WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONA...William Kritsonis
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 30(3) 2013.
Dr. David E. Herrington, Invited Guest Editor, NFEAS JOURNAL, 30(3) 2013
Dr. William Allan Kritsonis, Editor-in-Chief (Since 1982)
Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONA...William Kritsonis
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 30(3) 2013.
Dr. David E. Herrington, Invited Guest Editor, NFEAS JOURNAL, 30(3) 2013
Dr. William Allan Kritsonis, Editor-in-Chief (Since 1982)
Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS. A Case of Four Teachers. TYR...eraser Juan José Calderón
POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS. A Case of Four Teachers. TYRONE C. HOWARD
The Ohio State University
The disproportionate underachievement of African American students may suggest that teacher effectiveness with this student population has been limited. However, amidst these widespread academic failures, characterizations of effective
teachers of African American students have emerged in an attempt to reverse these
disturbing trends. This article examines the findings from a qualitative case study
of four elementary school teachers in urban settings. The findings reveal teaching
practices consistent with various norms espoused by African American students in
a manner that could be termed “culturally relevant.” In this article, three of the
major pedagogical themes are discussed: holistic instructional strategies, culturally consistent communicative competencies, and skill-building strategies to promote academic success.
Hines, mack nnfeasj - volume 25 - number 4 2008 pub 2-17-08 article 2 of 2William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
AUTHORGerald V. Mohatt Joseph Trimble Ryan A. DicksonTITLE.docxrock73
AUTHOR: Gerald V. Mohatt Joseph Trimble Ryan A. Dickson
TITLE: Psychosocial Foundations of Academic Performance in Culture-Based Education Programs for American Indian and Alaska Native Youth: Reflections on a Multidisciplinary Perspective
SOURCE: Journal of American Indian Education 45 no3 Special Issue 38-59 2006
COPYRIGHT: The magazine publisher is the copyright holder of this article and it is reproduced with permission. Further reproduction of this article in violation of the copyright is prohibited. To contact the publisher: http://coe.asu.edu/cie/
Since the Oglalas settled at Pine Ridge, it has been the contention of many policy makers that education is the panacea for the socio-economic ills besetting the society and the means for bringing Indians into the mainstream of American life. Education has been available to the Oglalas for 89 years and the problems remain almost as unresolved as they were that day in 1879 when Red Cloud helped to lay the cornerstone for the first school. For this (and other reasons), the educational system has often become the scapegoat among those impatient for greater progress. Blame has been placed on the schools for many of the social evils, personality disorders and general cultural malaise. But is it fair to expect the schools to counteract all of the negative aspects of the total socio-economic milieu? Is it realistic to expect the educational system alone to achieve a better life for the Oglalas when the environment offers few alternative economic goals and little opportunity to control one's destiny, when many children come from poverty-stricken and unstable family situations? True, the schools have failed in some respects, but the blame is not entirely theirs (Maynard & Twiss, 1970, p. 94).
Can we say the same thing today that was said by Maynard and Twiss and others 34 years ago? What accounts for American Indian/Alaska Native children dropping out at higher rates and having significantly lower academic performances than Euro-Americans? Is lower academic achievement due primarily to schooling or to community and familial factors? Are we following a path towards academic improvement for indigenous children? In this article, we argue that variables outside of the school environment and in-school variables must be carefully and concurrently considered in order to understand and improve the school performance and achievement of American Indian/Alaska Native children. Furthermore, for a culture-based education approach (CBE) to succeed it must chart a course toward a set of ideals and principles that are consistent with the dynamic nature of the lifeways and thoughtways of tribal or village cultures.
Culture-Based Educational Approach
The guiding assumption of CBE is that a discontinuity between home and school environments serves to confuse and alienate indigenous children, fostering a sense of inadequacy and lack of self-efficacy. Factors implicated in this discontinuity include value dif ...
Gloria Ladson-Billings But Thats Just Good Teaching! Th.docxwhittemorelucilla
Gloria Ladson-Billings
But That's Just Good Teaching! The Case
for Culturally Relevant Pedagogy
FOR THE PAST 6 YEARS I have been engaged in
research with excellent teachers of African American
students (see, for example, Ladson-Billings, 1990,
1992b, 1992c, 1994). Given the dismal academic
performance of many African American students (The
College Board, 1985), I am not surprised that various
administrators, teachers, and teacher educators have
asked me to share and discuss my findings so that
they might incorporate them in their work. One usual
response to what I share is the comment around which
I have based this article, "But, that's just good
teaching!" Instead of some "magic bullet" or intricate
formula and steps for instruction, some members of
my audience are shocked to hear what seems to them
like some rather routine teaching strategies that are a
part of good teaching. My response is to affirm that,
indeed, I am describing good teaching, and to
question why so little of it seems to be occurring in
the classrooms populated by African American
students.
The pedagogical excellence I have studied is
good teaching, but it is much more than that. This
article is an attempt to describe a pedagogy I have
come to identify as "culturally relevant" (Ladson-
Billings, 1992a) and to argue for its centrality in the
academic success of African American and other
children who have not been well served by our
nation's public schools. First, I provide some
background information about
Gloria Ladson-Billings is associate professor of education at the
University of Wisconsin-Madison.
THEORY lNTO PRACTICE, Volume 34, Number 3, Summer 1995
Copyright 1995 College of Education, The Ohio State University
0040-5841/95$1.25
other attempts to look at linkages between school
and culture. Next, I discuss the theoretical grounding
of culturally relevant teaching in the context of a 3-
year study of successful teachers of African
American students. I conclude this discussion with
further examples of this pedagogy in action.
Linking Schooling and Culture
Native American educator Cornel Pewewardy
(1993) asserts that one of the reasons Indian children
experience difficulty in schools is that educators
traditionally have attempted to insert culture into the
education, instead of inserting education into the
culture. This notion is, in all probability, true for
many students who are not a part of the White,
middle-class mainstream. For almost 15 years,
anthropologists have looked at ways to develop a
closer fit between students' home culture and the
school. This work has had a variety of labels
including "culturally appropriate" (Au & Jordan,
1981), "culturally congruent" (Mohatt & Erickson,
1981), "culturally responsive" (Cazden & Leggett,
1981; Erickson & Mohatt, 1982), and "culturally
compatible" (Jordan, 1985; Vogt, Jordan, ...
Dr. Rosa Maria Abrero and Dr. Kimberly S. Barker, Published National Refereed...William Kritsonis
Dr. Rosa Maria Abrero and Dr. Kimberly S. Barker, Published National Refereed Article in NATIONAL FORUM JOURNALS
NATIONAL FORUM JOURNALS
Founded 1982
NATIONAL FORUM JOURNALS are a group of national refereed, juried, peer-reviewed, blind-reviewed professional periodicals. Any article published shall earned five affirmative votes from members of our National Board of Invited Distinguished Jurors and must be recommended for national publication by members of the National Policy Board representing all National FORUM Journals. Journal issues are distributed both nationally and world-wide.
Our website features national refereed articles that are published daily within our National FORUM Journals Online Journal Division. Over 1,000 articles are available to scholars and practitioners world-wide. Over 250,000 guests visit our website yearly. About 56,000 articles are downloaded for academic purposes at no charge. We have about an 88% rejection rate. See: www.nationalforum.com
Founded in 1982, National FORUM Journals has published the scholarly contributions of over 5,200 professors with over 2,000 articles indexed. Our journals are indexed with many global agencies including Cabell’s Directories, ERIC, EBSCO, SWETS International, Library of Congress National Serials Data Program, and the Copyright Clearance Center, Danvers, Massachusetts.
Global Website: www.nationalforum.com
Bartz, david e enhancing education for african american children nftej v27 n3...William Kritsonis
Dr. David E. Bartz, Professor Emeritus, Eastern Illinois University - published by NATIONAL FORUM JOURNALS (Founded 1982) William Allan Kritsonis, PhD - Editor-in-Chief
Bartz, david e enhancing education for african american children nftej v...William Kritsonis
The United States is in a crisis regarding the ineffectiveness of PreK-12 education for African American children. Principals play a key role in alleviating this crisis through culturally responsive school leadership that includes critical self-reflection, consistently contributing to culturally responsive teaching and curriculum, promoting culturally responsive school environments, and engaging the community in culturally responsive ways. Teachers and significant others (parents/guardians, grandparents, family members, and siblings) in the daily lives of African American children, and community agencies must work collaboratively to enhance the cognitive and social psychological development of African American children.
Assignment 2 Community Prevention ProgramAfter hearing that a n.docxBenitoSumpter862
Assignment 2: Community Prevention Program
After hearing that a neighbor’s child, Jeremy, age seven, was sexually assaulted in the local park, the parents of Cherry Hill township decide that their community needs a program to prevent sexual abuse of their children in the future.
Prepare a presentation for the parents, providing pertinent information they might like to include in a Sexual Assault Prevention program aimed at the children in their community. Suggest the psychoeducational and supportive approaches that can be effectively used at the community level, such as in community centers, schools, and social service agencies, to provide this information to the children. Address issues of gender, diversity, and ethics in your presentation.
Submit your PowerPoint presentation to the
W2: Assignment 2 Dropbox
by
Wednesday, July 19, 2017
. Your response should be at least 5 - 6 slides and include speaker notes for each slide. In addition, make sure you have included a title slide and a reference slide.
Assignment 2 Grading Criteria
Maximum Points
Analyzed pertinent information they deem relevant to the development of a Sexual Assault Prevention program
25
Described the psychoeducational information and supportive approaches that the community can effectively use to deal with the issue of sexual abuse of children
30
Addressed the issues of gender, diversity, and ethics in the context of intervention approaches
25
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources, displayed accurate spelling, grammar, and punctuation.
20
Total:
100
.
Assignment 2 Analyzing World CulturesMedia play a very large role.docxBenitoSumpter862
Assignment 2: Analyzing World Cultures
Media play a very large role in both the development and the perpetuation of cultural elements. You may never have watched a foreign movie or even clips evaluating other cultures. In this assignment, you will explore online videos or movies from a culture of your choice and analyze how cultural elements are presented, compared to your own culture.
Complete the following:
Choose a world culture you are not familiar with.
Identify two–three online videos or movies representative of this culture. These could be examples of cultural expressions such as a Bollywood movie from India or Anime videos from Japan.
Evaluate two hours of such a video. Using the readings for this module, the Argosy University online library resources, and the Internet, research articles about your selected culture.
Select a scholarly article that analyzes the same culture presented in the videos you have observed.
Write a paper describing the cultural differences you have observed in the video. How are these observations supported by the research article?
Be sure to include the following:
Describe the videos you have watched.
Explain the main points of the videos.
Examine what stood out about the culture.
Compare and contrast the similarities and differences of this culture with your own.
Examine the ways of this culture. Is it one you would want to visit or live in?
Would you experience culture shock if you immersed yourself in this culture? Why or why not?
Support your statements with examples and scholarly references.
Write a 2–3-page paper in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M2_A2.doc.
.
More Related Content
Similar to 101Harvard Educational Review Vol. 84 No. 1 Spring 2014
POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS. A Case of Four Teachers. TYR...eraser Juan José Calderón
POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS. A Case of Four Teachers. TYRONE C. HOWARD
The Ohio State University
The disproportionate underachievement of African American students may suggest that teacher effectiveness with this student population has been limited. However, amidst these widespread academic failures, characterizations of effective
teachers of African American students have emerged in an attempt to reverse these
disturbing trends. This article examines the findings from a qualitative case study
of four elementary school teachers in urban settings. The findings reveal teaching
practices consistent with various norms espoused by African American students in
a manner that could be termed “culturally relevant.” In this article, three of the
major pedagogical themes are discussed: holistic instructional strategies, culturally consistent communicative competencies, and skill-building strategies to promote academic success.
Hines, mack nnfeasj - volume 25 - number 4 2008 pub 2-17-08 article 2 of 2William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
AUTHORGerald V. Mohatt Joseph Trimble Ryan A. DicksonTITLE.docxrock73
AUTHOR: Gerald V. Mohatt Joseph Trimble Ryan A. Dickson
TITLE: Psychosocial Foundations of Academic Performance in Culture-Based Education Programs for American Indian and Alaska Native Youth: Reflections on a Multidisciplinary Perspective
SOURCE: Journal of American Indian Education 45 no3 Special Issue 38-59 2006
COPYRIGHT: The magazine publisher is the copyright holder of this article and it is reproduced with permission. Further reproduction of this article in violation of the copyright is prohibited. To contact the publisher: http://coe.asu.edu/cie/
Since the Oglalas settled at Pine Ridge, it has been the contention of many policy makers that education is the panacea for the socio-economic ills besetting the society and the means for bringing Indians into the mainstream of American life. Education has been available to the Oglalas for 89 years and the problems remain almost as unresolved as they were that day in 1879 when Red Cloud helped to lay the cornerstone for the first school. For this (and other reasons), the educational system has often become the scapegoat among those impatient for greater progress. Blame has been placed on the schools for many of the social evils, personality disorders and general cultural malaise. But is it fair to expect the schools to counteract all of the negative aspects of the total socio-economic milieu? Is it realistic to expect the educational system alone to achieve a better life for the Oglalas when the environment offers few alternative economic goals and little opportunity to control one's destiny, when many children come from poverty-stricken and unstable family situations? True, the schools have failed in some respects, but the blame is not entirely theirs (Maynard & Twiss, 1970, p. 94).
Can we say the same thing today that was said by Maynard and Twiss and others 34 years ago? What accounts for American Indian/Alaska Native children dropping out at higher rates and having significantly lower academic performances than Euro-Americans? Is lower academic achievement due primarily to schooling or to community and familial factors? Are we following a path towards academic improvement for indigenous children? In this article, we argue that variables outside of the school environment and in-school variables must be carefully and concurrently considered in order to understand and improve the school performance and achievement of American Indian/Alaska Native children. Furthermore, for a culture-based education approach (CBE) to succeed it must chart a course toward a set of ideals and principles that are consistent with the dynamic nature of the lifeways and thoughtways of tribal or village cultures.
Culture-Based Educational Approach
The guiding assumption of CBE is that a discontinuity between home and school environments serves to confuse and alienate indigenous children, fostering a sense of inadequacy and lack of self-efficacy. Factors implicated in this discontinuity include value dif ...
Gloria Ladson-Billings But Thats Just Good Teaching! Th.docxwhittemorelucilla
Gloria Ladson-Billings
But That's Just Good Teaching! The Case
for Culturally Relevant Pedagogy
FOR THE PAST 6 YEARS I have been engaged in
research with excellent teachers of African American
students (see, for example, Ladson-Billings, 1990,
1992b, 1992c, 1994). Given the dismal academic
performance of many African American students (The
College Board, 1985), I am not surprised that various
administrators, teachers, and teacher educators have
asked me to share and discuss my findings so that
they might incorporate them in their work. One usual
response to what I share is the comment around which
I have based this article, "But, that's just good
teaching!" Instead of some "magic bullet" or intricate
formula and steps for instruction, some members of
my audience are shocked to hear what seems to them
like some rather routine teaching strategies that are a
part of good teaching. My response is to affirm that,
indeed, I am describing good teaching, and to
question why so little of it seems to be occurring in
the classrooms populated by African American
students.
The pedagogical excellence I have studied is
good teaching, but it is much more than that. This
article is an attempt to describe a pedagogy I have
come to identify as "culturally relevant" (Ladson-
Billings, 1992a) and to argue for its centrality in the
academic success of African American and other
children who have not been well served by our
nation's public schools. First, I provide some
background information about
Gloria Ladson-Billings is associate professor of education at the
University of Wisconsin-Madison.
THEORY lNTO PRACTICE, Volume 34, Number 3, Summer 1995
Copyright 1995 College of Education, The Ohio State University
0040-5841/95$1.25
other attempts to look at linkages between school
and culture. Next, I discuss the theoretical grounding
of culturally relevant teaching in the context of a 3-
year study of successful teachers of African
American students. I conclude this discussion with
further examples of this pedagogy in action.
Linking Schooling and Culture
Native American educator Cornel Pewewardy
(1993) asserts that one of the reasons Indian children
experience difficulty in schools is that educators
traditionally have attempted to insert culture into the
education, instead of inserting education into the
culture. This notion is, in all probability, true for
many students who are not a part of the White,
middle-class mainstream. For almost 15 years,
anthropologists have looked at ways to develop a
closer fit between students' home culture and the
school. This work has had a variety of labels
including "culturally appropriate" (Au & Jordan,
1981), "culturally congruent" (Mohatt & Erickson,
1981), "culturally responsive" (Cazden & Leggett,
1981; Erickson & Mohatt, 1982), and "culturally
compatible" (Jordan, 1985; Vogt, Jordan, ...
Dr. Rosa Maria Abrero and Dr. Kimberly S. Barker, Published National Refereed...William Kritsonis
Dr. Rosa Maria Abrero and Dr. Kimberly S. Barker, Published National Refereed Article in NATIONAL FORUM JOURNALS
NATIONAL FORUM JOURNALS
Founded 1982
NATIONAL FORUM JOURNALS are a group of national refereed, juried, peer-reviewed, blind-reviewed professional periodicals. Any article published shall earned five affirmative votes from members of our National Board of Invited Distinguished Jurors and must be recommended for national publication by members of the National Policy Board representing all National FORUM Journals. Journal issues are distributed both nationally and world-wide.
Our website features national refereed articles that are published daily within our National FORUM Journals Online Journal Division. Over 1,000 articles are available to scholars and practitioners world-wide. Over 250,000 guests visit our website yearly. About 56,000 articles are downloaded for academic purposes at no charge. We have about an 88% rejection rate. See: www.nationalforum.com
Founded in 1982, National FORUM Journals has published the scholarly contributions of over 5,200 professors with over 2,000 articles indexed. Our journals are indexed with many global agencies including Cabell’s Directories, ERIC, EBSCO, SWETS International, Library of Congress National Serials Data Program, and the Copyright Clearance Center, Danvers, Massachusetts.
Global Website: www.nationalforum.com
Bartz, david e enhancing education for african american children nftej v27 n3...William Kritsonis
Dr. David E. Bartz, Professor Emeritus, Eastern Illinois University - published by NATIONAL FORUM JOURNALS (Founded 1982) William Allan Kritsonis, PhD - Editor-in-Chief
Bartz, david e enhancing education for african american children nftej v...William Kritsonis
The United States is in a crisis regarding the ineffectiveness of PreK-12 education for African American children. Principals play a key role in alleviating this crisis through culturally responsive school leadership that includes critical self-reflection, consistently contributing to culturally responsive teaching and curriculum, promoting culturally responsive school environments, and engaging the community in culturally responsive ways. Teachers and significant others (parents/guardians, grandparents, family members, and siblings) in the daily lives of African American children, and community agencies must work collaboratively to enhance the cognitive and social psychological development of African American children.
Assignment 2 Community Prevention ProgramAfter hearing that a n.docxBenitoSumpter862
Assignment 2: Community Prevention Program
After hearing that a neighbor’s child, Jeremy, age seven, was sexually assaulted in the local park, the parents of Cherry Hill township decide that their community needs a program to prevent sexual abuse of their children in the future.
Prepare a presentation for the parents, providing pertinent information they might like to include in a Sexual Assault Prevention program aimed at the children in their community. Suggest the psychoeducational and supportive approaches that can be effectively used at the community level, such as in community centers, schools, and social service agencies, to provide this information to the children. Address issues of gender, diversity, and ethics in your presentation.
Submit your PowerPoint presentation to the
W2: Assignment 2 Dropbox
by
Wednesday, July 19, 2017
. Your response should be at least 5 - 6 slides and include speaker notes for each slide. In addition, make sure you have included a title slide and a reference slide.
Assignment 2 Grading Criteria
Maximum Points
Analyzed pertinent information they deem relevant to the development of a Sexual Assault Prevention program
25
Described the psychoeducational information and supportive approaches that the community can effectively use to deal with the issue of sexual abuse of children
30
Addressed the issues of gender, diversity, and ethics in the context of intervention approaches
25
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources, displayed accurate spelling, grammar, and punctuation.
20
Total:
100
.
Assignment 2 Analyzing World CulturesMedia play a very large role.docxBenitoSumpter862
Assignment 2: Analyzing World Cultures
Media play a very large role in both the development and the perpetuation of cultural elements. You may never have watched a foreign movie or even clips evaluating other cultures. In this assignment, you will explore online videos or movies from a culture of your choice and analyze how cultural elements are presented, compared to your own culture.
Complete the following:
Choose a world culture you are not familiar with.
Identify two–three online videos or movies representative of this culture. These could be examples of cultural expressions such as a Bollywood movie from India or Anime videos from Japan.
Evaluate two hours of such a video. Using the readings for this module, the Argosy University online library resources, and the Internet, research articles about your selected culture.
Select a scholarly article that analyzes the same culture presented in the videos you have observed.
Write a paper describing the cultural differences you have observed in the video. How are these observations supported by the research article?
Be sure to include the following:
Describe the videos you have watched.
Explain the main points of the videos.
Examine what stood out about the culture.
Compare and contrast the similarities and differences of this culture with your own.
Examine the ways of this culture. Is it one you would want to visit or live in?
Would you experience culture shock if you immersed yourself in this culture? Why or why not?
Support your statements with examples and scholarly references.
Write a 2–3-page paper in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M2_A2.doc.
.
Assignment 2 Communicating Bad News Leaders and managers often ha.docxBenitoSumpter862
Assignment 2: Communicating Bad News
Leaders and managers often have to deliver unpleasant or difficult information to other employees or other internal or external stakeholders. How well this news is delivered can affect employee relations as well as public perceptions.
Review the following scenario:
A new company claims it manufactures the best dog food in the market. It employs around 250 people worldwide. After six months in business, one of the company’s brands is found to contain harmful bacteria. Overnight, reports start pouring in from all over the country about pets falling sick, some critically. The company wants to communicate with its stakeholders through a memo before major news channels start to cover the disease.
Assume that you are an assistant to the company’s chairperson. Based on your analysis of the scenario and using the reading material covered in this module, draft two memos for the chairperson. One memo should address the board of directors and the other the company’s employees.
Make assumptions about whether it is the food product that has bacteria or if there is another explanation for the pets’ sickness.
Write a 1–2-page paper in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M2_A2.doc.
.
Assignment 2 Communicating Bad NewsLeaders and managers often hav.docxBenitoSumpter862
Assignment 2: Communicating Bad News
Leaders and managers often have to deliver unpleasant or difficult information to other employees or other internal or external stakeholders. How well this news is delivered can affect employee relations as well as public perceptions.
Review the following scenario:
A new company claims it manufactures the best dog food in the market. It employs around 250 people worldwide. After six months in business, one of the company’s brands is found to contain harmful bacteria. Overnight, reports start pouring in from all over the country about pets falling sick, some critically. The company wants to communicate with its stakeholders through a memo before major news channels start to cover the disease.
Assume that you are an assistant to the company’s chairperson. Based on your analysis of the scenario and using the reading material covered in this module, draft two memos for the chairperson. One memo should address the board of directors and the other the company’s employees.
Make assumptions about whether it is the food product that has bacteria or if there is another explanation for the pets’ sickness.
Write a 1–2-page paper in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M2_A2.doc.
By
Wednesday, July 19, 2017
, submit your assignment to the
M2: Assignment 2 Dropbox
.
Assignment 2 Grading Criteria
Maximum Points
Effectively utilized the tips covered in the module, to write an appropriate memo addressing the board of directors to convey the bad news.
40
Effectively utilized the tips covered in the module, to write a suitable memo addressing the company’s employees to convey the bad news.
40
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; and displayed accurate spelling, grammar, and punctuation.
20
Total:
100
.
Assignment 2 Case of Anna OOne of the very first cases that c.docxBenitoSumpter862
Assignment 2: Case of Anna O
One of the very first cases that caught Freud’s attention when he was starting to develop his psychoanalytic theory was that of Anna O, a patient of fellow psychiatrist Josef Breuer. Although Freud did not directly treat her, he did thoroughly analyze her case as he was fascinated by the fact that her hysteria was “cured” by Breuer. It is her case that he believes was the beginning of the psychoanalytic approach.
Through your analysis of this case, you will not only look deeper into Freud’s psychoanalytic theory but also see how Jung’s neo-psychoanalytic theory compares and contrasts with Freud’s theory.
Review the following:
The Case of Anna O.
One of the first cases that inspired Freud in the development of what would eventually become the Psychoanalytic Theory was the case of Anna O. Anna O. was actually a patient of one of Freud’s colleagues Josef Breuer. Using Breuer’s case notes, Freud was able to analyze the key facts of Anna O’s case.
Anna O. first developed her symptoms while she was taking care of her very ill father with whom she was extremely close. Some of her initial symptoms were loss of appetite to the extent of not eating, weakness, anemia, and development a severe nervous cough. Eventually she developed a severe optic headache and lost the ability to move her head, which then progressed into paralysis of both arms. Her symptoms were not solely physical as she would vacillate between a normal, mental state and a manic-type state in which she would become extremely agitated. There was even a notation of a time for which she hallucinated that the ribbons in her hair were snakes.
Toward the end of her father’s life she stopped speaking her native language of German and instead only spoke in English. A little over a year after she began taking care of her father he passed away. After his passing her symptoms grew to affect her vision, a loss of ability to focus her attention, more extreme hallucinations, and a number of suicidal attempts (Hurst, 1982).
Both Freud and Jung would acknowledge that unconscious processes are at work in this woman's problems. However, they would come to different conclusions about the origin of these problems and the method by which she should be treated.
Research Freud’s and Jung’s theories of personality using your textbook, the Internet, and the Argosy University online library resources. Based on your research, respond to the following:
•Compare and contrast Freud's view of the unconscious with Jung's view and apply this case example in your explanations.
•On what specific points would they agree and disagree regarding the purpose and manifestation of the unconscious in the case of Anna?
•How might they each approach the treatment of Anna? What might be those specific interventions? How might Anna experience these interventions considering her history?
Write a 2–3-page paper in Word format. Apply APA standards to citation of sources. Use .
Assignment 2 Bioterrorism Due Week 6 and worth 300 pointsAcco.docxBenitoSumpter862
Assignment 2: Bioterrorism
Due Week 6 and worth 300 points
According to the Department of Health and Human Services (2002), the nation's capacity to respond to bioterrorism depends largely on the ability of clinicians and public health officials to detect, manage, and effectively communicate in advance of and during a bioterrorism event.
Prepare a narrated presentation, using PowerPoint or other similar software, detailing a bioterrorism-related issue, analyzing the threat(s) that the bioterrorism-related issue poses.
In preparation for your presentation, research and review at least one (1) healthcare facility’s preparedness plan.
Note
: A video to help students record narration for the PowerPoint presentation is available in the course shell.
Prepare a twenty (20) slide presentation in which you:
Specify the key steps that healthcare managers should follow in preparing their organizations for a potential bioterrorism attack.
Outline at least two (2) possible early detection and surveillance strategies, and investigate the main ways those strategies may prompt timely interventions to effectively treat and diminish the impact of a bioterrorism threat.
Evaluate the specific preparation steps in the preparedness plan of a healthcare facility of your choosing.
Suggest at least one (1) possible improvement to promote early detection and enhanced surveillance.
Use at least four (4) recent (within the last five [5] years), quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Apply decision making models to address difficult management situations.
Develop policies that ensure compliance of healthcare delivery systems with current legislation.
Use technology and information resources to research issues in Health Care Operations Management
.
Assignment 2 Affirmative ActionAffirmative Action is a controvers.docxBenitoSumpter862
Assignment 2: Affirmative Action
Affirmative Action is a controversial topic in American society. People of all races, genders, and classes are divided on where they stand on Affirmative Action. However, the media has oversimplified Affirmative Action and many do not truly understand the policy and what it means for schools and employers. For this assignment, you will examine Executive Order 10925 and determine where you stand on this topic.
Review Executive Order 10925. A copy can be found at:
http://www.thecre.com/fedlaw/legal6/eo10925.htm
.
Then, write an organized short response (3 paragraphs) where you explain:
What is Affirmative Action as a social policy?
What were the goals of Affirmative Action? Has it been successful?
What are the basic arguments for Affirmative Action and what are those against it? Which side do you find the most convincing and why?
Be sure to support your answer with references to the textbook, appropriate outside resources, and your own personal experiences.
Create a response in 3 paragraphs to the discussion question. Cite sources and include references in your response. Submit your response to the
Discussion Area
by
Saturday, August 26, 2017
. Through
Wednesday, August 30, 2017
, review and comment on at least two peers’ responses.
.
Assignment 2 Audit Planning and Control It is common industry kno.docxBenitoSumpter862
Assignment 2: Audit Planning and Control
It is common industry knowledge that an audit plan provides the specific guidelines auditors must follow when conducting an external audit. External public accounting firms conduct external audits to ensure outside stakeholders that the company’s financial statements are prepared in accordance with generally accepted accounting principles (GAAP) or International Financial Reporting Standards (IFRS) standards.
Use the Internet to select a public company that appeals to you. Imagine that you are a senior partner in a public accounting firm hired to complete an audit for the chosen public company.
Write a four to six (4-6) page paper in which you:
Outline the critical steps inherent in planning an audit and designing an effective audit program. Based upon the type of company selected, provide specific details of the actions that the company should undertake during planning and designing the audit program.
Examine at least two (2) performance ratios that you would use in order to determine which analytical tests to perform. Identify the accounts that you would test, and select at least three (3) analytical procedures that you would use in your audit.
Analyze the balance sheet and income statement of the company that you have selected, and outline your method for evidence collection which should include, but not be limited to, the type of evidence to collect and the manner in which you would determine the sufficiency of the evidence.
Discuss the audit risk model, and ascertain which sampling or non-sampling techniques you would use in order to establish your preliminary judgment about materiality. Justify your response.
Assuming that the end result is an unqualified audit report, outline the primary responsibilities of the audit firm after it issues the report in question.
Use at least two (2) quality academic resources in this assignment.
Note:
Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Plan and design a generalized audit program.
Determine the nature and extent of evidence accumulated to conduct an audit after considering the unique circumstances of an engagement.
Evaluate a company’s various risk factors and the related impact to the audit process.
Evaluate effective internal controls that minimize audit risk and potentially reduce the risk of fraud.
Use technology and information resources to r.
Assignment 2 American ConstitutionFollowing the Revolutionary War.docxBenitoSumpter862
Assignment 2: American Constitution
Following the Revolutionary War and separation from England, the need for a new government was clear. A group of men, who became known as the “nation’s founders” or Founding Fathers, developed a new government based on principles and beliefs they knew through their experiences, readings, and study. The Founding Fathers had a great deal in common with each other, including property interests, education, and extensive political experience. These common experiences and birthrights created a strong consensus about what should be incorporated into the government that would replace England’s.
Troubles developed immediately upon establishment of the United States of America with the 1781 Articles of Confederation and Perpetual Union. Economic difficulties and means of dividing power between leaders and competing interests caused conflict. The conflicts had to be resolved, and some of the Founding Fathers and others, who would come to be known as the Framers went to Philadelphia to revise the Articles of Confederation. However, it became apparent immediately that the Articles could not be revised, and therefore, they were abandoned, and the Framers set about to create a new form of government. Though the effort was eventually successful and resulted in the Constitution, there was a great deal of conflict during its development in the summer of 1787. The form of government established incorporated the ideas of diverse groups, as well as the Framers’ recognition of the need for compromise.
Research the history of the American Constitution using the Argosy University online library resources. Respond to
one
question from each of the question sets A and B.
A. Creating the Constitution
Consider the three constitutional proposals: the Virginia Plan, the New Jersey Plan, and the Great Compromise, also known as the Connecticut Compromise. If you were a delegate and without the experience of the past 200 years, which constitutional proposal would you have supported? Why?
Why do you think the framers were silent on the issue of slavery in the wording of the Constitution? What were the strengths and weaknesses of the Articles of Confederation?
What were the issues in the Constitutional Convention? Who were the Federalists and Anti-Federalists?
B. Living with the Constitution
What are the formal and informal methods of constitutional change?
How do checks and balances work in the lawmaking process today? Which current and important events do you think are examples of the success of checks and balances?
Do you think the Constitution is a relevant political document for the twenty-first century? What new amendments might be appropriate today?
Write your response to each in 150–200 words.
By
Saturday, February 4, 2017
, post your response to the appropriate
Discussion Area
. Through
Wednesday, February 8, 2017
, review and comment on at least three peers’ responses.
.
Assignment 2 A Crime in CentervaleWhile patrolling during his shi.docxBenitoSumpter862
Assignment 2: A Crime in Centervale
While patrolling during his shift, a Centervale police officer, Detective Johnson, saw two men standing on a street corner. Johnson observed the two proceed alternately back and forth between the street ahead and the corner, pausing and returning to conference. Detective Johnson found this strange as the Love's Jeweler shop was down the street. The two men repeated this ritual alternately three to four times, which appeared as if they were looking out for someone or were about to steal something. Detective Johnson saw a third man approach and handing something to one of the two men, which he stuffed into his pocket.
Detective Johnson approached the three men and identified himself as a policeman. He saw the man that stuffed the item in his pocket place his hand in his pocket again. Detective Johnson kept his eyes on the man and asked their names. Before they could answer, the detective turned the man around, patted down his outside clothing, and felt a hard object. The man objected saying, "Hey man, you can't do that. I have rights. I want my lawyer." Detective Johnson sneered, "Oh! you'll get your lawyer." Upon feeling the object, the officer removed his gun and asked the three to raise their hands and place them on the wall. The officer patted each man down and found a gun in the pocket of one man. He removed the jacket of another man and found a diamond ring in the inside pocket. The third man did not have anything in his pockets.
The three were taken to the police station and charged with grand theft and burglary. One of the men was also charged for carrying a concealed weapon. Detective Johnson ran the information concerning the gun and found that it matched the gun related to an aggravated battery and rape case from a year ago. The detective questioned Danny, the man who had the gun. At first, Danny did not want to say anything, but the detective continued questioning him. After three hours, Danny confessed to the aggravated battery and rape case. He denied being involved in the grand theft and burglary.
Danny had a first appearance in the court within three days, whereupon he is appointed an attorney but denied bail. Danny does not see his attorney until the next court appearance. The attorney asks what he wants to do and Danny said, "I want to fight it man." The attorney tells Danny, "That's not going to work; the DA is offering you a good deal if you plea." Over the objection of the victim in the court, the DA offers Danny probation if he testifies against the other two in the burglary case. The DA wants the other two to be sentenced to ten years in that case. While shaking his head, Danny pleads guilty above the cries of the victim. The DA asks the judge to hold off on sentencing until after he testifies in the other trial.
After Danny testifies against the other two defendants and they are sentenced to ten years, Danny goes back to the court. The judge, not agreeing with the deal, decides to sent.
Assignment 2 (RA 1) Analysis of Self-ImageIn this assignment, yo.docxBenitoSumpter862
Assignment 2: (RA 1): Analysis of Self-Image
In this assignment, you will identify and discuss factors that contribute to self-image during middle childhood and adolescence.
Write a 6-page research paper on factors influencing self-image during middle childhood and adolescence.
Tasks:
Conduct a review from professional literature—articles from peer-reviewed journals and relevant textbooks—on the factors influencing self-image during middle childhood and adolescence. Topics to consider include:
Family constellation
Risk and protective factors
Various aspects of cultural identity
Physical characteristics
Social interactions with peers
.
Assignment 1Write a 2-3 page outline describing the health to.docxBenitoSumpter862
Assignment
1:
Write a 2-3 page outline describing the health topic you’ve been assigned and develop a justification/rationale for an educational intervention.
Assignment
2:
Develop a graphic organizer for their topic.
The Graphic Organizer is intended to provide visual cues to enhance learning.
The graphic organizers should be included with your unit plan.
.
assignment 1The idea of living in a country where all policy sh.docxBenitoSumpter862
assignment 1
The idea of living in a country where “all policy shall be based on the weight of evidence” seems unreal for me. However this idea does not seems so crazy for Neil deGrasse Tyson, who believes this idea could work in a country. But could it really work?
The ‘Rationalia’ proposal is about that every idea need to be based on something. It means everything has to follow a process which is gathering data, observation, experimenting and having a conclusion. For a policy to get approved it needs to have the weight of evidence to support it, if it does not have it, then it will not get approve. I found it very interesting how white supremacy supported African slavery and how there was an effort to restricted the reproduction of other races. I feel like this would turn into a chaotic country because there are so many things that science cannot explain, scientist have theories only. Like most of the ancient civilization that had big constructions, ex: The Incas in Peru, there is no explanation for how the Machu Picchu ruins were constructed, or like the Pyramids in Egypt. As the scientist keep researching, new theories originate and no conclusion is made.
I do not think religion has all the answers also. Why were women not able to touch their husbands or feed their animals while menstruating? Why a women would be considered contaminated or not pure base on something as normal as menstruation. Or the idea of it is okay for men to have multiple wives but it was not okay for women to get married twice? I do believe that there is a God, but the idea of the men been superior in both science and religion makes me feel frustrated as a woman. It would be very difficult for a country to be ruled by science or by God only. I feel that there should always be a balance between science and religion, even though both want to compete with each other and have the ultimate opinion. There are somethings that I disagree with both of them. There is no need to keep fighting against each other, even the pope supported the scientific view of evolution, and as the article “Nonoverlapping Magisteria” by Stephen Jay Gould said “The Catholic Church had never opposed evolution and had no reason to do so”. For some people like me, science and religion go together.
assigment 2
In the first reading “Reflections on Rationalia” by Neil deGrasse Tyson, Tyson discusses an idea of developing a virtual world in which all its policies have to be founded based on evidence, meaning that the state would be undergoing constant research, forming a foundation for its government and how its citizens should think. Within the proposal for the new state, Tyson says that a great amount of funding will be given to the continued study of the human sciences, along with extensive training for the young to learn how to obtain, analyze and gather conclusions on data, and citizens would have the freedom to be irrational, simply no policies will be made with.
Assignment 1Recognizing the Role of Adhering to the Standar.docxBenitoSumpter862
Assignment 1:
Recognizing the Role of Adhering to the Standard of Care
When providing health care, there are standards of care which a reasonably prudent provider should follow. Providers at all levels are held to these standards of care. Failure to provide competent care to your patients will put you at risk for malpractice. Remaining current with the evidenced-based guidelines and providing optimal care will minimize the risk of liability.
For this Assignment, you will create a PowerPoint presentation that explains any legal implications that exist for failure to adhere to a standard of care, the key elements of malpractice, and compare the differences in malpractice policy options.
To prepare:
Consider the importance of using professional resources such as the National Guideline Clearinghouse to guide care delivered
Create a PowerPoint presentation no more than 15 slides in length that addresses the following:
Identify and explain any legal implications that exist for failure to adhere to a standard of care
Identify and explain the key elements of malpractice
Compare the differences in malpractice policy options
.
Assignment 1Argument MappingWrite a four to five (4-5.docxBenitoSumpter862
Assignment 1:
Argument Mapping
Write a four to five (4-5) page paper in which you:
(
Note:
Refer to Demonstration Exercise 3 located at the end of Chapter 1 for criteria 1-3.)
1.
Create an argument map based on the influence diagram presented in Case 1.3 and complete all the criteria provided in the exercise, beginning with this claim: “The U.S. should return to the 55- mph speed limit in order to conserve fuel and save lives.”
2.
Include in the map as many warrants, backings, objections, and rebuttals as possible.
3.
Assume that the original qualifier was
certainly;
indicate whether the qualifier changes as we move from a simple, static, uncontested argument to a complex, dynamic and contested argument.
(
Note:
Refer to Demonstration Exercise 3 located at the end of Chapter 8 for criterion 4.)
4.
Apply the argument mapping procedures presented in Chapter 8 to analyze the pros and cons (or strengths and weaknesses) of the recommendations that the United States should
not
intervene in the Balkans.
(
Note:
Refer to Demonstration Exercise 4 located at the end of Chapter 8 for criteria 5-7.)
Demonstration exercise 3 chapter 1
Create an argument map based on the influence diagram presented in Case 1.3. Begin with the following claim: “The United States should return to the 55 mph speed limit in order to conserve fuel and save lives.” Include in your map as many warrants, backings, objections, and rebuttals as you can. Assuming that the original qualifier was certainly, indicate whether the qualifier changes as we move from a simple, static, uncontested argument to a complex, dynamic, and contested argument
Influence diagram presented in case 1.3
CASE 1.3 THE INFLUENCE DIAGRAM AND DECISION TREE—STRUCTURING PROBLEMS OF ENERGY POLICY AND INTERNATIONAL SECURIY
Along with other policy-analytic methods discussed earlier in this chapter (Figure 1.1), the influence diagram and decision tree are useful tools for structuring policy problems.52 The influence diagram (Figure C1.3) displays the policy, the National Maximum Speed Limit, as a rectangle. A rectangle always refers to a policy choice or decision node, which in this case is the choice between adopting and not adopting the national maximum speed limit of 55 mph. To the right and above the decision node are uncertain events, represented as ovals, which are connected to the decision node with arrows showing how the speed limit affects or is affected by them. The rectangles with shaved corners represent valued policy outcomes or objectives. The objectives are to lower fuel consumption, reduce travel time, reduce injuries, and avert traffic fatalities. To the right of the objectives is another shaved rectangle, which designates the net benefits (benefits less costs) of the four objectives. The surprising result of using the influence diagram for problem structuring is the discovery of causally relevant economic events, such as the recession and unemployment, .
Assignment 121. Create a GUI application that contains textboxes.docxBenitoSumpter862
Assignment 12
1. Create a GUI application that contains
textboxes
for first name, last name and title. The app should also contain one button (with the text "Format!"). Once a user filles in textboxes and clicks the button the user-entered info should be displayed in a
label
formatted with one space between the title, first name, and last name.
2. Create a GUI higher/lower guessing game that lets a user guess a number between 1 and 111 (you can either randomly assign the secret number or hardcode it). Let the user enter his/her guess in a
textbox
then click a Submit button to submit his/her guess. If the guess is too low change the form color to YELLOW. If the guess is too high change the form color to BLUE. If the guess is correct change the form color to GREEN and display the number of guesses it took.
.
Assignment 1.3 Assignment 1.3 Article Review Read the article .docxBenitoSumpter862
Assignment 1.3
Assignment 1.3 Article Review
Read the article Social Service or Social Change, available in attachments. Review this article, using the Article Review format provided. Please note there are three sections of an article review.
The first is a brief summary of the article. The second, the Critique, is
about
your opinion of the information presented in the article, and the third, the Application, is about how you might use this information in the future. The Article Review template is located in attachments.
.
Assignment 1Answer the following questions concisely (no.docxBenitoSumpter862
Assignment 1
Answer the following questions concisely (no more than half a page per question)
1.
What is the National Prevention Strategy and who is responsible for it?
2. What are the differences among community health, population health, and global health?
3. Which federal department in the United States is the government’s principal agency for protecting the health of all Americans and for providing essential human services, especially to those who are least able to help themselves? What major services does this department provide?
4. How do state and local health departments interface?
5. What significance do you think Healthy People 2020 will have in the years ahead?
.
Assignment 1 Victims’ RightsThe death penalty is one of the mos.docxBenitoSumpter862
Assignment 1: Victims’ Rights
The death penalty is one of the most controversial topics in the criminal justice system. In the US criminal justice system, the government represents the victim. At the time of sentencing, many states allow victim impact statements. There are additional issues to consider in the application of the death penalty. Some of these issues are race, age, and cost.
Use the Argosy University Online Library resources to research the role of the victims in sentencing a defendant.
Submission Details:
By
June 28
, 2017
, post your responses to the following topics to this
Discussion Area
.
Discuss what you learned, focusing on such topics as racial disparity, juveniles, and victim impact statements. Be sure to cite your sources of information in the APA style.
Describe a specific case you learned about in the news where victims' rights figured prominently (either in a positive or in a negative way).
.
Assignment 1 Unreasonable Searches and SeizuresThe Fourth Amend.docxBenitoSumpter862
Assignment 1: Unreasonable Searches and Seizures
The Fourth Amendment to the US Constitution protects citizens' rights to be free from unreasonable governmental intrusion. The text of the amendment reads: "The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized."
There are many legal safeguards in place to ensure that police officers interfere with citizens' Fourth Amendment rights under limited circumstances. In Centervale, there have been several citizen complaints about Fourth Amendment violations by the local police department. The Centervale chief of police, Charles Draper, has determined that the behavior of some police officers reveals a lack of consistent understanding of the criminal justice concepts dealing with the Fourth Amendment prohibition against unreasonable searches and unreasonable seizures.
Submission Details:
By
Monday
, post to the
Discussion Area
your response to the following:
Explain what constitutes an unreasonable search or seizure.
Use examples to support your response.
Explain how the exclusionary rule and fruit of the poisonous tree apply.
.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. understood as culturally
revitalizing pedagogy. Using two ethnographic cases as their
foundation, they explore
what culturally sustaining/revitalizing pedagogy (CSRP) looks
like in these settings
and consider its possibilities, tensions, and constraints. They
highlight the ways in
which implementing CSRP necessitates an “inward gaze” (Paris
& Alim, 2014),
whereby colonizing influences are confronted as a crucial
component of language
and culture reclamation. Based on this analysis, they advocate
for community-based
educational accountability that is rooted in Indigenous
education sovereignty.
We begin with the premise that education for Native American
students is
unique in that it implicates not only issues of language,
“race”/ethnicity, social
class, and other forms of social difference, but also issues of
tribal sovereignty:
the right of a people to self-government, self-education, and
self-determination,
including the right to linguistic and cultural expression
according to local
languages and norms (Lomawaima & McCarty, 2006; Wilkins &
Lomawaima,
102
Harvard Educational Review
2001). Tribal sovereignty is inherent, predating the U.S.
3. Constitution, but is
also recognized within the Constitution and in treaties and case
law. The cor-
nerstone of the tribal-federal relationship is a legally and
morally codified rela-
tionship of trust responsibility that is both voluntary and
contractual, and that
entails the “federal responsibility to protect or enhance tribal
assets (includ-
ing fiscal, natural, human, and cultural resources) through
policy decisions
and management actions” (Wilkins & Lomawaima, 2001, p. 65).
Tribal sover-
eignty also inheres in international conventions that distinguish
Indigenous
peoples as peoples rather than populations or national
minorities, a status that
recognizes Indigenous rights to self-governance and to
autochthonous lands
and lifeways (International Labour Organisation, 1989). Thus,
although many
education issues facing Native Americans are similar to those of
other minori-
tized communities, the experiences of Native American peoples
have been
and are profoundly shaped by a unique relationship with the
federal govern-
ment and by their status as tribal sovereigns. As Lomawaima
(2000) writes,
“Sovereignty is the bedrock upon which any and every
discussion of [Ameri-
can] Indian reality today must be built” (p. 3).
For education researchers working in Native American settings,
culturally
based, culturally relevant, and culturally responsive schooling
4. (all three terms
are commonly used in the literature) have long been tied to
affirmations of
tribal sovereignty (Beaulieu, 2006; Castagno & Brayboy, 2008;
Lomawaima
& McCarty, 2006). This has been contested ground—a “battle
for power”
(Lomawaima, 2000, p. 2)—as missionaries, federal employees
within the
Bureau of Indian Affairs, and state departments of education
have sought to
determine curricula, pedagogy, and medium-of-instruction
policies for Native
American students. In this article we argue that tribal
sovereignty must include
education sovereignty. Regardless of whether schools operate
on or off tribal
lands, in the same way that schools are accountable to state and
federal gov-
ernments, so too are they accountable to the Native American
nations whose
children they serve.
With this as our anchoring premise, we take up Paris’s (2012)
and Paris
and Alim’s (2014) call for culturally sustaining pedagogy
(CSP), an approach
defined as having the “explicit goal [of] supporting
multilingualism and multi-
culturalism in practice and perspective for students and
teachers” (Paris, 2012,
p. 95). Building on foundational work on culturally responsive
education by
Cazden and Leggett (1978) and on Ladson-Billings’s (1995a,
1995b) concep-
tion of culturally relevant pedagogy (see also Gay, 2010), Paris
5. (2012) explains
that CSP goes beyond being responsive or relevant to the
cultural experiences
of minoritized youth in that it “seeks to perpetuate and foster —
to sustain—
linguistic, literate, and cultural pluralism as part of the
democratic project of
schooling” (p. 95). Paris further explains that CSP democratizes
schooling by
“supporting both traditional and evolving ways of cultural
connectedness for
contemporary youth” (p. 95).
103
Critical Culturally Sustaining/Revitalizing Pedagogy
teresa l. mccarty and tiffany s. lee
The notion of CSP affords the opportunity to extend this
conversation to
new realms. Today, Native communities are in a fight for
cultural and linguistic
survival in which Paris and Alim’s (2014) question—“What are
we seeking to
sustain?”—takes on heightened meaning. As Brayboy (2005)
notes, Indigenous
peoples’ desires for “tribal sovereignty, tribal autonomy, self-
determination,
and self-identification” (p. 429) are interlaced with ongoing
legacies of colo-
nization, ethnicide, and linguicide. Western schooling has been
the crucible
in which these contested desires have been molded, impacting
Native peoples
6. in ways that have separated their identities from their
languages, lands, and
worldviews (see Reyhner & Eder, 2004). As a consequence, we
argue that in
Native American contexts, CSP must be understood to include
culturally revi-
talizing pedagogy.
We propose critical culturally sustaining/re vitalizing pedagogy
(CSRP) as an
approach designed to address the sociohistorical and
contemporary contexts
of Native American schooling. We define this approach as
having three com-
ponents. First, as an expression of Indigenous education
sovereignty, CSRP
attends directly to asymmetrical power relations and the goal of
transforming
legacies of colonization. Smith (2013) points out that this
involves a “knowing-
ness of the colonizer” as well as “a struggle for self-
determination” (p. 8).
Second, CSRP recognizes the need to reclaim and revitalize
what has been
disrupted and displaced by colonization. Since for many
Indigenous com-
munities this increasingly centers on the revitalization of
vulnerable mother
tongues, we focus on language education policy and practice.
As Moll and
Ruiz (2005) observe, a core element of educational sovereignty
is “the extent
to which communities feel themselves to be in control of their
language” (p.
299). While language education in Indigenous settings is
informed by inter-
7. national research and practice in bilingual education (e.g.,
García, 2009), by
virtue of its revitalizing goals it requires novel approaches to
second language
learning. Finally, Indigenous CSRP recognizes the need for
community-based
accountability. Respect, reciprocity, responsibility, and the
importance of car-
ing relationships—what Brayboy and colleagues (2012, p. 436)
call “the four
Rs”—are fundamental to community-based accountability. To
borrow from
Brayboy et al.’s (2012, p. 435) discussion of critical Indigenous
research meth-
odologies, CSRP ser ves the needs of Indigenous communities
as defined by
those communities.
Our ethnographic work with Native American–ser ving schools
in the U.S.
Southwest serves as our lens into these processes. We begin
with background
information on the demographic, educational, and
sociolinguistic context
that frames the work of these schools. Then, using two case
examples, we
explore the ways in which educators employ CSRP to
destabilize dominant
policy discourses, even as these educators operate, in their
words, “under the
radar screen” of dominant-policy surveillance. We selected
these cases to illu-
minate the complexities and contradictions of practicing CSRP
in schools that
8. 104
Harvard Educational Review
aim to exert educational control while confronting colonial
influences embed-
ded in curriculum, pedagogy, standards, policies, and
Indigenous communi-
ties themselves. We conclude with a vision for a democratic
policy orientation
that resists reductive pedagogies and engages both the
possibilities and the
tensions within CSRP.
Three key questions guide our discussion:
What does CSRP look like in practice?
What are its possibilities, tensions, and challenges?
How can community-based CSRP work in service to the goals of
Indig-
enous education sovereignty, which include what Paris (2012)
calls “the
democratic project of schooling?” (p. 95)
Setting the Educational and Sociolinguistic Scene:
A “Race Against Time”?
In 2012, 5.2 million people in the United States self-identified
as American
Indian or Alaska Native (1.7 percent of the enumerated
population), and
1.2 million people self-identified as either Native Hawaiians or
9. “Other Pacific
Islanders” (.4 percent of the enumerated population) (Hixson,
Hepler, &
Kim, 2012; Norris, Vines, & Hoeffel, 2012). These figures
represent 566 fed-
erally recognized tribes and 617 reservations and Alaska Native
villages. How-
ever, the 2010 census also showed that 67–92 percent of
American Indians
and Alaska Natives reside outside of tribally held lands (Norris
et al., 2012, pp.
12–13). This demographic is significant because a growing
number of Native
American children attend off-reservation public schools.
The more than 700,000 American Indian, Alaska Native, and
Native Hawai-
ian students who attend K–12 schools in the United States are
ser ved by a
plethora of school systems: federal Bureau of Indian Education
(BIE) schools;
tribal or community-controlled schools under BIE pur view but
operated by
local Native school boards; state-supervised public schools,
including charter
schools; and private and parochial schools (National Caucus of
Native Ameri-
can State Legislators, 2008). Nearly 90 percent of Native
American students
attend public schools, and in more than half of these schools
Native students
constitute less than a quarter of total school enrollments
(Brayboy, Faircloth,
Lee, Maaka, & Richardson, forthcoming; Moran & Rampey,
2008). These
public and often off-reser vation schools are much less likely to
10. have Native
American teachers or teachers with Indigenous cultural
competency (Moran
& Rampey, 2008), which complicates but does not vitiate the
possibilities for
CSRP as an expression of Indigenous educational sovereignty.
Adding to the complexity of schooling for Native American
learners is the
diversity of Native American languages spoken—170, according
to recent esti-
mates (Siebens & Julian, 2011)—and the simultaneous threats to
that diver-
sity. In the 2010 census, only one in ten young people ages five
to seventeen
105
Critical Culturally Sustaining/Revitalizing Pedagogy
teresa l. mccarty and tiffany s. lee
reported speaking a Native American language (Siebens &
Julian, 2011). The
causes of a community-wide shift from an Indigenous or
minoritized language
to a dominant one are multiple, but in this case they are directly
linked to
federally attempted ethnicide and linguicide—what Kenyan
literar y scholar
Ngũgĩ wa Thiong’o (2009) describes as “conscious acts of
language liquida-
tion” (p. 17). Beginning in the 1800s and lasting well into the
twentieth cen-
tury, such policies were carried out through punitive English-
11. only instruction
in distant boarding schools (Lomawaima & McCarty, 2006;
Reyhner & Eder,
2004; Skutnabb-Kangas & Dunbar, 2010). “While trust
responsibility and sov-
ereignty were supposed to be the guiding principles of Indian
education,”
writes Brayboy (2005), “‘appropriate’ education was . . . that
which eradicated
Indianness or promoted Anglo values and ways of
communicating” (p. 437).
These policies have had multigenerational impacts, one of
which, say Hermes,
Bang, and Marin (2012), is that many Native children and their
families “have
no choice about the language they use in everyday speech”;
school, work, and
“routine daily practices occur in the English domain” (p. 398).
This places
Indigenous communities in what some scholar-activists have
called a “race
against time,” making language revitalization a paramount
educational goal
(Benally & Viri, 2005; Sims, 2005).
Native American communities have taken a variety of
approaches to their
language reclamation and revitalization efforts. For instance,
many revitaliza-
tion programs operate outside of schools—in family homes,
neighborhoods,
and communal settings (see Hermes et al., 2012; Hinton, 2013;
Romero-Little,
Ortiz, McCarty, & Chen, 2011; Warner, 1999). Many programs
are situated
within reservation settings, but as Hermes and King (2013)
12. point out, “there
is active demand for and interest in language revitalization” (p.
127) in diverse
urban areas as well. Indeed, some of the most successful Native
American lan-
guage and culture revitalization programs (e.g., Hawaiian) have
operated
for decades in large urban settings. Each revitalization effort
must be under-
stood according to locally defined needs, goals, and available
material and
human resources. What is shared among these projects and their
personnel
is a strongly held sentiment that Indigenous languages
constitute invaluable
repositories of distinctive knowledges that children have a right
to and need
for full participation in their communities, and that “are central
to self-deter-
mination and sovereignty” (Sims, 2005, p. 105). To explore
these issues in
greater depth, we turn now to our cases.
Introducing the Cases
We developed the two case studies in this section based on our
individual
research at each of these study sites. Both cases need to be
understood in
light of persistent disparities in educational opportunities and
outcomes for
Native American learners. Biennual national studies of
American Indian and
Alaska Native schooling continue to document ongoing and
even widening
13. 106
Harvard Educational Review
gaps between the National Assessment of Educational Progress
(NAEP) per-
formance of Native American students and their White
mainstream peers
(NCES, 2012). Similar disparities are found in graduation rates,
postsecond-
ar y completion, and disproportionate representation in special
education
(Castagno & Brayboy, 2008). This national database also
documents limited
instruction in Native language and culture content (NCES,
2012). Further,
although Native students increasingly enter school speaking
English as a first
language, they often speak varieties of English influenced by
their Native lan-
guages and are subjected to school labeling practices that
stigmatize them as
“limited English proficient” (McCarty, 2013).
Thus, despite the shift to English, Native students are not, as a
group, expe-
riencing greater success in school. “Schools are clearly not
meeting the needs
of Indigenous students,” Castagno and Brayboy (2008)
conclude, “and change
is needed if we hope to see greater parity in these (and other)
measures of aca-
demic achievement” (p. 942). The cases here represent schools
and educators
that have determinedly embarked on this path of needed change.
14. Since 2005, Tiffany Lee has been a researcher, coordinator,
parent, and gov-
erning council member at the first case study site, the Native
American Com-
munity Academy (NACA).1 In this capacity she has observed
and been involved
in the successes and challenges of NACA to fulfill its mission
while adhering
to state mandates and regulations for operations. Her research at
NACA took
place between 2008 and 2010 and involved in-depth interviews,
focus groups,
and recorded daily observations of language teaching. Lee
undertook one com-
ponent of this research, and she and her colleagues undertook
another as part
of a larger statewide study of American Indian education (Jojola
et al., 2011).
Between 2009 and 2011, Teresa McCarty conducted research at
the second
case study site, Puente de Hózhǫ́ (PdH). This research was part
of a larger
national study undertaken in response to Executive Order
13336, which called
for research to evaluate promising practices for enhancing
Native American
students’ academic achievement, including the role of Native
languages and
cultures in successful student outcomes (Brayboy, 2010). Data
for the PdH
study included extended ethnographic observations of classroom
instruction
and Native teachers’ monthly curriculum meetings; individual
and focus group
15. interviews with key program personnel, parents, and youth;
document analy-
sis (e.g., school mission statements, teachers’ lesson plans, and
student writing
samples); and photographs intended to capture how the local
Native language
and culture were represented in the visual environment of the
school.2
In both cases, our methodology was ethnographic and praxis
driven, with
the specific intent of collaborating with local stakeholders in
their efforts to
effect positive change. As a guiding research ethic, we
foregrounded com-
munity interests based on respect, relationship building,
reciprocity, and
accountability to participants’ communities (Brayboy et al.,
2012). We regu-
larly shared qualitative data and our interpretations of them
with program
107
Critical Culturally Sustaining/Revitalizing Pedagogy
teresa l. mccarty and tiffany s. lee
participants. We also collected state-required achievement data
to supplement
our qualitative data.
NACA: Sustaining “the Seeds”
Someone planted the seed for me to start learning my language,
16. or
something did that for me, and I’m excited to have the
opportunity to try
and do that for these students.
—Mr. Yuonihan, NACA Lakota language teacher
The Native American Community Academy is a state-funded
public charter
school serving middle and high school students in Albuquerque,
New Mexico,
a city of approximately 500,000 in a state that is home to
twenty-two sovereign
Native American nations. Charter schools have played a
growing role in Native
peoples’ efforts to gain control over their children’s education
(Ewing & Fer-
rick, 2012; Fenimore-Smith, 2009; Kana‘iaupuni, 2008). NACA
is an example
of this trend as it embodies Indigenous education sovereignty
and CSRP. The
school’s founders opted to propose NACA as a charter school
because charter
status afforded greater autonomy and flexibility than a typical
public school
and enabled the school to provide an academic focus tailored to
community
needs and interests. Although NACA gained some degree of
control, it must
still adhere to many state regulations, including state-
determined monolin-
gual norms monitored by English standardized tests. Schools
like NACA offer
state-mandated courses, including three years of math and two
years of lan-
guage, and their teachers must be state certified. The challenge
17. for charter
schools whose missions are connected to community, culture,
and wellness is
to implement an educational approach that simultaneously meets
their own
goals and the requirements of the state.
Approximately 5,500 Native American students are ser ved by
the Albu-
querque public schools. These students represent Native nations
within and
outside of New Mexico. Additionally, many students are of
mixed ethnic and
racial heritage (e.g., Navajo/Cochiti Pueblo; Lakota/Anglo;
Isleta Pueblo/
Latino/a). The student body at NACA represents diversity
within communities
of color. Overall, NACA students come from sixty different
Native nations and
sixteen various non-Native ethnic and racial backgrounds.
Ninety-five percent
of the student body identifies as Native American (Anpao Duta
Flying Earth,
NACA associate executive director, personal communication,
December 17,
2013). As more Native people move outside their Native
nation’s boundaries,
this population of school-aged children continues to grow,
making schools
such as NACA particularly noteworthy sites to look for
examples of CSRP and
Native American educational sovereignty in action.
In the fall of 2006, NACA opened its doors to approximately
sixty students
in sixth and seventh grades. Today it serves approximately four
18. hundred stu-
dents in grades 6–12. With the goals of serving the local Native
communities
108
Harvard Educational Review
and offering a unique approach to Indigenous education, the
school inte-
grates an academic curriculum, a wellness philosophy, and
Native culture and
language. NACA’s mission is to provide a holistic or well -
rounded education
focused on “strengthening communities by developing strong
leaders who are
academically prepared, secure in their identity and healthy”
(NACA, 2012a).
The school’s wellness emphasis follows Indigenous educational
philosophies
of holistic attention to students’ intellectual, physical,
emotional, and social
development within a community and cultural context (Cajete,
2000).
In their effort to attend to the mission of the school, teachers
and staff
have identified core values related to the mission—respect,
responsibility,
community/service, culture, perseverance, and reflection—and
expressed an
expectation that students and staff will display behavior and
attitudes that rep-
resent each core value. These core values reflect those held in
19. NACA students’
tribal communities. NACA staff members have designed
activities to integrate
those values into their curriculum and teaching methods. Such
practices are
intended to instill a foundation for students’ cultural identity
and are part of
the implementation of CSRP. As one example, a community
member, Carrie,
discussed a weekly morning ritual that draws on Native songs
and communal
gathering practices to incorporate this custom into the school:
“They gather
in a circle on Monday mornings, and they begin with the drum.
They actually
sing together . . . And that’s so important to have and so I think
that . . . makes
it feel like it’s a community and it’s unified.”
The challenge for teaching values such as respect at NACA has
been to con-
front generalizations and stereotypes of those values. Native
American people
have often been portrayed as one culture and one people
(Diamond, 2010),
essentializing the diverse beliefs and traditions practiced by
Native peoples.
NACA students come from diverse Indigenous and other ethnic
backgrounds.
Teaching to each respective student’s community’s values is
unfeasible. Con-
sequently, maintaining the integrity of new school-based rituals
and traditions
for exemplifying school values becomes a complex and
constantly negotiated
endeavor. In some cases, the teachers, staff, and parents utilize
20. specific tra-
ditions of particular communities. In other instances, school -
based practices
are jointly created by teachers, students, and staff, who are
mindful of avoid-
ing any essentializing and stereotyping of Indigenous peoples.
For example,
the morning circle that Carrie described is an adapted practice
based on tra-
ditions of many Native communities. The school’s associate
executive direc-
tor discussed it in this way: “The morning circle is an extension
of traditional
protocols for openings/closings where blessings, songs, and
information dis-
semination happens in a circle” (Anpao Duta Flying Earth,
personal com-
munication, December 11, 2013). CSRP at NACA requires
careful attention
to the diversity of Indigenous peoples and fostering practices
that build and
strengthen community, including the NACA community.
Building community through NACA’s core values occurs in the
classroom as
well. Some teachers report using assessment practices that
respond to a holis-
109
Critical Culturally Sustaining/Revitalizing Pedagogy
teresa l. mccarty and tiffany s. lee
tic view of students and their performance as a way to create
21. meaningful con-
nections to the school’s core values. Lakota language teacher
Mr. Yuonihan
describes assessing more than students’ content knowledge. He
also focuses
on their development as caring and empathetic human beings
and on the
quality of relationships they have with one another. He said,
“Another way
that I evaluate if they’re receiving some of the things that I’m
teaching them is
how they treat each other out here when they’re not in class.”
He looks for his
students to demonstrate respect, compassion, and helpful
behavior with oth-
ers, as these are also attributes associated with the way the
Native language is
used and how Native people treat one another. Likewise, he
strives to create a
reciprocal and respectful relationship with his students. He
described how he
explains this to his students:
The relationship that we’re gonna have in this classroom—I’m
gonna treat you
like one of my nieces or nephews, so that it does not end once
we are out of this
class. It does not end once you’ve graduated from NACA. We’re
always gonna
have that relationship, and I expect you guys to acknowledge
me and I will
acknowledge you like that.
Indigenous languages are inseparable from this educational
approach. Lan-
guage is vital to cultural continuity and community
22. sustainability because it
embodies both everyday and sacred knowledge and is essential
to ceremonial
practices. Language is also significant for sustaining Indigenous
knowledge
systems, cultural identifications, spirituality, and connections to
land (Benally
& Viri, 2005; Benjamin, Pecos, & Romero, 1996). Additionally,
strong Native
language and culture programs are highly associated with
ameliorating per-
sistent educational inequities between Native students and their
non-Native
peers by enhancing education relevancy, family and community
involvement,
and cultural identity (Ar viso & Holm, 2001; Lee, 2009, 2014;
McCardle &
Demmert, 2006a, 2006b; McCarty, 2012).
Reflecting students’ linguistic and cultural backgrounds, NACA
offers
three locally prevalent Native languages for middle and high
school students:
Navajo, Lakota, and Tiwa. While students want more local
languages to be
taught (such as Keres and Tewa, languages spoken in nearby
Pueblo com-
munities), NACA respects the sovereign authority of the local
communities
and takes seriously its commitment to community
accountability. Hence, the
school seeks permission from local communities to teach their
languages.
Keres, for example, has seven dialects representing seven
different Pueblo
nations. Teaching Keres involves collaborating and gaining
23. permission from
each of those communities.
Teaching Native languages to students is a culturally sustaining
and revital-
izing practice. NACA language teachers make clear the
importance of hav-
ing autonomy and flexibility for teaching cultural values that
instill cultural
identity through language-based methods. Mr. Awanyanke
stated that these
teachings “set a spark inside of [students] to have them want to
learn more.”
110
Harvard Educational Review
Teaching the language is also associated with creating a sense
of belonging for
students—a way to strengthen their cultural identities, pride,
and knowledge
of the cultural protocols associated with being Navajo or Lakota
or Isleta (Tiwa
language). As Navajo mentor teacher Ms. Begay noted, through
this pedagogy
educators are able to teach students
the etiquette of when someone comes to visit you, how you tell
them come in,
wóshdéé’, and they shake your hands, and you also address
them by who they are
to you. If it’s an aunt, uncle, grandma, grandpa, then you
always ask them to have
24. a seat and offer them a drink and something to eat.
This aspect of teaching Native languages connects deeply to
local cultural
communities. The teachers engage in CSRP as they teach the
protocols of
using the language, rather than simply language mechanics, and
empha-
size the connections among language, culture, and identity.
NACA teachers
believe it is their responsibility to pass on the language. They
share the view
that schools must be able to accommodate, respect, and value
this high level
of community-oriented education. Ms. Tsosie, for instance,
discussed the value
of using Native-language immersion as a community-oriented
and more natu-
ral process for learning Navajo: “When you say immersion, it
ties back to your
homeland, your environment. And it makes more sense when
you do it in that
type of a setting/environment, than, like, in a classroom.”
Language and culture revitalization also requires adapting to
nontradi-
tional teaching methods and practices. For example, the Navajo
language
teachers use teacher/mentor pairing where two teachers co-
instruct. They also
utilize Situational Navajo teaching methods, which were
developed specifically
for language education and involve teachers in creating ever
yday situations
(i.e., cooking, cleaning) to foster conversations in the language
that require
25. verb use and physical responses (Holm, Silentman, & Wallace,
2003). Both
the Navajo and Lakota NACA teachers received training in
these methods.
Teaching Native languages is particularly challenging in a
language immer-
sion environment where students may not have strong Native-
language sup-
port at home; as a consequence, when students do not
comprehend what the
teacher is saying, it is difficult to “stay in” the Native language.
NACA teach-
ers have found the teacher/mentor pairing extremely helpful in
surmounting
this challenge. As Ms. Tsosie commented, “I think it’s nice if
you co-teach with
another teacher; it’s so much easier just to stay in the language.
But if it’s just
you, you feel like . . . I mean sometimes I feel like I’m talking
to myself.” Simi-
larly, Ms. Begay believes collaborative language immersion
teaching strength-
ens teachers’ language abilities: “I think we can get frustrated
easily, staying
in the languages if you’re all by yourself. But if you co-teach
with someone, I
think it’s a little easier. At least you can bounce ideas off of one
another.”
One of the prime tensions in implementing CSRP at NACA is
the need to
address monolingual, monocultural norms embedded in
standardized testing
26. 111
Critical Culturally Sustaining/Revitalizing Pedagogy
teresa l. mccarty and tiffany s. lee
while prioritizing community-based values (Paris & Alim,
2014). As is well doc-
umented in the literature, in the era of No Child Left Behind
(NCLB), scores
on English standardized tests can have life-altering
consequences (Valenzuela,
Prieto, & Hamilton, 2007). At NACA, students take the state-
required courses
in math, English reading and writing, science, and social
studies. Teachers and
administrators create a curriculum that integrates Native
perspectives through
these and other courses while attending to state standards. The
Navajo Govern-
ment course, for example, meets social studies requirements, the
Native Lit-
erature course enhances reading and writing skills, and a
required course on
New Mexico history emphasizes Native people’s experiences
and perspectives.
School data indicate that NACA is making progress according
to dominant-
society standards: in 2011–2012, eighth graders demonstrated a
21 percent
increase in their math scores, a 20 percent increase in reading
scores, and
a 9 percent increase in their writing scores from the previous
year (NACA,
2012b). The student retention rate is above 95 percent (Kara
Bobroff, NACA
27. executive director, personal communication, July 29, 2012), and
students in
the first graduating class of 2012 were admitted into a multitude
of Ivy League,
private, and public universities (NACA, 2012c).
Measuring outcomes defined by its mission and community
interests is a
challenge for NACA. Standardized tests do not assess students’
levels of well-
ness, the strength of their cultural identity, and their
commitment to their
communities. Additionally, the NACA community recognizes
that the state
does not use the school’s goals to determine whether or not
NACA remains
open. The tension between community and dominant-policy
goals is a source
of continued debate and discussion among the NACA school
community, and
a topic of frequent discussion during professional development
days (Kara
Bobroff, NACA executive director, personal communication,
April 24, 2013).
When asked how NACA is doing at providing an Indigenous
education as they
define it, one staff member remarked,
It’s what we strive for, but I think we aren’t there yet; too hard
to figure out
how to do both an Indigenous education and a college prep
education, espe-
cially when they are at odds, like by defining students by test
scores and grades.
(NACA, 2013, p. 11)
28. In citing NACA as one of our cases, we recognize the perils of
valorizing
charter schools as a panacea and the urgent need for public
reinvestment in
underresourced noncharter public schools. In light of the
achievement dis-
parities for Native American students, and for Indigenous
communities that
have experienced centuries of educational malpractice, Native-
operated char-
ter schools represent one option for reversing that histor y
(Lomawaima &
McCarty, 2006). As we see in this case, schools such as NACA
can open new
spaces for experiential and collaborative teaching and learning
by integrating
Native American languages and knowledges throughout the
curriculum and
112
Harvard Educational Review
by honoring community decision-making power in the languages
taught at
the school. This exemplifies community-based accountability.
One crucial out-
come at NACA has been the self-empowerment of teachers—
their recognition
and assertion of their inherent power as Indigenous education
practitioners—
as they make a difference in revitalizing Native languages
through culturally
sustaining practices. The significant factor here is that NACA
29. honors teachers’
ideas and supports strategies that often fall outside of
mainstream schooling
practices.
Puente de Hózhǫ́: “Fighting for Our Kids”
We’re fighting for our kids to have the right to learn their
language and
culture!
—PdH teacher
In Flagstaff, Arizona—a city of modest size near the western
border of the
Navajo Nation—a trilingual public magnet school, Puente de
Hózhǫ́, ser ves
Native and non-Native students in grades K–5. Like New
Mexico, Arizona is
home to twenty-two Indigenous nations and is a state in which
more than a
quarter of the population is Latino/a. Unlike New Mexico,
Arizona is one of
thirty-one U.S. states with an English-only statute in place. The
Arizona law
requires that students identified as English language learners be
instructed
solely in English. PdH explicitly aims to provide a multilingual,
multicultural
alternative to state-level monolingual, monocultural policies.
The name Puente de Hózhǫ́ signals the school’s vision to
connect and val-
orize the three predominant ethnic and linguistic groups of the
local com-
munity—Spanish and Mexican American traditions, Navajo
30. (Diné) language
and culture, and English and Anglo American traditions
(Fillerup, 2011). As
described by school founder Michael Fillerup (2005), in a
district in which 26
percent of students are American Indian (primarily Navajo) and
21 percent
are Latino/a, “local educators were searching for innovative
ways to bridge the
seemingly unbridgeable” equity gap experienced by poor
children and chil-
dren of color (p. 15).
Begun in 2001 as a kindergarten program housed in three vacant
high
school classrooms, PdH has grown into a separate public
elementar y school
ser ving approximately 450 students. As a public magnet school,
PdH enrolls
students across a range of ethnic and social class backgrounds.
Most of the
school’s approximately 120 Native American students, who
comprise 27 per-
cent of the school enrollment, are Navajo, although, like
students at NACA,
many come from racially and ethnically mixed family
backgrounds. One bilin-
gual teacher described this diversity:
They are half Navajo/half White, half Navajo/half Hispanic,
half Navajo/half
Black, half Hopi/half Navajo. You know, they come in all kinds
and it’s life—it’s
real. That is how life is. That is the way society is. We are all
intermixed and inter-
mingled, and that is the way the real world is and that makes it
31. beautiful.
113
Critical Culturally Sustaining/Revitalizing Pedagogy
teresa l. mccarty and tiffany s. lee
Virtually all of the Native students at PdH speak English as
their primar y
language. While many come from the local urban area and
reservation border
areas, Native teachers note that some come from the “heart of
the [Navajo]
reservation,” seeking the “language-rich, Navajo-English
instruction” that the
school provides. As one recent graduate explained, “My parents
really wanted
me to learn Navajo so I can just know how it’s spoken and talk
to my grand-
mother and grandfather while they’re still around, and the
elders.” Hence,
the school’s voluntary and enrichment-oriented program is
designed to add
an additional language and cultural perspective to students’
existing cultural
and communicative repertoires.
PdH students enroll in one of two programs: a conventional
Spanish-English
dual-language program for native English- and native Spanish-
speaking stu-
dents or a Navajo immersion program for English-dominant
Native American
students. In the Navajo-medium program, kindergartners receive
32. approxi-
mately 80 percent of their instruction in Navajo, with English
instructional
time increased until a fifty-fifty balance is attained in grades 4
and 5.
Language often plays a different role with distinct meanings for
members
of various cultural communities. This reality is reflected in the
school’s lan-
guage programming, which in turn reflects the expressed desires
of Diné and
Latino/a parents for a culturally sustaining and revitalizing
educational alter-
native. As Fillerup (2011) explains, “Spanish-speaking parents
wanted their
children to not only learn English but to become literate in
Spanish and con-
tinue to develop their Spanish language skills”; Diné parents
“wanted their
children to learn the Diné language” as a heritage (second)
language (p.
148). Following a series of community meetings, the district
established an
experimental program designed to respond to the expressed
needs and aspi-
rations of its multi-ethnic constituency.
In practice, students in both programs interact regularly in art,
physical
education, music, and a host of school activities designed to
cultivate their
multilingual, multicultural competence, such as song, dance,
and theatrical
performances for the community and science and art fairs. As
one PdH edu-
33. cator explained:
We merge multiple worlds in our school. You have Navajo kids
going to a [school]
meeting and introducing themselves [in Navajo], but we also
prepare them for
the larger culture. Since we have native Spanish- and English-
speaking students,
they are all being prepared for a further world, the global world.
We are prepar-
ing them for this. Many people live in the world and view it
differently. They have
many languages, and students don’t feel threatened [about their
own].
Like other Native American language revitalization efforts, PdH
grows out
of a larger Indigenous self-determination movement. In
particular, its ped-
agogic approach has been influenced by Māori-medium
schooling in Aote-
aroa/New Zealand and Hawaiian-medium schooling in Hawai‘i
(Hill & May,
2011; Wilson & Kamanā, 2011; Wong, 2011). The goal has been
to develop
114
Harvard Educational Review
an instructional program that “harmonizes without
homogenizing”—a school
“where each child’s language and culture [are] regarded not as a
problem to be
34. solved but as an indispensable resource, the very heart and soul
of the school
itself” (Fillerup, 2008, para 3). In the Diné program, Navajo
content and ways
of knowing are integrated throughout the curriculum. “At
Puente,” Fillerup
noted in an interview, “culture is a daily experience integrated
throughout the
day.” This is signaled at the school entrance, where expansive
student-created
exterior wall murals depict the Navajo girls’ puberty ceremony
(Kinaaldá) and
the red-rock canyon lands of Diné Bikeyah (Navajo Country).
Throughout the
school, the print environment displays vivid images of academic
content in
Navajo, Spanish, English, and other languages reflected in
students’ multicul-
tural studies. As one educator noted, “There is a whole feeling
about the place
when you come here . . . It’s a place that feels like home.”
For many PdH educators, the approach to language and culture
at the
school, which we suggest exemplifies CSRP, opened
“ideological and imple-
mentational space” (Hornberger, 2006) whereby their heritage
language and
culture could be reclaimed. One teacher reflected:
I think working as a bilingual teacher here at PdH really opened
my eyes to how
important my language and culture are . . . I started to realize I
have a beautiful
culture . . . and I finally started to see the person that I am . . .
and it just opened
35. up a whole new world for me. And I think that is when I fell in
love with my cul-
ture and my language.
Navajo culture is integrated into the school curriculum in
several ways.
Four overarching themes organize curriculum content: earth and
sky, health,
living things, and family and community (Fillerup, 2011). A
Navajo teacher
described what the family and community theme looked like in
her classroom:
[We] have monthly themes, we incorporate sciences . . . social
studies . . . math
. . . So our first month will be about . . . self-esteem—it is more
of your clan-
ship, your kinship, who you are, where you come from . . . “You
are of the Diné
[Navajo] people, you should be proud of who you are and how
you present your-
self as a Navajo person.” That’s all intertwined with [cultural]
stories as well.
Another teacher stated:
The culture is embedded in the social studies; we learn about
the types of dwell-
ings, and a big part of that is the hooghan [a traditional home
and ceremonial
dwelling] . . . and there are stories about it; what do you see in
a hooghan, what
does a hooghan look like . . . There are many activities that go
along with the sea-
sons . . . [and] Navajo songs.
36. During the period of study described here, the song Shí
Naashá—liter-
ally “I Walk About” but translated culturally and historically by
teachers as
“I’m Alive”—was prominent in every classroom. The song is
both a constant
reminder and a commemoration of the Navajo people’s survival
and return to
115
Critical Culturally Sustaining/Revitalizing Pedagogy
teresa l. mccarty and tiffany s. lee
Diné Bikeyah from a federal concentration camp where
thousands were incar-
cerated and perished between 1863 and 1868. Teachers
incorporate the song
script into social studies and language arts lessons centered on
Navajo history.
Reflecting a critical pedagogical stance, one teacher remarked,
“The song tells
the story of how our people actually survived.”
As this example suggests, PdH educators understand their work
as counter-
ing what López (2008) calls the “subaltern” condition of
Indigenous school-
ing, a reference to the repressive, compensator y focus of
colonial language
policies. This critical decolonizing stance also characterizes
CSRP. Teachers
speak of their practice as a reversal of past pedagogic practices,
including
37. their own. For example, when asked if her children spoke
Navajo, one Navajo
teacher explained her choice to socialize them in English, her
second lan-
guage: “When I was a young parent, I really didn’t know what it
meant . . . to
value the language that you were raised in . . . we were just
barely getting over
the shame of being Native American . . . that we were
minorities and we were
not of value.” PdH represents a significant change in this
approach. One edu-
cator stated:
This school is predicated on [the assumption] that learning more
than one lan-
guage is a good thing . . . We know English is the dominant
language, but philo-
sophically we believe that all three languages should be on
equal terms . . . This
is what we strive for.
“We have to tell the parents, this is not what they were used to
in their own
schooling,” said another PdH educator.
PdH teachers’ experiences testify to the painful self-critique out
of which
culturally sustaining and revitalizing pedagogy is born. In their
own school-
ing, all five Diné teachers in the study had experienced the
forced severing of
their heritage language. “I was raised during the time . . . when
the Navajo lan-
guage was suppressed,” one teacher recalled. “You couldn’t
speak that in the
38. boarding school.” Another teacher related the experience of
being mocked
for using Navajo in school as a child: “So from then on I was
like, okay, I’m just
going to stop . . . using [Navajo] . . . because it’s not something
that [White
teachers] want to hear.” Yet another teacher related that she
studied Spanish
and French in high school, even though her school offered a
Navajo-language
elective: “I didn’t even take Navajo because I didn’t want
people to know that
I could speak Navajo.”
Like parents at NACA, PdH parents want their children to do
well in
school by dominant-language and -culture standards. As one
Diné teacher
explained, “If we are only emphasizing bilingualism, that is just
part of the
picture and we are not doing our jobs. We want our kids to do
well academi-
cally, too.” This is also part of the school’s efforts to be
accountable to the
community it ser ves. Given the present education policy
environment, this
means that the school must address high-stakes federal
accountability man-
dates; keeping test scores “respectable,” Fillerup (2005) obser
ves, “keep[s]
116
Harvard Educational Review
39. the NCLB wolves from the door” and enables PdH educators to
fulfill the
school’s mission (pp. 15, 16).
PdH has consistently met state and federal academic standards.
In 2008,
Native students at PdH surpassed their Native American peers
in Eng-
lish mainstream programs by 14 percent and 21 percent in
grades 3 and 4,
respectively. In 2009, fifth-grade Native students outperformed
their peers in
English mainstream programs by 11 percent in reading and 12
percent in
mathematics. Sixth-grade Native students outperformed their
peers in English
mainstream programs by 17 percent in mathematics, and PdH
students “out-
performed their English-only peers across all grade levels in
writing” (Fillerup,
2011, p. 163). In recent years, PdH has ranked among the
highest-performing
schools in the district, surpassing schools ser ving more
affluent, native Eng-
lish-speaking student populations (Michael Fillerup, personal
communica-
tion, April 30, 2012). Importantly, and reflective of
international research
on second-language acquisition (Cummins, 2000; García, 2009;
Holm, 2006;
Hornberger & McKay, 2011; May, Hill, & Tiakawai, 2004), the
students with
the strongest performance on English assessments began
attending the school
in kindergarten and had the longest experience in the Navajo
40. language and
culture program.
But members of the PdH community view the school’s impacts
as extend-
ing well beyond the scores on English-language tests. As one
teacher noted,
“Hearing parents comment on how much their kids have learned
or that their
child may be the only one of all the cousins that [is] speaking to
their grand-
parents [in Navajo]—this tells us that we are doing something
[worthwhile].”
“Most parents don’t speak Navajo,” another teacher explained,
and “I may be
it,” the only source for learning the Navajo language. “Parents
trust us to teach
their children the language that is so valuable to them,” yet
another teacher
reflected; “the trust that they have in us to be able to teach their
children . . .
that is very valuable.”
Like NACA, the case of PdH illuminates both the promise and
the ten-
sions in implementing CSRP in an off-reser vation, public
school setting. By
offering two distinct but organizationally integrated bilingual
education pro-
grams, PdH administrators and teachers make themselves
accountable to the
linguistically and culturally diverse community they ser ve. At
the same time,
the school affirms the sovereignty of the Native American
nation in which a
significant number of its students are enrolled citizens. PdH has
41. been able to
do this by using alternate institutional arrangements —in this
case a voluntary
public magnet school—and by adhering to state requirements
for teacher cer-
tification, curriculum, and testing. Like NACA, the PdH
community has man-
aged to work around and through these systemic constraints by
emphasizing
high academic expectations, a robust content-rich curriculum,
and children’s
heritage language and culture as foci and essential resources for
learning.
117
Critical Culturally Sustaining/Revitalizing Pedagogy
teresa l. mccarty and tiffany s. lee
Projecting an “Inward Gaze” and Problematizing Essentialisms
We have examined two ethnographic cases in an effort to
illuminate the com-
plex contours of CSRP. We recognize that each is a “special”
case of public
schooling; these are relatively small schools serving small
minoritized student
populations via charter and magnet structures. However, we
propose that cul-
turally sustaining and revitalizing pedagogy requires precisely
this kind of non-
homogenizing attention to local communities’ expressed
interests, resources,
and needs. This responsiveness exemplifies community-based
accountability.
42. These cases offer a glimpse into CSRP in practice—its
possibilities, con-
tradictions, tensions, and challenges. In each case the desire to
heal forced
linguistic wounds and convey important cultural and linguistic
knowledge
to future generations anchors the school curriculum and
pedagogy. This is
a deeply felt responsibility on the part of these educators —in
their words, a
“tie back to [students’] homeland” and a bond of “trust that
[parents] have
in us to . . . teach their children.” Sustaining linguistic and
cultural continuity
and building relationships are central CSRP goals, premised on
respect and
reciprocity. The specific strategies for accomplishing these
goals are locally
defined: teaching three Native languages at NACA and offering
multiple
strands of bilingual education for different groups of learners at
PdH. The
desire to support “both traditional and evolving ways of cultural
connected-
ness” (Paris, 2012, p. 95) unites each school’s efforts.
Through these cases, we also emphasize the importance of
acknowledging
the emotional dimensions inherent in these pedagogies. Love,
loss, empathy,
compassion, and pain run throughout teachers’ accounts as they
confront
personal histories of linguistic shame and exclusion and attempt
to reconcile
those histories with the goals of emancipatory practice. As one
43. PdH teacher
shared, “For most of us, somewhere in our past we got beyond
the shame and
came to see our first language as a gift. I think that’s why we’re
here.”
Engaging the emotions that arise from and shape CSRP is
integral to what
Paris and Alim (2014) call an inward gaze—a loving but critical
stance that
counters colonization within and outside the school setting.
Paris and Alim
remind us of the importance of this work as they note that
colonizing influ-
ences are often internalized by youth whose understanding of
their heritage
may be shaped by lenses other than their own. For example, in
the statewide
research project of which the NACA case study was part, one
youth expressed
dismay at not wanting to be regarded as a “fake Native” because
of her limited
Native-language abilities (Jojola et al., 2011). In her view,
being Native required
speaking her heritage language and knowing her people’s
history and culture.
Similarly, in a recent large-scale study by McCarty and her
colleagues (2013),
youth with limited Native-language exposure expressed
linguistic insecurity
and concern for loss of identity; knowing the Indigenous
language, said one
youth, “is a big important part of my life if I’m going to be a
Native” (p. 170).
44. 118
Harvard Educational Review
The practice of CSRP has the potential to transform these
expressions of
Indigenous longing into powerful resources for language
reclamation, thereby
helping students connect meaningfully with their cultural
communities (Lee,
2014; Wyman, McCarty, & Nicholas, 2014). Yet such
expressions become prob-
lematic when they are essentialized or taken at face value. The
youth state-
ments above, for instance, may be uncritically interpreted as
implying that
one cannot be regarded as an “authentic” Native person without
the ability
to speak a Native language, or without knowledge of tribal
history. Certainly
these abilities and this knowledge are important goals, and we
have sought to
show how they might be achieved through the implementation
of CSRP. Yet
we have observed many Native youth whose indigeneity is
dismissed or deni-
grated within the larger society and even within the youths’
communities if
they do not possess those skills or that knowledge. The
discursive markers
of “speaker/nonspeaker,” so common in the scholarly literature,
fortify these
injustices, while pitting monolithic notions of urbanity and
modernity against
rurality and reser vation life. From this view, one cannot be
45. simultaneously
“urban” and “Native” (Lee, 2009; Littlebear, 1999; Meek,
2010).
By employing a decolonizing critique to deconstruct
essentialisms that
reduce the multidimensionality of human experience, CSRP
fosters and
reflects an inward gaze. As Santee Sioux author, poet, activist,
and artist John
Trudell once proclaimed, Native people were human beings
before they were
“Indians,” a term coined by lost European seafarers in search of
the Indian
subcontinent and often associated with romanticized, popular,
stereotypical
images of Native peoples (Diamond, 2010). As illuminated by
the accounts
presented here, an inward gaze confronts those practices as part
of the lan-
guage and culture reclamation project. Enos (2002)
characterizes this as the
exercise of “deep” sovereignty, in which Indigenous
communities move to pro-
tect their core values, knowledges, and ways of being. The work
under way at
NACA and PdH emanates from such a perspective—a place of
deep sover-
eignty, which “is where education is then grounded” (Enos,
2002, p. 9).
Critical CSRP, Community-Based Accountability, and
Indigenous
Educational Sovereignty
So how can CSRP work in ser vice to the goals of Indigenous
education sov-
46. ereignty implied by Paris’s (2012) conception of the
“democratic project of
schooling”? We note first that no sovereignty is totalizing or
limitless; Indige-
nous educational sovereignty operates in constant interaction
with the overlap-
ping sovereignties of states, provinces, national governments,
and a multitude
of international entities (Lomawaima & McCarty, 2006). The
efforts by NACA
and PdH to balance state and federal requirements with
accountability to
local communities and Indigenous nations are evidence of this
interaction.
That these overlapping sovereignties and expectations are well
understood by
119
Critical Culturally Sustaining/Revitalizing Pedagogy
teresa l. mccarty and tiffany s. lee
Indigenous educators and parents is reflected in their concerns
for high aca-
demic standards. As one PdH educator insisted, “The goal is
that our students
are achieving. We want them to know, ‘You have all the right
tools. You will
come out of this [school] with a top-notch education. You can
be the best of
the best—you have what it takes.’”
In their meta-analysis of research on culturally responsive
schooling, Bray-
47. boy and Castagno (2009) find “no evidence that [Native]
parents and commu-
nities do not want their children to be able to read and write [in
English] or
do mathematics, science, etc.” (p. 31). Instead, they note that
parents rightly
insist “that children’s learning to ‘do’ school should not be an
assimilative
process” but “should happen by engaging culture” (p. 31).
Similarly, in an
examination of language and tribal sovereignty among the New
Mexico Pueb-
los, Blum Martinez (2000) points out that “Native American
parents want their
children to do well in school,” but this does not negate the fact
that they “also
recognize that their children will need to lead their
communities” in the future
(p. 217). This requires that children have access to local
knowledges, including
the language through which those knowledges are acquired.
Schools can play a
critical role in fostering these multiple community-desired
competencies.
The educators in our two cases recognize that balancing
academic, linguis-
tic, and cultural interests requires direct accountability to
Indigenous com-
munities. Educators from PdH and NACA have even consulted
each other for
support and guidance in these efforts. After a recent visit to
PdH by NACA
teachers, for instance, NACA’s executive director noted that
one highlight of
their visit was that it “confirms and served as an example that
48. Native students
are in great need of enriching and culturally relevant school
models that sup-
port high academic performance and identity development”
(Kara Bobroff,
personal communication, November 11, 2013).
The approaches taken by NACA and PdH stand in contrast to
the focus on
high-stakes accountability in current federal education policy,
which privileges
a single monolingual and monocultural standard. As a
consequence, CSRP
can become a perilous balancing act that operates, in the words
of one PdH
educator, “under the radar screen” of state surveillance. As with
many schools
serving minoritized youth, this remains an unsettled and well -
recognized ten-
sion that educators at these schools negotiate every day in ways
that affirm the
identities and strengths of their students. This emphasis places
these schools
on the frontlines of the fight for plurilingual and pluricultural
education—
defining features of “the democratic project of schooling.”
The fight for plurilingual and pluricultural education has not yet
been won,
but that does not mean it should be abandoned. The testimony of
Indigenous
educators, parents, and youth demands relentless commitment to
community-
based accountability in support of such an approach. This is the
heart of
Indigenous education sovereignty, and, as we see in these cases,
49. the promise
of critical CSRP.
120
Harvard Educational Review
Notes
1. Each site gave us permission to use its actual name. All
names of research participants
are pseudonyms. Some names represent terms in the Native
language that exemplify
the character of the individual. For example, at NACA, Mr.
Awanyanke can be trans-
lated simply as Mr. Protector, and Mr. Yuonihan as Mr.
Respectful.
2. The national research project of which the Puente de Hózhǫ́
case study was part was
led by Bryan McKinley Jones Brayboy of Arizona State
University and included Teresa
McCarty along with Angelina Castagno, Amy Fann, Susan
Faircloth, and Sharon Nelson-
Barber as team members. The research team for the PdH portion
of the larger study
consisted of McCarty, Brayboy, and graduate assistants Erin
Nolan and Kristin Silver.
References
Ar viso, M., & Holm, W. (2001). Tséhootsooídí Ólta’gi Diné
bizaad bíhoo’aah: A Navajo
immersion program at Fort Defiance, Arizona. In L. Hinton &
50. K. Hale, (Eds.), The
green book of language revitalization in practice (pp. 203–215).
San Diego, CA: Academic
Press.
Beaulieu, D. (2006). A sur vey and assessment of culturally
based education programs for
Native American students in the United States. Journal of
American Indian Education,
45(2), 50–61.
Benally, A., & Viri, D. (2005). Diné bizaad (Navajo language)
at a crossroads: Extinction or
renewal? Bilingual Research Journal, 29(1), 85–108.
Benjamin, R., Pecos, R., & Romero, M. E. (1996). Language
revitalization efforts in the
Pueblo de Cochiti: Becoming “literate” in an oral society. In N.
H. Hornberger (Ed.),
Indigenous literacies in the Americas: Language planning from
the bottom up (pp. 115–136).
Berlin: Mouton de Gruyter.
Blum Martinez, R. (2000). Languages and tribal sovereignt y:
Whose language is it anyway?
Theor y into Practice, 39(4), 211–219.
Brayboy, B. M. J. (2005). Toward a tribal critical race theor y
in education. Urban Review,
37(5), 425–446.
Brayboy, B. M. J. (2010, October 8). Promising practices and
partnerships in Indian edu-
cation: An overview of an Office of Indian Education study.
Paper presented at the
Annual Meeting of the National Indian Education Association,
51. San Diego, CA.
Brayboy, B. M. J., & Castagno, A. (2009). Self-determination
through self-education: Cul-
turally responsive schooling for Indigenous students in the
USA. Teaching Education,
20(1), 31–53.
Brayboy, B. M. J., Faircloth, S. C., Lee, T. S., Maaka, M. J., &
Richardson, T. (Guest Eds.)
(forthcoming, 2015). Indigenous education in the 21st centur y.
Special issue, Journal of
American Indian Education, 54.
Brayboy, B. M. J., Gough, H. R., Leonard, B., Roehl II, R. F., &
Solyom, J. A. (2012). Reclaim-
ing scholarship: Critical Indigenous research methodologies. In
S. D. Lapan, M. T.
Quartaroli, & F. J. Reimer (Eds.), Qualitative research: An
introduction to methods and
design (pp. 423–450). San Francisco: John Wiley.
Cajete, G. (2000). Native science: Natural laws of
interdependence. Santa Fe, NM: Clear Light
Books.
Castagno, A., & Brayboy, B. M. J. (2008). Culturally responsive
schooling for Indigenous
youth: A review of the literature. Review of Educational
Research, 78(4), 941–993.
Cazden, C. B., & Leggett, E. L. (1978). Culturally responsive
education: A discussion of Lau Rem-
edies II. Los Angeles: National Dissemination and Assessment
Center.
52. Cummins, J. (2000). Language, power and pedagogy: Bilingual
children in the crossfire. Clevedon,
UK: Multilingual Matters.
121
Critical Culturally Sustaining/Revitalizing Pedagogy
teresa l. mccarty and tiffany s. lee
Diamond, N. (Director). (2010). Reel Injun: On the trail of the
Hollywood Indian [documen-
tary]. New York: Lorber Films.
Enos, A. D. (2002, November 4). Deep sovereignty: Education
in Pueblo Indian communities.
Paper presented at the Annual Meeting of the National Indian
Education Associa-
tion, Albuquerque, NM.
Ewing, E., & Ferrick, M. (2012). For this place, for these
people: An exploration of best practices
among charter schools serving Native students. Washington,
DC: National Indian Educa-
tion Association. Retrieved from http://www.niea.org
Fenimore-Smith, J. K. (2009). The power of place: Creating an
Indigenous charter school.
Journal of American Indian Education, 48(2), 1–17.
Fillerup, M. (2005). Keeping up with the Yazzies: The impact
of high stakes testing on
Indigenous language programs. Language Learner,
September/October, 14–16.
53. Fillerup, M. (2008). Building bridges of beauty between the
rich languages and cultures
of the American Southwest: Puente de Hózhǫ́ Trilingual Magnet
School. Retrieved
from http://www.fusd1.org/Page/1942
Fillerup, M. (2011). Building a “bridge of beauty”: A
preliminary report on promising prac-
tices in Native language and culture teaching at Puente de
Hózhǫ́ Trilingual Magnet
School. In M. E. Romero-Little, S. J. Ortiz, T. L. McCarty, & R.
Chen (Eds.), Indigenous
languages across the generations —Strengthening families and
communities (pp. 145–164).
Tempe: Arizona State University Center for Indian Education.
García, O. (2009). Bilingual education in the 21st centur y: A
global perspective. Malden, MA:
Wiley-Blackwell.
Gay, G. (2010). Culturally responsive teaching: Theor y,
research and practice (2nd ed.). New York:
Teachers College Press.
Hermes, M., Bang, M., & Marin, A. (2012). Designing
Indigenous language revitalization.
Harvard Educational Review, 82(3), 281–402.
Hermes, M., & King, K. A. (2013). Ojibwe language
revitalization, multimedia technology,
and family language learning. Language Learning and
Technology, 17(1) 125–144.
Hill, R., & May, S. (2011). Exploring biliteracy in Māori -
medium education: An ethno-
graphic perspective. In T. L. McCarty (Ed.), Ethnography and
54. language policy (pp. 161–
183). New York: Routledge.
Hinton, L. (Ed). (2013). Bringing our languages home—
Language revitalization for families.
Berkeley, CA: Heyday Books.
Hixson, L., Hepler, B. B., & Kim, M. O. (2012). The Native
Hawaiian and other Pacific Islander
population: 2010 (2010 Census Briefs). Washington, DC: U.S.
Census Bureau.
Holm, W. (2006). The “goodness” of bilingual education for
Native American children.
In T. L. McCarty & O. Zepeda (Eds.), One voice, many voices—
Recreating Indigenous
language communities (pp. 1–46). Tempe: Arizona State
University Center for Indian
Education.
Holm, W., Silentman, I., & Wallace, L. (2003). Situational
Navajo: A school-based, verb-
centered way of teaching Navajo. In J. Reyhner, O. Trujillo, R.
L. Carrasco, & L.
Lockard (Eds.), Nurturing Native languages (pp. 25–52).
Flagstaff: Northern Arizona
University Center for Excellence in Education.
Hornberger, N. H. (2006). From Nichols to NCLB: Local and
global perspectives on US lan-
guage education policy. In O. García, T. Skutnabb-Kangas, &
M. E. Torres-Guzmán
(Eds.), Imagining multilingual schools: Languages in education
and glocalization (pp. 223–
237). Clevedon, UK: Multilingual Matters.
55. Hornberger, N. H., & McKay, S. L. (Eds). (2011).
Sociolinguistics and language education. Bris-
tol, UK: Multilingual Matters.
International Labour Organisation. (1989). C169: Indigenous
and tribal peoples convention,
1989. Retrieved from http://www.ilo.org/ilolex/cgi-lex-
convde.pl?C169
122
Harvard Educational Review
Jojola, T., Lee, T. S., Alacantara, A. M., Belgarde, M., Bird, C.
P., Lopez, N., & Singer,
B. (2011). Indian education in New Mexico, 2025. Santa Fe,
NM: Public Education
Department.
Kana‘iaupuni, S. M. (2008). He Pūko‘a Kani ‘Āina: Mapping
student growth in Hawaiian-
focused charter schools. Journal of American Indian Education,
47(3), 31–52.
Ladson-Billings, G. (1995a). Toward a theory of culturally
relevant pedagogy. American Edu-
cational Research Journal, 32(3), 465–491.
Ladson-Billings, G. (1995b). But that’s just good teaching! The
case for culturally relevant
pedagogy. Theor y into Practice, 34(3), 159–165.
Lee, T. S. (2009). Language, identity, and power: Navajo and
Pueblo young adults’ perspec-
56. tives and experiences with competing language ideologies.
Journal of Language, Iden-
tity, and Education, 8(5), 307–320.
Lee, T. S. (2014). Critical language awareness among Native
youth in New Mexico. In L. T.
Wyman, T. L. McCarty, & S. E. Nicholas (Eds.), Indigenous
youth and multilingualism:
Language identity, ideology, and practice in dynamic cultural
worlds (pp. 130–148). New
York: Routledge.
Littlebear, R. (1999). Some rare and radical ideas for keeping
Indigenous languages alive.
In J. Reyhner, G. Cantoni, R. N. St. Clair, & E. Parsons Yazzie
(Eds.), Revitalizing
Indigenous languages. Flagstaff: Northern Arizona University
Center for Excellence in
Education.
Lomawaima, K. T. (2000). Tribal sovereigns: Reframing
research in American Indian edu-
cation. Harvard Educational Review, 70(1), 1–21.
Lomawaima, K. T., & McCarty, T. L. (2006). “To remain an
Indian”: Lessons in democracy from
a centur y of Native American schooling. New York: Teachers
College Press.
López, L. E. (2008). Top-down and bottom-up: Counterpoised
visions of bilingual intercul-
tural education in Latin America. In N. H. Hornberger (Ed.),
Can schools save Indig-
enous languages? Policy and practice on four continents (pp.
42–65). New York: Palgrave
Macmillan.
57. May, S., Hill, R., & Tiakawai, S. (2004). Bilingual education in
Aotearoa/New Zealand: Indica-
tors of good practice. Final report for the Ministr y of
Education. Wellington, NZ: Ministry
of Education.
McCardle, P., & Demmert, W. (Guest Eds.). (2006a). Report of
a national colloquium, I—
Programs and practices. Improving academic performance
among American Indian, Alaska
Native, and Native Hawaiian students. Special issue, Journal of
American Indian Educa-
tion, 45(2).
McCardle, P., & Demmert, W. (Guest Eds.). (2006b). Report of
a national colloquium, II—
Research. Improving academic performance among American
Indian, Alaska Native, and
Native Hawaiian students. Special issue, Journal of American
Indian Education, 45(2).
McCarty, T. L. (2012). Indigenous languages and cultures in
Native American student
achievement: Promising practices and cautionary findings. In
B. Klug (Ed.), Standing
together: American Indian education as culturally responsive
pedagogy (pp. 97–119). Lan-
ham, MD: Rowman and Littlefield.
McCarty, T. L. (2013). Language planning and policy in Native
America—Histor y, theor y, praxis.
Bristol, UK: Multilingual Matters.
Meek, B. (2010). We are our language: An ethnography of
language revitalization in a Northern
58. Athabaskan community. Tucson: University of Arizona Press.
Moll, L., & Ruiz, R. (2005). The educational sovereignty of
Latino/a students in the United
States. In P. Pedraza & M. Rivera (Eds.), Latino education: An
agenda for community
action research (pp. 295–320). Mahwah, NJ: Lawrence Erlbaum.
Moran, R., & Rampey, B. D. (2008). National Indian Education
Study, part II: The educational
experiences of American Indian and Alaska Native students in
grades 4 and 8 (NCES 2008–
458). Washington, DC: National Center for Education Statistics.
123
Critical Culturally Sustaining/Revitalizing Pedagogy
teresa l. mccarty and tiffany s. lee
National Caucus of Native American State Legislators. (2008).
Striving to achieve: Helping
Native American students succeed. Denver, CO: National
Conference of State Legislatures.
National Center for Education Statistics [NCES]. (2012).
National Indian Education Study
2011 (NCES 2012–466). Washington, DC: Institute of
Education Sciences, U.S.
Department of Education.
Native American Community Academy [NACA]. (2012a).
Mission and vision. Retrieved
from http://nacaschool.org/about/mission-and-vision/
59. Native American Community Academy [NACA]. (2012b).
2011–2012 NACA class proficiency
changes by subject and grade narrative. Unpublished NACA
document, Albuquerque,
NM.
Native American Community Academy [NACA]. (2012c).
Native American Community
Academy announces first graduation ceremony after six years of
community support
[Press release], May 15, 2012.
Native American Community Academy [NACA]. (2013). 360
Sur vey for NACA students,
teachers, staff, and community members. Unpublished NACA
document, Albuquer-
que, NM.
Norris, T., Vines, P. L., & Hoeffel, E. M. (2012). The American
Indian and Alaska Native popu-
lation: 2010 (2010 Census Briefs). Washington, DC: U.S.
Census Bureau.
Paris, D. (2012). Culturally sustaining pedagogy: A needed
change in stance, terminology,
and practice. Educational Researcher, 41(3), 93–97.
Paris, D., & Alim, S. (2014). What are we seeking to sustain
through culturally sustaining
pedagogy? A loving critique forward. Harvard Educational
Review, 84(1), 85–100.
Reyhner, J., & Eder, J. (2004). American Indian education: A
histor y. Norman: University of
Oklahoma Press.
60. Romero-Little, M. E., Ortiz, S. J., McCarty, T. L., & Chen, R.
(Eds.). (2011). Indigenous
languages across the generations: Strengthening families and
communities. Tempe: Arizona
State University Center for Indian Education.
Siebens, J., & Julian, T. (2011). Native North American
languages spoken at home in the United
States and Puerto Rico: 2006–2010 (American Community
Survey Briefs). Washington,
DC: U.S. Census Bureau.
Sims, C. (2005). Tribal languages and the challenges of
revitalization. Anthropology and Edu-
cation Quarterly, 36(1), 104–106.
Skutnabb-Kangas, T., & Dunbar, R. (2010). Indigenous
children’s education as linguistic
genocide and a crime against humanity? A global view. Gálda
�ála – Journal of Indig-
enous Peoples’ Rights, 1, 3–126.
Smith, L. T. (2013). Decolonizing methodologies: Research and
Indigenous peoples (2nd ed.). Lon-
don: Zed Books.
Valenzuela, A., Prieto, L., & Hamilton, M. P. (Guest Eds.).
(2007). No Child Left Behind
(NCLB) and minority youth: What the qualitative evidence
suggests. Special issue, Anthropol-
ogy and Education Quarterly, 38(1), 1–96.
wa Thiong’o, N. (2009). Something torn and new: An African
renaissance. New York: Basic
Books.
61. Warner, S. N. (1999). Hawaiian language regenesis: Planning
for intergenerational use of
Hawaiian beyond the school. In T. Heubner & K. A. Davis
(Eds.), Sociopolitical per-
spectives on language policy and planning in the USA (pp. 313–
330). Amsterdam: John
Benjamins.
Wilkins, D. E., & Lomawaima, K. T. (2001). Uneven ground:
American Indian sovereignty and
federal law. Norman: University of Oklahoma Press.
Wilson, W. H., & Kamanā, K. (2011). Insights from Indigenous
language immersion in
Hawai‘i. In D. J. Tedick, D. Christian, & T. W. Fortune (Eds.),
Immersion education:
Practices, policies, possibilities (pp. 36–57). Bristol, UK:
Multilingual Matters.
124
Harvard Educational Review
Wong, K. L. (2011). Language, fruits, and vegetables. In M. E.
Romero-Little, S. J. Ortiz,
T. L. McCarty, & R. Chen (Eds.), Indigenous languages across
the generations: Strengthen-
ing families and communities (pp. 3–16). Tempe: Arizona State
University Center for
Indian Education.
Wyman, L. T., McCarty, T. L., & Nicholas, S. E. (Eds.). (2014).
Indigenous youth and multi-
lingualism: Language identity, ideology, and practice in
62. dynamic cultural worlds. New York:
Routledge.
Acknowledgments
We wish to express our sincere appreciation to the educators,
parents, and students at the
Native American Community Academy and Puente de Hózhǫ́
Trilingual Magnet School for
their support of the research presented here. Tiffany Lee would
like to thank Kara Bobroff
(executive director), Anpaoduta Flying Earth (associate
executive director), and NACA’s
language teachers for their help in preparing this manuscript
and their support of its pub-
lication. She would also like to thank her colleagues in the
Indigenous Education Study
Group who supported the research reported here that was
commissioned by the Public
Education Department of the State of New Mexico. Teresa
McCarty would like to thank
PdH founder Michael Fillerup, principal Dawn Trubakoff, and
the Diné teachers who par-
ticipated in the study; she also thanks Flagstaff Unified School
District superintendent Bar-
bara Hickman for support of this publication, and Irene
Silentman for sharing her Navajo
linguistic expertise. The PdH case study was undertaken
through a contract from the U.S.
Office of Indian Education with Kauffman and Associates
(KAI), Inc.; for their support of
that work, Teresa McCarty thanks the principal investigator of
the national working group,
Bryan Brayboy, and the KAI staff. The PdH research was also
funded by a generous endow-
ment from Alice (Dinky) and Richard Snell of Phoenix,
Arizona.