ERIC Number: ED465624
Record Type: RIE
Publication Date: 2002-Jan
Reference Count: N/A
Voices in a Reservation School: A Sonata-Form Narrative from a Professor and a Dakota Pre-Service Teacher about Their Professional and Practical Knowledge Teaching Science in Culturally Responsive Ways.
Ollerenshaw, Jo Anne; Lyons, Delberta
The Umonhon Nation Public School, with federal funding and collaborative support, is revitalizing Umonhon culture and language. Native American pre-service teachers are learning to teach Umonhon children using a standards-based curriculum incorporating Umonhon language and Umonhon culture aligned with the state's local renewal accountability plan. Narrative inquiry methodology was used to produce the final "Sonata-Form" illustrating the worldviews of a Dakota pre-service teacher and a university professor living on the Reservation and learning to teach elementary science in culturally responsive ways. The results indicate "the belief that a firm grounding in the [Umonhon] heritage language and culture indigenous to a particularly place [Umonhon Reservation] is a fundamental prerequisite for the development of culturally-healthy students and communities associated with that place, and thus is an essential ingredient for identifying the appropriate qualities and practices associated with culturally-responsive educators, curriculum, and schools" (Alaska Standards for Culturally Responsive Schools, 1998, p2). This paper focuses on experiences between one Santee pre-service teacher and a university professor. The purpose of this research study was to collect and analyze the stories about learning to teach elementary school science. The stories describe experiences and intentions while learning to teach culturally responsive elementary science in the Reservation school. (Contains 48 references.) (Author/MVL)
Descriptors: American Indian Education, Cultural Influences, Cultural Maintenance, Cultural Relevance, Elementary Education, Higher Education, Science Instruction, Story Telling, Teaching Experience
For full text: http://aets.chem.pitt.edu.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Proceedings of the Annual International Conference of the Association for the Education of Teachers in Science (Charlotte, NC, January 10-13, 2002); see SE 066 324.