Understanding Cultural Differences: White Teachers' Perceptions and Values in American Indian Schools

In this case study we examined White teachers' experiences of perceived cultural differences in their classrooms while working with American Indian students. During the course of our investigation, we interviewed five White teachers from a junior high school located on an Indian Reservation in...

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Bibliographic Details
Published in:Journal of American Indian education 2020-06, Vol.59 (2-3), p.75-98
Main Authors: Archibeque, Rikkilynn, Okhremtchouk, Irina
Format: Article
Language:English
Subjects:
Case studies
Features
High schools
Native Americans
Teachers
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Summary:In this case study we examined White teachers' experiences of perceived cultural differences in their classrooms while working with American Indian students. During the course of our investigation, we interviewed five White teachers from a junior high school located on an Indian Reservation in Northeastern Arizona. The results of this study show that teachers' perceptions and classroom experiences are nested within their personal value systems, which often align with hegemonic, mainstream frameworks of education rather than local Indigenous knowledge systems. While our findings speak to the constant influence of teachers' values on classroom practices, we also present a conceptual model illustrating the building blocks for teacher readiness to work with American Indian students. We further discuss the potential long-term influences of classroom exchanges on teachers' values and the importance of local professional development, culturally relevant curricula, and the recruitment and preparation of teachers to effectively work within local American Indian communities.
ISSN:0021-8731
2379-3651
2379-3651
DOI:10.1353/jaie.2020.0010