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

فهرست مطالب :

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