Exploring Language and Deculturalization of Native Americans in Teacher Preparation

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Abstract

The paper analyzes an Anti-Racism Education (ARE) Town Hall event at a public, teacher preparation program focused on a film (Makepeace, 2011) on histories of Indian Boarding Schools, deculturalization and restorative struggles of language revitalization in Wampanoag communities of New England. Student survey findings (n=51/370) show positive response to effectiveness: in overall effectiveness of online format (88%); organization and facilitation of online format (85%); understanding racial-cultural-linguistic injustice toward Native Americans (86%); importance of ARE learning to teacher preparation (91%). Implications drawn reinforce the impact of anti-racism teacher education in Predominantly White Institutions, while also problematize complex positionalities of students of color engaged in anti-racism learning and teaching.

Author

• Andrew Habana Hafner, Westfield State University