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  • Do students see themselves and elements of their lives in the visuals that I provide? 

  • Do students see themselves and elements of their lives in the example problems or narratives that are told?

  • Is what my students are learning based on a 'big idea' that goes beyond my classroom?

  • How am I connecting what students are learning to something larger than either my content area or just the confines of the classroom?

•    Visuals
•    Narratives
•    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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This page is specifically for more pedagogical or research based references or ideas if you're looking for curricular and classroom resources/tools, please visit the Content Page where you can navigate to specific content-areas.

Content

Research
Guiding Teacher Reflection Questions

From First Nations Education Steering Committee (2012). In Our Own Words. 

Resources

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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.

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