Native Cultural Competency in Mainstream Schooling

Studies the collaborative efforts of Native and non-Native educators and demonstrates how the discordant relationship between the Native and non-Native communities negatively impact students, teachers, and the school district as a whole
Leverages cross-cultural collaboration in the service of broad-based, district-wide systemic change for heterogeneous, reservation border town communities
Analysis of the results of the study culminates in a practical, research-based model for teacher training in Native cultural competency applicable to a variety of regional and national school settings

Autorentext
Sharon Vegh Williams is Visiting Assistant Professor of Education at St. Lawrence University, USA.
Joni M. Cole is Education Development Specialist for the St. Regis Mohawk Tribe in Akwesasne, USA.

Inhalt
Chapter 1. Introduction.- Chapter 2. The Study.- Chapter 3. Cultural Disconnect.- Chapter 4. History of Mohawk Education in Mainstream Schooling.- Chapter 5. Mistrust.- Chapter 6. 200% Education: The Two-Strand Wampum Treaty.- Chapter 7. Developmental Trajectory of Understanding: A Model for Change.- Chapter 8. The Teacher Training Program: Content and Implementation.- Chapter 9. Cultural Competency: Outcomes and Applications.