Focus group interviews were conducted with educators and stakeholders for American Indian/Alaska Native (AI/AN) students, including teachers, elementary and high school principals, tribal community leaders, and parents, to determine a global definition of culture and ways of infusing culture into curriculum to better educate AI/AN students. Focus…

This article presents a community-based pedagogical initiative for teaching vocabulary. The research took place in the Innu community of Unamen Shipu in northern Quebec. The study introduced a teaching method grounded in Indigenous knowledge theory that exemplified the multiliteracies pedagogy principles. This exploratory study used participatory…

For Alaskan Indigenous people, an acute clash of cultures occurs daily in U.S. public school education. The dynamics used to implement and improve the well-being and graduation outcomes for Alaska Native youth in urban public school are presented. A partnership between Cook Inlet Tribal Council, Inc., an Alaska Native social service nonprofit, and…

It has long been a matter of concern that Indigenous students, as a group, do less well educationally than their non-Indigenous counterparts. Despite the evidence to support the fact that if students and their cultures are not acknowledged, they tend to be less engaged in schooling than those students whose cultures are presented as the norm.…

Recent studies have analyzed the diffusion of ethnic studies programs at colleges and universities in the United States. This article explores a different trend: the infusion of "ethnocentric" content--perspectives that explicitly and exclusively focus on one ethnic group--throughout the curriculum at tribal, historically Black, and mainstream…

Worldwide there are critical shortfalls of teachers, particularly in Indigenous communities. This article considers the use of nonformal education (NFE) in the form of community-based adult education (CBAE) for Indigenous teacher training to meet this need. Drawing on a literature search of Indigenous CBAE initiatives, some of the challenges and…

The study investigated how San students of Botswana, in a junior community secondary school, understood literacy in school and at home. A qualitative, narrative case study approach was used to gain a deeper understanding of what students value and understand by literacy from co-participants' and informants' perspectives. Findings across…

This article addresses strategies for promoting culturally responsive pedagogy through the implementation of a language awareness curriculum that includes a structured reading intervention program using dual language books. The research builds on the premise that resources such as dual language books can give teachers the opportunity to…

This article explores the experiences of 8 Inuit curriculum authors in the Nunavut Territory of Canada during the creation of "Inuuqatigiit: The Curriculum From the Inuit Perspective". The "Inuuqatigiit" authors' story is examined in terms of the group coming together, their work with elders, the educational community's response to the…

This study investigated pre-service and credentialed teachers at 2 universities in the Southwestern United States (N = 24), who participated in education-abroad programs in Mexico over 1 summer. This study examined the literature within a framework for developing cultural competence to describe and understand students' experiences. Following a…

This article traces the recent development of intercultural science education in Ecuador. It starts by situating this development within the context of a growing convergence between Western and indigenous sciences. It then situates it within the larger historical, political, cultural, and educational contexts of indigenous communities in Ecuador,…

Culturally relevant pedagogy has been highly regarded in its ability to impact the mathematics education outcomes of Black children as it is framed from the "wisdom-of-practice" of exemplary teachers, and recasts teaching as an intellectual, cultural, political, and social endeavor. This study illuminates the challenges in drawing potential by…

This case study seeks to explain why a Yup'ik middle schooler, Nora, from a remote Alaskan village, was differently constructed as a math learner by her 6th- and 7th-grade math teachers. When a culturally relevant curriculum was used in 6th grade, Nora had a greater opportunity for leadership, ownership of knowledge, collaborative problem solving,…

Aspects of Aboriginal cultural knowledge/perspectives were integrated into the Grade 9 social studies curriculum of a high school in a western Canadian city to appraise the impact on academic achievement, class attendance, and school retention among specific groups of Aboriginal students. The results suggest cautious optimism about increasing…