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Educators' perceptions of Indian Edu...

Abercrombie-Donahue, Micki.

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Educators' perceptions of Indian Education for All: A tribal critical race theory ethnography.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Educators' perceptions of Indian Education for All: A tribal critical race theory ethnography./
Author:	Abercrombie-Donahue, Micki.
Description:	196 p.
Notes:	Source: Dissertation Abstracts International, Volume: 73-04, Section: A, page: 1343.
Contained By:	Dissertation Abstracts International73-04A.
Subject:	Education, Multilingual. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3490469
ISBN:	9781267112262

Educators' perceptions of Indian Education for All: A tribal critical race theory ethnography.
Abercrombie-Donahue, Micki.

Educators' perceptions of Indian Education for All: A tribal critical race theory ethnography. - 196 p.

Source: Dissertation Abstracts International, Volume: 73-04, Section: A, page: 1343.

Thesis (Ed.D.)--Montana State University, 2011.

This tribal critical race theory (TribCrit) ethnographic study explored educators' perceptions of Indian Education for All (IEFA), the latest in a series of educational reforms designed to preserve the heritages of the Montana Tribal Nations and transform Montana school curricula and teaching. This study found a lack of consensus and understanding among the educators about the purposes and the design of IEFA. The educators believed the most beneficial sources of support for the future implementations of IEFA would be recursive, ongoing and consistent partnerships and collaborations with Indigenous specialists who could equip the educators with the Indigenous knowledge, pedagogies, and skills they needed to build and sustain relationships with Indian students and families. The educators indicated that the greatest obstacles to the implementation of IEFA curricula were: the lasting legacies of colonialism, Native American subjectivity, misrepresentations of Indigenous identities, lack of understanding about Indigenous epistemologies pedagogies and life ways, systemic racism, poor communication, broken relationships, mistrust and lack of rapport, whiteness and white privilege, and a lack of support or professional development opportunities with Indigenous specialists from particular tribal communities in Montana.

ISBN: 9781267112262Subjects--Topical Terms:

1669153
Education, Multilingual.

Educators' perceptions of Indian Education for All: A tribal critical race theory ethnography.
LDR:02248nam a2200289 4500 001 1961164
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020 $a 9781267112262
035 $a (MiAaPQ)AAI3490469
035 $a AAI3490469
040 $a MiAaPQ $c MiAaPQ
100 1 $a Abercrombie-Donahue, Micki. $3 2096990
245 1 0 $a Educators' perceptions of Indian Education for All: A tribal critical race theory ethnography.
300 $a 196 p.
500 $a Source: Dissertation Abstracts International, Volume: 73-04, Section: A, page: 1343.
500 $a Adviser: Joyce Herbeck.
502 $a Thesis (Ed.D.)--Montana State University, 2011.
520 $a This tribal critical race theory (TribCrit) ethnographic study explored educators' perceptions of Indian Education for All (IEFA), the latest in a series of educational reforms designed to preserve the heritages of the Montana Tribal Nations and transform Montana school curricula and teaching. This study found a lack of consensus and understanding among the educators about the purposes and the design of IEFA. The educators believed the most beneficial sources of support for the future implementations of IEFA would be recursive, ongoing and consistent partnerships and collaborations with Indigenous specialists who could equip the educators with the Indigenous knowledge, pedagogies, and skills they needed to build and sustain relationships with Indian students and families. The educators indicated that the greatest obstacles to the implementation of IEFA curricula were: the lasting legacies of colonialism, Native American subjectivity, misrepresentations of Indigenous identities, lack of understanding about Indigenous epistemologies pedagogies and life ways, systemic racism, poor communication, broken relationships, mistrust and lack of rapport, whiteness and white privilege, and a lack of support or professional development opportunities with Indigenous specialists from particular tribal communities in Montana.
590 $a School code: 0137.
650 4 $a Education, Multilingual. $3 1669153
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Native American Studies. $3 626633
690 $a 0455
690 $a 0727
690 $a 0740
710 2 $a Montana State University. $b College of Education and Health & Human Development. $3 2096991
773 0 $t Dissertation Abstracts International $g 73-04A.
790 $a 0137
791 $a Ed.D.
792 $a 2011
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3490469