American Indian Educators in Reservation Schools

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Thanks for telling us about the problem. Return to Book Page. The role of Native American teachers and administrators working in reservation schools has received little attention from scholars.

Utilizing numerous interviews and extensive fieldwork, Terry Huffman shows how they define their roles and judge their achievements. He examines the ways they address the complex issues of cultural identity that affect their students and thems The role of Native American teachers and administrators working in reservation schools has received little attention from scholars.

He examines the ways they address the complex issues of cultural identity that affect their students and themselves and how they cope with the pressures of teaching disadvantaged students while meeting the requirements for reservation schools. Personal accounts from the educators enrich the discussion.

Native American Students Face Ongoing Crises in Education - dpvcasting.lfmgroup.it

Their candid comments about their choice of profession; their position as teachers, role models, and social service agents; and the sometimes harsh realities of reservation life offer unique insight into the challenges and rewards of providing an education to Native American students. Huffman also considers the changing role of Native educators as reservation schools prepare their students for the increasing complexities of modern life and society while still transmitting traditional culture. They represent less than 1 percent of the student population, but 2 percent of out-of-school suspensions and 3 percent of expulsions.

Some credit the sensitivity training itself, but only time will tell which programs were the most effective. Peanut Has Indigenous Roots. Editor ICT editorial team. Aug 15 New Comment. Groom is Native, Bride is Native-Inspired.

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Editor Indian Country Today. American Indian Educators in Reservation Schools.

American Indian Educators in Reservation Schools

The role of Native American teachers and administrators working in reservation schools has received little attention from scholars. Utilizing numerous interviews and extensive fieldwork, Terry Huffman shows how they define their roles and judge their achievements. He examines the ways they address the complex issues of cultural identity that affect their students and themselves and how they cope with the pressures of teaching disadvantaged students while meeting the requirements for reservation schools.

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