• Project-based learning
Native people are often stereotyped as one-dimensional, exotic figures in text books and invisible in contemporary society. Teachers can help native students reinterpret and self-create a contemporary identity without forsaking traditional cultural values, by integrating present-day native stories, choosing visuals and examples that are relatable to students, and emphasizing critique and self-reflection on the part of students. Done correctly, planning and teaching with relevant content increases academic performance as well as self-efficacy and school participation as students take pride in their identity.
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Guiding Teacher Reflection Questions
From First Nations Education Steering Committee (2012). In Our Own Words.
Lipka, J., Shary, N., Adams, B., & Sharp, F. (2007). Creating a third space for authentic biculturalism: Examples from Math in a Cultural Context. Journal of American Indian Education, 46(3), 94–115.
Dupuis, V.L., & Walker, M.W. (1988). The circle of learning at Kickapoo. Journal of American Indian Education, 28(l), 27-33.