Broadening the Meaning of Citizenship Education: Native Americans and Tribal Nationhood

Writer, Jeanette Haynes

doi:10.1080/01626620.2010.10463551

Cited by 11 publications

(6 citation statements)

References 6 publications

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“…With Indigenous children enduring substandard school experiences (Castagno & Brayboy, 2008; Ladson-Billings, 2006) and teachers holding a profound responsibility for advancing student achievement (Cochran-Smith & Fries, 2005), teachers need improved preparation to begin meeting the needs of all students (Cochran-Smith & Fries, 2005; Writer, 2008). While urban Indigenous children are particularly vulnerable to low academic achievement, increased dropout rates, and overrepresentation in discipline (CPS, 2013a, 2013b; Faircloth & Tippeconnic, 2010), few teachers enter classrooms prepared to meet the unique needs of tribally diverse Indigenous students, resulting in a continuation of poor educational experiences and low academic success (Belgarde, Mitchell, & Arquero, 2002; Forbes, 2000; Writer, 2010). In researching the perceptions of teacher candidates, Writer (2001) found that teacher candidates held assumptions about Indigenous peoples and cultures grounded in stereotypes and biases that would be harmful to Indigenous student identities.…”

Section: Teacher Preparationmentioning

confidence: 99%

Roles of Urban Indigenous Community Members in Collaborative Field-Based Teacher Preparation

Lees

2016

Journal of Teacher Education

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This qualitative case study explored a community–university partnership for teacher preparation with an urban Indigenous community organization. The study examined the roles of Indigenous community partners as co-teacher educators working to better prepare teachers for the needs of urban Indigenous children and communities. The author collected data through focus groups with Indigenous participants before and after engagement with the partnership, direct observations of partnership activities where Indigenous participants interacted with teacher candidates and university faculty, and offered individual interviews for all participants. Indigenous Postcolonial Theory (IPT) guided this research and offered a lens to examine the perspectives of urban Indigenous community members engaged as co-teacher educators in field-based teacher preparation. This study held implications for continued development of Indigenous community–university partnerships and furthering the role of community leaders in teacher preparation to advance efforts of Indigenous postcolonialism through self-education.

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Section: Teacher Preparationmentioning

confidence: 99%

Roles of Urban Indigenous Community Members in Collaborative Field-Based Teacher Preparation

Lees

2016

Journal of Teacher Education

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“…In contrast, Native Americans are the exact opposite --they value the interdependence of their members and like interdependence with nature, which is where cultural opposition arises [10]. At first, after the white people with cultural imperialism realized the difference in culture, they chose to make the ideology of the locals more fit by building Westernized schools (boarding schools) [10]. However, this approach worsened their relationship instead of making them more similar.…”

Section: Problems Faced By Native American Students and The Causesmentioning

confidence: 99%

A Comparative Study of Educational Opportunities for Disadvantaged Children in China and The United States--Taking Disadvantaged Children of Ethnic Minorities in The Two Countries as An Example

Feng,

Jiang,

Wang

2024

EHSS

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The issue of educational equity is a hot topic of concern to the whole society. Some researchers have found that there is a lack of educational opportunities for ethnic minority groups in China and the United States, but there is still a lack of unified explanation for the causes, current situation, and the advantages and disadvantages of solutions to the problem of educational equity for ethnic minorities in both countries. Therefore, this article conducts research on the education situation of ethnic minorities in both countries by collecting relevant data and summarizing and analyzing the data. Research has found significant differences in the causes and current situation of ethnic minority education issues between China and the United States, and there is also room for improvement in existing solutions. Therefore, China and the United States need to develop precise measures that are suitable for their own specific situations based on their respective special circumstances to address the issue of educational equity faced by ethnic minorities.

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“…Public schools and social studies classes are places where “citizenship education means including and understanding the historical and political contexts of all U.S. citizens, especially those Indigenous to the land” (Writer, 2010, p. 70). The education of Native American students is a well-established trust responsibility of the federal government and should empower them by providing the “knowledge, skills and attitudes necessary for participation as politically active, culturally viable, and economically prosperous citizens” (Garcia & Ahler, 1992, p. 13).…”

Section: Unsettling Civic Education: Indigenous Civic Constructsmentioning

confidence: 99%

“…Acknowledging that Indigenous ways of knowing are relational (Wilson, 2008), I built relationships with Indigenous students at WHS and the Native YC, spaces where ICCs were discussed and practiced. Work with Indigenous high school students through United South and Eastern Tribes and the National Indian Education Association for…”

Section: Acknowledgementsmentioning

confidence: 99%

Civic Sovereignty: Indigenous Civic Constructs in Public School Spaces

Talbert

2023

Teachers College Record: The Voice of Scholarship in Education

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Context:This study examines how urban American Indian high school students negotiate their civic identities within the settler colonial structures of urban American public schools.Research Question:How do urban American Indian students negotiate civic identities in spaces where civic concepts are taught, such as American history classes in an urban public high school and a Native Youth Council (Native YC)?Research Design:This critical participatory ethnographic study examines the negotiation of civic identity by 11 urban Indigenous students in social studies classes, a Native YC, and a school in Washington State, where the STI curriculum is taught. Safety zone theory and tribal critical race theory were used to understand students’ experiences and their stories from observations, participant interviews, and focus groups, which were employed as data.Conclusions/Recommendations:The study found that the social studies classes and Native YC were zones of sovereignty (ZoS), forwarding survivance and self-determination for Native students. Students learned about the Indigenous civic constructs of sovereignty, self-determination, dual citizenship, tribal self-government, and federal Indian policy inside and outside of school, all of which supported Native students in civic identity development. Recommendations on teaching Indigenous civic constructs to all students as part of teaching for critical democracy in public schools as a component of social studies classes and extracurricular activities are discussed.

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Broadening the Meaning of Citizenship Education: Native Americans and Tribal Nationhood

Cited by 11 publications

References 6 publications

Roles of Urban Indigenous Community Members in Collaborative Field-Based Teacher Preparation

Roles of Urban Indigenous Community Members in Collaborative Field-Based Teacher Preparation

A Comparative Study of Educational Opportunities for Disadvantaged Children in China and The United States--Taking Disadvantaged Children of Ethnic Minorities in The Two Countries as An Example

Civic Sovereignty: Indigenous Civic Constructs in Public School Spaces

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