Culturally Sustaining and Revitalizing Pedagogies : Language, Culture, and Power

Front Cover
Culturally Sustaining and Revitalizing Pedagogies: Language, Culture, and Power
Copyright Page
Contents
List of Contributors
Introduction
	Overview of Each Chapter
	How This Volume Informs CSP/CSRP
	Restrictive Education and Language Policies
	Institutional Colonialism
	Claiming and Decolonizing Education
	References
Part I: Power
	Voices from the Community: I am Maangaq
	Critical Ancestral Computing for the Protection of Mother Earth
		Toward a Critical Ancestral Computing Framework for the Protection of Mother Earth
		Recommendations for the Implementation of Critical Ancestral Computing for Sustainability
		References
	American Indian Access to Higher Education: Where Are all the NDNs?
		Theoretical Framework
			Personal Experience
		Challenges to Native Access in Higher Education
			Factors Influencing Access
			Family Influence
			Institutional Influence
			Community Influence
			Academic Influence
		Conclusion
		References
	Dual Language Programs: Language and Access
		Introduction
		Theoretical Framework
			Interest Convergence
		Review of the literature
			Who Benefits from DLPs?
				ELL Students
				ELLs and English Proficient Students
				Working Class Low SES Students
			Benefits for Diverse Student Populations
			DLPs Increase
			Harmful Effects of English Language Development (ELD)
		Discussion
		Conclusion
		Note
		References
	Culturally Sustaining Pedagogy in Action: Views from Inside a Secondary Social Studies Teacher’s Classroom
		Introduction
		The Background Story
		From Culturally Relevant to Culturally Sustaining Pedagogy
		Effective Strategies
		Challenges of Teaching U.S. and World History Content
		Data Collection and Analysis
		Findings and Discussion
			Establishing and Building Relationships
				Being Latina
				Being from and Understanding the Community
			Relevance and Practical Applications
				Relating Content to Current Events
				Relating to Their Personal Lives
				Impact on Their Communities
			Varying Instructional Techniques
				Visuals and Realia
				Music
				Audio
				Technology
			Scaffolding Instruction
				Matching Students with Texts
				Building Vocabulary
				Assessing and Building on Background Knowledge
			Developing Higher Order Thinking Skills
				Cause and Effect
				Sequencing Events
				Application
			Three Examples – Richie Valens, Sacagawea, and Day of the Dead
				Richie Valens and the Teaching of Primary and Secondary Sources
			Sacagawea and Incorporating Technology
				The Day of the Dead as a Means of Developing Higher Order Thinking Skills
		Conclusions and Implications
		References
Part II: Culture
	Voices from the Community: The Past Embraced
	Yupiunrirngaitua/The Skirt I Refuse to Wear
		Kituuciqa/Who I Am
		Nutemllarput/Our Way of Learning
		Kenkakun/Through Love
		Ellangeq/Becoming Aware
		Ellangeqerraalqa/My First Recollection of Becoming Aware
		Puukautelqa/Clashing of My Learning Environment
		Culturally Sustaining Pedagogy
		Kitukaniutenka Elitnaurillemni/Adaptations to My Teaching for More Culturally Sustaining Practice
			Knowing Self and Others
			Backwards Design
			Quotes
			Values
			Yugtun Language
			Yuraq
			Telling My Story
			Assignments
		Conclusion
		References
	Preparing Culturally Sustaining/Revitalizing Educators: Lessons from Field Experiences in Alaska Native Village Schools
		Methods
		Findings
			School-Based Indigenous Language Programs
			Context of Crisis
			Context of Struggle
			Context of Hope
		Conclusion: Implications for Teacher Education
			Responding to Context: Connecting to Culturally Sustaining/Revitalizing Pedagogy
			Facilitating Preservice Teachers’ Transformative Learning
			Connecting to Promising Culturally Sustaining/Revitalizing Practices
		Situating Decolonizing Teacher Education in Local Context: Alaska Cultural Standards
		References
	Teach What You Know: Cultivating Culturally Sustaining Practices in Pre-Service Alaska Native Teachers
		Introduction
		Establishing the Rationale for Culturally Sustaining Practices in Pre-Service Teachers
		Defining and Learning to Gather and Document ILK
		Learning to Use ILK in the Classroom
		Cultivating Culturally Sustaining Practices in One Teacher Preparation Program
			Step One in Practice: Establishing the Rationale
			Step Two in Practice: Gathering and Documenting ILK through Place-Based Mapping
			What Do Pre-Service Teachers Know? Delving into Map Data and ILK
			Step Three in Practice: Transforming ILK into Powerful and Purposeful Curriculum
		Conclusion
		Note
		References
	The Induction Seminar: Nurturing Culturally Sustaining Teaching and Learning in Rural Alaska Native Communities
		Ongoing Challenges
		The Context
		Differing Perspectives
		The Induction Seminar
		The Importance of Mentoring and Induction
		Examining the Role of Culture in Teaching and Learning
		Implementing Culturally Sustaining Pedagogies
		Small, Meaningful Steps
		References
	Reflections from the Tundra: Language, Culture, and Pedagogy through Community Engagement
		Scholarship through Community Engagement
		Being Wayuu
		Time, Academia, and Multiple Meanings
		Understandings of Place
		Anshi Pia: The Arrival
		Fish Camp
		A Lesson on Cutting Salmon
		Tundra Walk
		Stuck in the Mud
		References
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
		Context
		The Family Writing Project
		Liberty School
		Family Writers
		An Invitation to Write
		Families as Writers
		Conclusion
		References
	Five Words: Lessons Learned in Rural Alaska
		Five Words to Describe You as a Person
			Teacher
			Learner
			Intentional
			Passionate
			Midwestern
		Five Words to Describe Your Community
			Well-Educated
			Dedicated
			Well-Intentioned
			Hopeful
			Conflicted
		Five Ways I Prepared for This Experience
			Snacks
			Authentic Learning Experiences
			Spreading Out Assignments
			Depth, Not Breadth
			Listening
		Five Words to Describe My Preservice teachers
			Diverse
			Cup’ik
			Experienced
			Juggling
			Appreciative
		Five Words to Describe My Experience
			Satisfying
			Interesting
			Perplexed
			Humbled and Inspired
		Five Lessons Learned
			Roll with the Punches
			Evaluate the Big Picture
			Teach Each Other
			Hard Work
			Culture
		My Final Words
	Preparing Pre-Service Secondary Teachers in Arizona: Using Culturally Sustaining Approaches to Learn from Diverse Secondary English Learners
		Introduction
		Characteristics and Practices of Effective Secondary ELL Teachers
		A Culturally Sustaining and Linguistic Teaching Framework
		Situating the Researcher within the Study
		Methodology
			Context of Study
			Project with Secondary ELs
			Participants
			Data Collection and Analysis
		Findings
			Teachers Consciousness
			Language Matters
			Developing Language in Meaningful Contexts
			Multicultural (Forbidden) Resources
		Discussion
		Recommendations
		References
	Transforming Teachers’ Practice through Professional Development: Culturally Sustaining Pedagogical Changes in Support of English Language Learners
		The Arizona Context: Building Teacher Capacity in Support of English Learners
		Bridging the Knowledge Gap for Mainstream Teachers of ELs
		Engaging in Activities that Promote Opportunities for Reflection and Expanding Teachers’ Thinking
			Case Studies of English Learners
		Promoting Self-Awareness and Growth for Practice Changes
			SIOP Wheel of Competency
		Teaching Practices Initiated and Sustained through Inquiry on Practice and Cognitive CoachingSM
		Conclusion
		References
	Conclusion: A Hopeful Imperative
		References
About the Authors
Index