ERIC Number: ED401086
Record Type: RIE
Publication Date: 1996-Apr
Investigating the Correspondence between Native American Pedagogy and Constructivist Based Instruction.
Hankes, Judith Elaine
This paper reviews studies detailing formal and nonformal instruction of Native American children by Native American teachers and compares attributes common to traditional Native education with principles of the constructivist approach to instruction. Five pedagogic principles are considered: (1) teacher as facilitator, guiding rather than telling; (2) focus on learner-developed understanding; (3) problem-based instruction, with the problems situated in the learner's culture and lived experiences; (4) cooperative rather than competitive instruction; and (5) time-generous rather than time-driven instruction. Culturally responsive pedagogy can only be practiced in culturally sensitive environments where ways of perceiving, believing, acting, and evaluating are shared. The literature review suggests that Native American pedagogy and constructivism share common beliefs and perceptions about teaching and learning. Therefore, constructivist ways of teaching promise to be culturally responsive to cultures valuing Native American pedagogy. Ways in which constructivism and Native American pedagogy conflict with traditional pedagogic assumptions of the dominant culture are outlined, and possible reasons are offered as to why constructivism was developed among dominant-culture educators. Contains 32 references. (SV)
Descriptors: Alaska Natives, American Indian Culture, American Indian Education, American Indians, Child Rearing, Constructivism (Learning), Cooperative Learning, Culturally Relevant Education, Educational Principles, Elementary Secondary Education, Nonformal Education, Teacher Student Relationship, Teaching Methods, Teaching Styles
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Convention of the American Educational Research Association (New York, NY, April 1996).