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Theoretical Perspectives on American Indian Education
Taking a New Look at Academic Success and the Achievement Gap
Authors:
Publisher:
2010
Summary
Theoretical Perspectives on American Indian Education introduces four prominent theoretical perspectives on American Indian education: cultural discontinuity theory, structural inequality, interactionalist theory, and transculturation theory. By including readings that each feature a theoretical perspective, Huffman provides a comparison of each perspective's basic premise, fundamental assumptions regarding American Indian education, implications, and associated criticisms. Bringing together treatments on a variety of theories into one work, this book integrates current scholarship and discussions for researchers, students, and professionals involved in American Indian education.
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Bibliographic data
Copyright year
2010
ISBN-Print
978-0-7591-1991-8
ISBN-Online
978-0-7591-1993-2
Publisher
Rowman & Littlefield, Lanham
Language
English
Pages
262
Product type
Book Titles
Table of contents
ChapterPages
Contents No access
Preface No access
Acknowledgments No access
Chapter 1. American Indian Education Scholarship No access Pages 1 - 18
Chapter 2. Cultural Discontinuity Theory No access Pages 19 - 44
Reading 1. Teachers’ Cultural Knowledge and Understanding of American Indian Students and Their Families No access Pages 45 - 62
Chapter 3. Structural Inequality Theory No access Pages 63 - 96
Reading 2. Constructing Failure and Maintaining Cultural Identity: Navajo and Ute School Leavers No access Pages 97 - 120
Chapter 4. Interactionalist Theory No access Pages 121 - 150
Reading 3. Ethnicity and the Concept of Social Integration in Tinto’s Model of Institutional Departure No access Pages 151 - 162
Chapter 5. Transculturation Theory No access Pages 163 - 188
Reading 4. Transculturation Theory as an Explanation for College Persistence among Culturally Traditional American Indian Students No access Pages 189 - 206
Chapter 6. Continuing the Tradition No access Pages 207 - 232
