Native American Educators’ Voices: Contextually Appropriate Meaningful Education for Indigenous Learners

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division K - Section 03: Indigenous Teaching and Teacher Education Virtual Poster Session

Abstract

This collaborative ethnography study draws from focus group discussions, in-depth interviews and opened ended questions with Native American teachers. Using a community-based learning approach, teacher educators immersed themselves in a Native American community to gain a deeper understanding of culturally responsive community-based teaching approaches. The purpose of the study was to explore preferred pedagogical approaches for Indigenous learners. Data revealed three themes: 1). Participants advocate for the use of people’s stories and histories as integral to successful teaching and learning for Indigenous children; 2). Preferences of contextually appropriate culturally responsive education. 3.) Community based professional learning is meaningful to in-service teachers, teacher educators and communities. Implications for teacher education programs are provided.

Authors

• Lydiah Nganga, University of Wyoming

• John Kambutu, University of Wyoming