Indigenous Students Achieving Equitable Educational Outcomes Through Culturally Responsive Pedagogy of Relations

• In Event: 28.090 - MTCC Roundtable Session Nine
  In Roundtable Session: 28.090-7 - International Indigenous Narratives of Liberating Literacy and Nation-Building

Abstract

This study aims to co-construct a culturally responsive critical inquiry framed around Culturally Responsive Pedagogy of Relations (CRPR) focused on improving the educational outcomes for Indigenous students (Bishop & Berryman, 2006; Bishop, O’Sullivan & Berryman, 2011). The SCLT had a focus to ‘strategically’ answer the following question: “How do we address current educational disparities in ways that are built on respectful relations of interdependence between educators, Indigenous students, and Indigenous families and communities in order to effect positive educational outcomes for Indigenous students that simultaneously embraces who they are?” This included a culture shift from looking to achieve success by Indigenous to the more complicated space of educational achievement as Indigenous.

Authors

• Christine Keller Lemley, Northern Arizona University

• Hine Jane Waitere, Te Whare Wananga o Awanuiarangi

• Gerald K. Wood, Northern Arizona University

• Darrell Marks, Flagstaff High School