Culturally Responsive, Sustaining, and Revitalizing Pedagogies: Perspectives from Native American Education

Teresa L. McCarty; Bryan Mc Kinley Jones Brayboy

doi:10.1080/00131725.2021.1957642

Culturally Responsive, Sustaining, and Revitalizing Pedagogies: Perspectives from Native American Education

Teresa L. McCarty^*, Bryan Mc Kinley Jones Brayboy

^*Corresponding author for this work

School of Education and Social Policy

Research output: Contribution to journal › Article › peer-review

4 Scopus citations

Abstract

We examine culturally relevant/responsive pedagogy (CRP) and its extensions–culturally based and culturally sustaining and revitalizing pedagogy–focusing on Native American/Indigenous education. Teasing out the roots of these pedagogies in Indigenous education systems, we follow their “footprints” in contemporary education practices. How might these models of Indigenous CRP help nurture diverse learner assets, foster students’ critical engagement with power and privilege, and (re)imagine and act for a socially just world?.

Original language	English (US)
Pages (from-to)	429-443
Number of pages	15
Journal	Educational Forum
Volume	85
Issue number	4
DOIs	https://doi.org/10.1080/00131725.2021.1957642
State	Published - 2021

Keywords

civics education
culturally responsive schooling
culturally sustaining and revitalizing pedagogies
Indigenous self-determination
Native American/Indigenous education

ASJC Scopus subject areas

Education

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10.1080/00131725.2021.1957642

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title = "Culturally Responsive, Sustaining, and Revitalizing Pedagogies: Perspectives from Native American Education",

abstract = "We examine culturally relevant/responsive pedagogy (CRP) and its extensions–culturally based and culturally sustaining and revitalizing pedagogy–focusing on Native American/Indigenous education. Teasing out the roots of these pedagogies in Indigenous education systems, we follow their “footprints” in contemporary education practices. How might these models of Indigenous CRP help nurture diverse learner assets, foster students{\textquoteright} critical engagement with power and privilege, and (re)imagine and act for a socially just world?.",

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Y1 - 2021

N2 - We examine culturally relevant/responsive pedagogy (CRP) and its extensions–culturally based and culturally sustaining and revitalizing pedagogy–focusing on Native American/Indigenous education. Teasing out the roots of these pedagogies in Indigenous education systems, we follow their “footprints” in contemporary education practices. How might these models of Indigenous CRP help nurture diverse learner assets, foster students’ critical engagement with power and privilege, and (re)imagine and act for a socially just world?.

AB - We examine culturally relevant/responsive pedagogy (CRP) and its extensions–culturally based and culturally sustaining and revitalizing pedagogy–focusing on Native American/Indigenous education. Teasing out the roots of these pedagogies in Indigenous education systems, we follow their “footprints” in contemporary education practices. How might these models of Indigenous CRP help nurture diverse learner assets, foster students’ critical engagement with power and privilege, and (re)imagine and act for a socially just world?.

KW - civics education

KW - culturally responsive schooling

KW - culturally sustaining and revitalizing pedagogies

KW - Indigenous self-determination

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ER -

Culturally Responsive, Sustaining, and Revitalizing Pedagogies: Perspectives from Native American Education

Abstract

Keywords

ASJC Scopus subject areas

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