Honoring Place, Community & Culture in the Curriculum
This presentation describes how teachers can avoid a one-size-fits-all curriculum that ignores the uniqueness of ethnic minorities by including in their classes information about the locality where they teach and why this is an especially important thing to do for teachers of American Indian and other Indigenous students.
OUTLINE
With the passage of the No Child Left Behind (NCLB) Act of 2001, the United States spent millions upon millions of dollars in a largely unsuccessful effort to close the academic achievement gap between American-Indian and some other ethnic minorities and mainstream Americans. NCLB’s focus on teacher quality and evidence-based curriculum and instruction and subsequent reform efforts have largely ignored the negative effects of American popular culture and assimilationist, English-only educational efforts on Indigenous children, which can attack their identity and lead to cultural disintegration rather than assimilation into the dominant culture. This article examines recent American Indian and Hawaiian efforts at language and culture revitalization in schools and how those efforts have helped students to develop a strong sense of identity and show more academic success. These recent efforts focus on human rights and are in line with the United Nations 2007 Declaration on the Rights of Indigenous Peoples.