| |
| |
| Preface | |
| |
| |
| Acknowledgments | |
| |
| |
| |
| Introduction: The Teacher as a Learner | |
| |
| |
| A Chapter Road Map | |
| |
| |
| Collected Stories: A Way to Make Sense of American Indian Education | |
| |
| |
| The Story of Our Research | |
| |
| |
| An Emerging Theme: Teacher as Learner | |
| |
| |
| Ketron's Stories Introduce the Emerging Themes in the Research | |
| |
| |
| Why We Collected These Stories | |
| |
| |
| An Only Partially Resolved Problem with Language | |
| |
| |
| How to Read this Book | |
| |
| |
| |
| Cultural Difference: Recognizing the Gap into Which Students and Teachers Fall | |
| |
| |
| Finding the Subtlety of Cultural Differences | |
| |
| |
| Questions to Jump Start Your Reading | |
| |
| |
| A Chapter Road Map | |
| |
| |
| Difference in Beliefs | |
| |
| |
| Difference in Ways of Being | |
| |
| |
| A Non-Indian's View of American Indian Spirituality | |
| |
| |
| Challenges to Seeing Cultural Difference | |
| |
| |
| Case Study: Meg and the Hurricane | |
| |
| |
| Things to Remember | |
| |
| |
| |
| What Has Gone Wrong: The Remnants of Oppression | |
| |
| |
| Questions to Jump Start Your Reading | |
| |
| |
| A Chapter Road Map | |
| |
| |
| An Introduction to Oppression | |
| |
| |
| A Profile of Odie: A Survivor of Oppression | |
| |
| |
| Present Day Manifestations of Oppression | |
| |
| |
| Case Study: They're Acting Really Squirrelly | |
| |
| |
| Full Circle | |
| |
| |
| Things to Remember | |
| |
| |
| |
| Creating a Two-Way Bridge: Being Indian in a Non-Indian World | |
| |
| |
| Questions to Jump Start Your Reading | |
| |
| |
| A Chapter Road Map | |
| |
| |
| Making Connections with Other Sections of the Book | |
| |
| |
| A Profile | |
| |
| |
| Challenges Facing Students as They Seek a Comfort Level in Both Worlds | |
| |
| |
| Challenges to Teachers, Schools and Policy Makers | |
| |
| |
| Moving Beyond Metaphor | |
| |
| |
| Case Study: The Storyteller | |
| |
| |
| |
| Issues of Native Language | |
| |
| |
| Questions to Jump Start Your Reading | |
| |
| |
| A Chapter Road Map | |
| |
| |
| Schools of Thought About Language Maintenance | |
| |
| |
| A Profile | |
| |
| |
| What Others Have to Say about Second Language Acquisition, Motivation for Learning a Language, and Language Loss Theory | |
| |
| |
| An Overview of Language Extinction Efforts | |
| |
| |
| Cultural and Religious Issues in Language Maintenance | |
| |
| |
| The Extent of Language Loss | |
| |
| |
| Orthography Wars | |
| |
| |
| Dialect Differences and Varying Levels of Proficiency | |
| |
| |
| Urban American Indian Language Issues | |
| |
| |
| Relationships Between English and Tribal Language Use | |
| |
| |
| American Indian Language Strategies and Related Issues | |
| |
| |
| If the Language is Deemed Important, Who Is Responsible for Maintaining It? | |
| |
| |
| Case Study: Ruth and the Videotape | |
| |
| |
| Full Circle | |
| |
| |
| Things to Remember | |
| |
| |
| |
| Ways of Learning | |
| |
| |
| Questions to Jump Start Your Reading | |
| |
| |
| A Chapter Road Map | |
| |
| |
| American Indian Learning Styles | |
| |
| |
| Case Study: The Great Circle of These Things | |
| |
| |
| Full Circle | |
| |
| |
| Things to Remember | |
| |
| |
| |
| Literacy, Thought and Empowerment | |
| |
| |
| Questions to Jump Start Your Reading | |
| |
| |
| A Chapter Road Map | |
| |
| |
| What Teachers Reported About Literacy | |
| |
| |
| What Teachers Said About Cultural Differences in Thought | |
| |
| |
| What Researchers Say About Cultural Differences in Thought | |
| |
| |
| Reenter Amelia LeGarde, Storyteller: Abstract Lessons from Stories | |
| |
| |
| A Return to the Chapter Four Case: "The Storyteller." | |
| |
| |
| Explicit Lessons Needed for the Articulation of Abstraction | |
| |
| |
| Issues of Decontextualized Thought | |
| |
| |
| Whole Language Is Not Enough in Empowering American Indians | |
| |
| |
| Empowerment of American Ind | |