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首页> 外文期刊>Equity & Excellence in Education >Indigenous Education for Critical Democracy: Teacher Approaches and Learning Outcomes in a K-5 Indian Education for All Program
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Indigenous Education for Critical Democracy: Teacher Approaches and Learning Outcomes in a K-5 Indian Education for All Program

机译：争取民主的土著教育：K-5印度全民教育计划中的教师方法和学习成果

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This article focuses on how three dimensions of critical democracy preparation (place-based geographical knowledge, social and political awareness of American Indian history and culture, and orientations conducive to the development of personal connections with American Indians) were impacted by different instructional approaches introduced when implementing an innovative Indian Education for All education program at a K-5 school in Montana. Student-learning outcomes were measured through pre- and post-intervention tests of place-based and social/political knowledge and a short survey of personal orientations. Instructional approaches across first-grade through fifth-grade were identified through interviews and participant observation. In their own ways, participating teachers, working in partnership with Salish tribal educators, demonstrated that Indigenous education contributes to critical-democracy learning. The specific outcomes of the Indigenous-education program varied according to the different instructional approaches teachers elected to pursue. Instructional comparisons showed that combining place-based instruction with guided reflection on personal connections with American Indian people through “boundary-breaking” approaches that aim to bring about critical consciousness ignited the most impressive changes in learners’ orientations. The research findings offer particularly valuable insights for teachers striving for equity and excellence in elementary schools with American Indian populations.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/10665684.2011.559414
机译：本文着重介绍在以下情况下引入的不同教学方法如何影响批判民主准备的三个维度（基于地点的地理知识，对美洲印第安人历史和文化的社会政治意识以及有助于与美洲印第安人建立人际关系的方向）。在蒙大拿州的K-5学校实施了一项创新的印度全民教育计划。通过干预前和干预后对基于地点的和社会/政治知识的测验以及对个人倾向的简短调查来衡量学生的学习成果。通过访谈和参与者观察，确定了从一年级到五年级的教学方法。与会的老师与Salish部落教育者合作，以自己的方式证明了土著教育有助于民主学习。土著教育计划的具体结果根据选择的教师所采用的不同教学方法而有所不同。教学比较显示，结合基于场所的教学和通过“边界突破”方法引导人们对与美洲印第安人的人际关系的引导性思考，这些方法旨在激发批判意识，这激发了学习者取向上最令人印象深刻的变化。研究结果为那些在拥有美洲印第安人人口的小学争取平等和卓越的老师提供了特别有价值的见解。查看全文下载全文，delicious，linkedin，facebook，stumbleupon，digg，google，more“，发布编号：” ra-4dff56cd6bb1830b“};添加到候选列表链接永久链接http://dx.doi.org/10.1080/10665684.2011.559414

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