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ERIC Number: EJ794269
Record Type: Journal
Publication Date: 2008
Pages: 22
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-0021-8731
The Imperative of Literacy Motivation When Native Children Are Being Left Behind
Cleary, Linda Miller
Journal of American Indian Education, v47 n1 p96-117 2008
This in-depth interview study of the schooling experiences of 120 First Nations, American Indian, and Alaska Native students contributes to understandings of their literacy motivation, highlighting tensions between their insights on literacy learning and literacy practices implicated by the No Child Left Behind (NCLB) Act of 2001. With NCLB in full swing and slated for reauthorization, teachers often feel compelled to ignore intrinsic literacy motivators: students' curiosity and desire for self-expression, self-determination, and feelings of competence. Yet as these Native students report, intrinsic motivation (1) opens up space for them to learn in ways that are congruent with their own of being, (2) provides real audiences and purposes to express those ways of being, (3) shows paths for identity construction through literacy, and (4) constructs two-way bridges to the mainstream world. So that these children will not be "left behind," we must listen carefully to their gathered voices.
Center for Indian Education. Arizona State University, College of Education, P.O. Box 871311, Tempe, AZ 95287-1311. Tel: 480-965-6292; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Alaska
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001