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ERIC Number: ED467410
Record Type: Non-Journal
Publication Date: 1999-Jul
Pages: 17
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Enduring Native Narrative and Community Perceptions of Higher Education.
Marker, Michael
Student teaching is a powerful and formative experience for people entering the teaching profession. Student teachers must reorient their value systems wherever the conflict in values is encountered. This places many new teachers in training in a situation similar to that of acculturating populations all over the world. The high school in Ferndale (Washington) borders the Lummi Indian reservation. Many American Indians have attended Ferndale, and they have many stories of anti-Indian attitudes and behaviors among its teachers and within nearby Western Washington University, which educates many teachers for Ferndale schools. Documentary evidence corroborated the Indian community's stories. The prevalence of racist attitudes at Western Washington University has influenced the attitudes of teachers at Ferndale High School by transmitting Eurocentric cultural values and legitimizing knowledge/power relations. Many educators and administrators might dismiss the stories circulating throughout tribal communities as legend or exaggeration. However, these narratives reveal much about the substrata of Indian-White relations, and the issues of Indian schooling can best be understood by listening to these stories. Without having information about the historic and political climate of an institution, educators will continue to be bewildered that their programs are so unenthusiastically received by tribal communities. By acknowledging the truth of narratives about racism and anti-Indian ideologies, educators will be in a much better position to initiate and advocate programs that incorporate American Indian perspectives. (TD)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A