Native Cultural Competency in Mainstream Schooling

Beschreibung

Studies the collaborative efforts of Native and non-Native educators and demonstrates how the discordant relationship between the Native and non-Native communities negatively impact students, teachers, and the school district as a whole
Leverages cross-cultural collaboration in the service of broad-based, district-wide systemic change for heterogeneous, reservation border town communities
Analysis of the results of the study culminates in a practical, research-based model for teacher training in Native cultural competency applicable to a variety of regional and national school settings
Studies the collaborative efforts of Native and non-Native educators and demonstrates how the discordant relationship between the Native and non-Native communities negatively impact students, teachers, and the school district as a whole Leverages cross-cultural collaboration in the service of broad-based, district-wide systemic change for heterogeneous, reservation border town communities Analysis of the results of the study culminates in a practical, research-based model for teacher training in Native cultural competency applicable to a variety of regional and national school settings

Autor*in

Sharon Vegh Williams

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Native American students cultural competency reservation bordertown schools Mohawk Akwesasne Farmingdale

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