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ERIC Number: EJ1164189
Record Type: Journal
Publication Date: 2017
Pages: 7
Abstractor: As Provided
ISSN: ISSN-0037-7996
Culturally Responsive Teaching in an Oglala Lakota Classroom
Stowe, Rebeka
Social Studies, v108 n6 p242-248 2017
In response to the widening academic achievement gap between Native American students and other students in the United States, a culturally responsive approach was used in a Native American social studies class with positive results. Eighth-grade Oglala Lakota students in an American History classroom experienced a unit infused with lessons that highlighted Native American culture, history, and values. Students' knowledge, skills, and culture were used as frames of reference for the teacher, enabling students to personally engage with the content and making learning more meaningful. By incorporating culturally responsive teaching practices into the social studies curriculum, teachers not only give students the opportunity to come face to face with multiple perspectives but students are able to come face to face with their own ancestors, bringing history home, and bringing it to life.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Dakota
Grant or Contract Numbers: N/A