Overcoming Cultural Differences: Teachers' Perspectives and Values in American Indian Reservation Schools

• In Event: Teacher Identity: Reflections on Culture, Gender, Training, and Practice

Abstract

This multiple case study unpacks White teachers’ experiences of perceived cultural differences in their classrooms as well as deciphers their readiness to work with American Indian students. While situating our study within Bourdieu’s theory of cultural capital, Tribal Critical Race Theory, and Culturally Responsive Teaching framework, we interviewed five White teachers who work at a junior high school located on an Indian Reservation in Northeastern Arizona. Key findings of our study show that teachers’ perceptions and classroom experiences are nested within their personal value systems, which often align with hegemonic, mainstream frameworks of education. Further, while findings show the constant influence of teachers’ values on classroom practices, we also discuss the potential long-term influences of classroom exchanges on teachers’ values.

Authors

• RikkiLynn Archibeque, Arizona State University

• Irina S. Okhremtchouk, Arizona State University