Piloting a Tool to Assess Culturally Responsive Principles of Instruction in Schools Serving Indigenous Students

• In Event: AERA Roundtable Session 15
  In Roundtable Session: Calling for Systemic Change: Weaving Indigenous Education Into Professional Development and Teacher Education

Abstract

This paper presents a tool and discusses the rationale for the authors’ development of a tool designed to assess the alignment of culturally responsive schooling principles within schools serving predominantly U.S. Indigenous students. Schools that serve a majority of Indigenous students are generally located on or bordering Native Nations that are federally recognized as being sovereign Nations with a government-to-government relationship to the federal government, so the more generic diversity, equity, and inclusion tools that currently exist are insufficient for the unique contexts of schools in Indian Country. Thus, we offer a tool that can be used to identify and strengthen the integration of culturally responsive principles specifically for, with, and in Indigenous-serving schools.

Authors

• Darold H. Joseph, Northern Arizona University

• Angelina E. Castagno, Northern Arizona University

• Pradeep Max Dass, Northern Arizona University