Qualitative Cross Study of an Indigenous Teacher’s Lived Experiences: How to Develop Students’ Civic Engagement?

• In Event: Saturday Roundtable Session 11:25 am
  In Roundtable Session: Centering Community and Language Engagement (Table 3)

Abstract

To better understand Indigenous perspectives of citizenship, this study explores the lived experiences of a Umoⁿhoⁿ teacher as she teaches civic engagement through science, tribal government, and language and cultural courses. This study employs qualitative methodologies (i.e., narrative inquiry and case study) that focus on investigating the culturally and linguistically relevant pedagogical practices of an Indigenous teacher that focused on developing students’ civic engagement. We found that our participant, Renee, had a complex and multifaceted view of civic engagement. Renee employed project-based, hands-on, experiential learning engaging students in field trips and case studies where she connects environmental awareness and civic engagement to students’ lives.

Authors

• Uma Maheshwari Ganesan, University of Texas - Rio Grande Valley

• Taylor Scott Hamblin, University of Wisconsin - LaCrosse