number of American Indian students pursuing computer science (CS) studies — a degree essential to IT's entry into and diffusion across communities. Yet, research is scant on factors that contribute to the low number of American Indians pursuing CS. This article employs cultural relevancy theory as a framework for defining the role of culture among the American Indian population and its impact on enrollment, retention, and degree completion in CS. Using data derived from in-depth interviews of 50 American Indian students at six Hispanic-serving Institutions (HSIs) and Tribal colleges and universities (TCUs), this article examines these students' experiences in CS programs. It shows slightly more than half of the students experienced different types and levels of conflicts between their culture and a career in CS. This was the case more with American Indian students attending HSIs than TCUs. The study suggests that increasing the number of American Indians attaining a CS degree hinges on (1) the expansion of CS programs at TCUs, (2) HSIs embracing and responding to American Indian cultural knowledge, perspectives and responsibilities, and (3) greater collaboration between TCUs and HSIs.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"51 1","pages":"67 - 88"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43552404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
The Education Policy Work of William Demmert, Jr. 小威廉·德默特的教育政策工作
Journal of American Indian education Pub Date : 2022-01-01 DOI: 10.1353/jaie.2011.a798438
D. Beaulieu
{"title":"The Education Policy Work of William Demmert, Jr.","authors":"D. Beaulieu","doi":"10.1353/jaie.2011.a798438","DOIUrl":"https://doi.org/10.1353/jaie.2011.a798438","url":null,"abstract":"Abstract:This article traces the Native American education policy career of William Demmert, Jr. from the development and implementation of the Indian Education Act of 1972 through the implementation of the Executive Order on American Indian and Alaska Native Education signed by President Clinton to the initiation of a unique research partnership to document the impact of culturally based education on the academic achievement of Native American students. It places his career within the context of both the history American education policy and the unique political-legal contexts and needs associated with the education of Native American students.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"50 1","pages":"31 - 7"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41439557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
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