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ERIC Number: ED461625
Record Type: Non-Journal
Publication Date: 1998-Apr-13
Pages: 18
Abstractor: N/A
Reference Count: N/A
Invisibility of Identity in the Social Context.
Strong, Karen Roberts
This paper examines social anonymity of Native American girls in high school, highlighting the importance of social context and discussing the issue from the perspective of Native American females. A national view of Native American women has portrayed nonexistent persons. The Euro-American view accepts males as intrinsically, universally dominant and females as subordinate. The Native American perspective of the Native woman is missing from fiction and nonfiction. Native peoples regard women as neither inferior nor superior to men. A proactivist view of Native American womanists as culturally intact heroines can replace negative definitions of Native American women existing in literature. Often, a deficit model is used to explain the overall failure of Native American high school students, negatively comparing tribal culture with a positive view of the mainstream. Native American females' high school achievements are often ignored by mainstream teachers and administrators, and teacher racism is an ongoing problem. High school teachers must learn a viewpoint beyond an American mainstream definition. Much educational policy regarding Native American students is based on published examples of failed teaching. Educational policy must be based on positive descriptions rather than the opposite of failure. The positive description of Native American women must become part of the theoretical foundation of educational policy and instruction to establish positive learning models for application in schools as a conscious learning experience in the classroom. (Contains 65 references.) (SM)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A