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ERIC Number: EJ762207
Record Type: Journal
Publication Date: 2007
Pages: 29
Abstractor: ERIC
Reference Count: 35
ISSN: ISSN-0730-3238
Native American Education vs. Indian Learning: Still Battling Pratt after All These Years
Roppolo, Kimberly; Crow, Chelleye L.
Studies in American Indian Literatures, v19 n1 p3-31 Spr 2007
In this article, the authors were asked by the Cheyenne and Arapaho tribes to teach a one-week, three-credit-hour course in American Indian literatures to a group of mostly Cheyenne and Arapaho students in El Reno, Oklahoma, in association with Redlands Community College. Though they knew there would be grueling eight-hour days in the classroom, plus additional guided study time afterward to meet the Southern Association of Colleges and Schools' accreditation requirement for contact hours, they had both been adopted by a well-known local Cheyenne family, the Blackbears, and felt an obligation to give back to the young people in this community. This situation was also prime for beginning a study in an area in which they were both interested: how do they best meet the learning needs of these students in regard to American Indian literatures? They had two measurement instruments at their disposal that they would incorporate besides utilizing methodology supported by the literature, and they felt they could do a qualitative study based on their experiences. Their conclusion, after reflection, is not that these particular students tested more auditory because they were more assimilated nor that their test results might be skewed because they were "reacculturated" and might be testing more traditional than they really were but rather that the visual-auditory split was so even because teaching in traditional settings involves both senses almost equally. When a younger or lower status person is being instructed in a ceremonial or social situation in the Cheyenne community on how to complete some task, it is the authors' observation that often the person being instructed will stare at the ground or in some other direction rather than making eye-contact with the elder or ceremonial person speaking. The authors stress that education is key to American Indian survival and sovereignty. For both American Indian and non-Indian instructors who are committed to Indian learning, the opportunity exists to affect real change that can benefit not only their students but also Indian peoples. (Contains 1 note.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oklahoma