ERIC Number: ED459045
Record Type: Non-Journal
Publication Date: 2000-Jan
Reference Count: N/A
Our Children's Songs: American Indian Students and the Schools.
Peacock, Thomas; Albert, Elizabeth
CURA Reporter, v30 n1 p11-16 Jan 2000
A study examined American Indian students' perceptions of why schools are failing to meet their needs. Thirty-six American Indian high school students from Minnesota participated in three interviews that explored their background and experiences, instructional and non-instructional issues that affect the education of Indian students, and their perceptions of successful schooling and classroom practices. The students felt that good teachers provide active, experiential learning experiences and care for their students in a personal way. Racism and a lack of Indian content in the curriculum was a primary concern of many Indian students. Students were clear on the importance of American Indian content and culture in school and the significance of family and community in helping to develop a strong cultural identity. Indian youths join gangs as a replacement for family, but replacing the negative aspects of gang involvement with the positive aspects of Indian culture can keep youth out of gangs. The ideal school would have a large Indian peer group but also enough diversity to broaden students' minds. Students would have more freedom to work on independent projects, and Indian culture would be taught along with everybody else's culture. To date, the piecemeal approach to American Indian education has failed to break through institutional and overt racism--a more holistic approach is needed. (TD)
Descriptors: American Indian Education, American Indian Students, Classroom Techniques, Culturally Relevant Education, Educational Needs, High School Students, High Schools, Holistic Approach, Juvenile Gangs, Parent Influence, Racial Discrimination, Student Attitudes, Teacher Characteristics, Teacher Student Relationship
For full text: http://www.cura.umn.edu/reporter.html#2000.
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: Minnesota Univ., Minneapolis. Center for Urban and Regional Affairs.
Identifiers - Location: Minnesota