Titlebook: Native Cultural Competency in Mainstream Schooling; "Outsider" Teachers Sharon Vegh Williams,Joni M. Cole Book 2018 The Editor(s) (if appl

AWL

The Editor(s) (if applicable) and The Author(s) 2018

啪心兒跳動(dòng)

Palpable

https://doi.org/10.1007/978-3-319-67795-8Native American students; cultural competency; reservation bordertown schools; Mohawk; Akwesasne; Farming

清澈

Book 2018dress the experience and needs of the many Native students that attend reservation border town schools. Williams and Cole expand upon the results of a participatory action study that explored the barriers to success for Native American students in mainstream schooling during the process of creating

EXUDE

non-Native communities negatively impact students, teachersThis book provides an in-depth analysis of Native American educational issues in the Northeast and highlights teacher training and instruction that address the experience and needs of the many Native students that attend reservation border

Evolve

吼叫

forager

The Teacher Training Program: Content and Implementation,e welcome to attend the training on a volunteer basis. Following the one-day experiential training session, teachers attended three follow-up sessions during the semester. This chapter follows these teachers’ evolving cultural awareness and understanding through interviews and group discussions.

尖

Two Hundred Percent Education: The Two-Strand Wampum Treaty,dge’s connection between the historical Two-Strand Wampum Treaty and the contemporary Tribal Education Council’s emphasis on 100% academic curriculum and 100% traditional Mohawk knowledge as a path forward on the individual and community level.

宣傳

Book 2018hips and interactions in a diverse schooling context and aim to usher in concrete changes in school experiences and educational outcomes for Native American students by fostering non-Native teachers’ growth in cultural competency..