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ERIC Number: EJ809863
Record Type: Journal
Publication Date: 2008-Apr
Pages: 25
Abstractor: ERIC
ISSN: ISSN-1559-5692
The Tale of Two Noras: How a Yup'ik Middle Schooler Was Differently Constructed as a Math Learner
Hogan, Maureen P.
Diaspora, Indigenous, and Minority Education, v2 n2 p90-114 Apr 2008
This case study seeks to explain why a Yup'ik middle schooler, Nora, from a remote Alaskan village, was differently constructed as a math learner by her 6th- and 7th-grade math teachers. When a culturally relevant curriculum was used in 6th grade, Nora had a greater opportunity for leadership, ownership of knowledge, collaborative problem solving, conceptual learning, and participation in decolonized, culturally sustainable knowledge than when in a Western-style classroom based on the "No Child Left Behind Act"-motivated reforms 1 year later. (Contains 3 figures and 5 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Grade 7; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Grant or Contract Numbers: N/A