Indian Teachers Research Articles

Race and the teacher–student relationship: interpersonal connections between West Indian students and their teachers in a New York City high school1

Through a review of interviews with West Indian, African American, and white teachers at a New York City high school with a large West Indian population (ages 14 to 18), in this paper I discuss the complicated nature of teacher–student matching, and its impact on student achievement. I find that West Indian teachers have strong points of connection with their West Indian students, and clearly serve as their advocates when cultural differences such as parental nonparticipation, lack of discipline, and avoidance of eye contact come up. Non‐West Indian teachers, however, also connect with West Indian students. White teachers draw upon common experiences of immigration, and African American teachers draw upon common experiences of race prejudice and American race relations. The downside of strong identification with one group of students—in this case, West Indians—can sometimes lead to a distancing from others—in this case, African Americans. West Indian teachers sometimes identify strongly as West Indian in opposition to negative stereotypes of African Americans, possibly to the detriment of their African American students. Hence, although recruiting teachers of color to serve our increasingly diverse school population is important, teacher training must also spend time on diversity training and developing intercultural understandings.

Reproducing racism: schooling and race in highland Bolivia

Bolivia is one of the few Latin American nations with a majority indian population. Strong assimilationist policies over the past fifty years have meant indians have been discriminated against in many areas of social life. Rural schools have been a principal tool in assimilation. Over the past decade political and education reform have shifted policy away from an assimilationist model to a multicultural one. Of great significance is the requirement for use of indigenous languages in school and, as a consequence, large numbers of teachers who themselves come from indian communities. Despite these policies, schoolteachers are still a major source of assimilationist cultural ideology and are principal agents in reproducing hegemonic racism in indian communities. It cannot be assumed that indian teachers will be positive models for indian children in a racist society; indeed, the ambiguous racial and cultural position of the indian teacher may mean quite the opposite. This paper, based on anthropological fieldwork, examines the role of teachers and schooling in an Aymara‐speaking highland village.

The Paradox of the Promised Unfulfilled: Brown v. Board of Education and the Continued Pursuit of Excellence in Education

This article illuminates the educational and social paradox created by the U.S. Supreme Court in striking down the legal doctrine of separate but equal. Based upon its interpretation of the social science evidence of damage imagery, the Court viewed the psychological harms of segregation as problems faced exclusively by African American students and their communities. White communities and students, on the other hand, were considered healthy and unscathed by the affects of racial segregation. With this in mind, this article discusses how the implementation of racial balance remedies by White municipal, civic, and educational leaders resulted in the loss of African American public school teachers and concomitant influences on the communities in which they resided. This article concludes with a discussion of the research surrounding the importance of teachers of color in serving increasingly diversified communities and students of color in America's public schools. What was unanticipated by the US Supreme Court in the two Brown v. Board of Education ofTopeka cases was the pervasive and irreversible damage that might be inflicted on poor Black children reared in stable yet ecologically constructed social worlds. (Wilkinson, 1996, p. 28) Blacks have a longstanding tradition of excellence in education; for more than a century, teaching has been one of the most highly respected occupations in the Black community. Had it not been for the diligent efforts of the first, second, and third generations of Black teachers who taught in segregated schools, yet inspired their students, the present generation of Black physicians, lawyers, engineers and other professionals may not have chosen those careers. Indeed the Black community recognizes and values the significant contribution these teachers have made to progress. (Dilworth, 1989, p. 54) Underlying the Brown v. Board of Education ofTopeka, Kansas (Brown I) decision in 1954 was an implicit assumption that the desegregation of public schools would invariably better life opportunities for African American communities, neighborhoods, and schools. The legal mandate in Brown 1 to desegregate, however, differed from communities in the North, Midwest and the South. Yet, while local conditions created different circumstances, each community came to terms with desegregation along similar practices of organized resistance (Balkin, 2001; Martin, 1998; Walker, 1996; Wilson, 1995). Organized resistance to public school desegregation took varied forms. One was to remove White children from public schools. In most states, especially the South, this was accomplished through the establishment of private schools for Whites using public monies. In Northern and Midwestern urban areas, Whites increased their movement to more affluent suburbs further segregating poorly resourced neighborhood schools and their students (Pollard & Ajirotutu, 2000; Wilson & Segall, 2001). Most importantly, resistance to school desegregation resulted in the removal of Black teachers and administrators from predominately Black public schools and their communities. Desegregation also meant that African American teachers and administrators lost significant positions of authority to White teachers and administrators who maintained control over the curriculum as well as the social and cultural milieu of the educational process in America's public schools. Fifty years after the Court's decision in Brown I, students continue to matriculate through elementary, middle, and secondary schools throughout the United States rarely meeting or working with an African American, Latino, Asian or American Indian teacher. According to the Applied Research Center's ERASE (Expose Racism and Advance Educational Excellence) Initiative, this trend has particularly affected urban areas where poverty and racial isolation remain concentrated within inner-city neighborhood schools (Gordon, Piana, & Keleher, 2000). …

Socio‐cultural‐historical constructivism in the preparation and practice of early childhood teachers in New Delhi, India

The author conducted a study with early childhood educators in New Delhi to understand the teachers’ perceptions of the relationship between their preparation and practice within a theory‐practice framework. The research problem emanated from the observations and experiences of the author, indicating an existing three‐way tension between the design of current Indian teacher education programs, the dominant discourse of early childhood education, and the underlying values of Indian philosophy that defined the construct of the teacher and child in Indian society.

What Do We Have to Do to Create Culturally Responsive Programs?: The Challenge of Transforming American Indian Teacher Education

This article presents the results of a cooperative inquiry into the nature, historical development and effectiveness of teacher training programs for American Indian students. The authors contend that historic patterns of marginality within and limited access to educational contexts have silenced Native communities' voices and presence in the structure and curriculum of schools. In contrast to programs which inculcate dominant values and perspectives, effective American Indian teacher education programs provide access to university resources; engage members of the Indian community in developing curriculum and instruction strategies; immerse student teachers in authentic, diverse cultural settings; and model culturally responsive teaching practices for pre-service teachers. Results of the authors' inquiry indicate three areas of promising reform for culturally responsive Indian teacher education: (a) establishing infrastructures for incorporating Native voices and participation in the educational process; (b) institutionalizing culturally responsive norms for curriculum and instruction; and (c) increasing the knowledge base concerning Indian education through scholarly study of the complexities of teaching and learning within Indian communities.

Imaging (Native) America: Pedro deLemos and the Expansion of Art Education (1919–1950)

This article examines the imaging of Native Americans in the pages of School Arts Magazine during the second quarter of the 20th century. During this period, Pedro deLemos, Hispanic-American artist and educator, established his legacy as the longest serving editor of School Arts Magazine (1919–1950). This position allowed him to have an effect upon the depiction of Native Americans through their arts and crafts in mainstream American schools. Design theory and the Household and Everyday Art movements influenced deLemos's ideas about art education. He viewed traditional Southwestern Native American art as the perfect synthesis of these interests. Three other forces—the aesthetic interests of the California Arts and Crafts Movement, the commercial interests of the Southwest tourist industry, and the scientific interest of archeologists—influenced deLemos's ideas about Native American art. Central to the dissemination of this perspective was the rich network of people, including Native American artists and educators, Indian School administrators and teachers, archeologists, museum directors, publishers, and art teachers that deLemos nurtured through The School Arts Magazine.

E agora, cara pálida? Educação e povos indígenas, 500 anos depois

Há cerca de 500 anos, diversos povos indígenas estão experimentando processos de escolarização formal. Se no passado a escola foi imposta, hoje ela é pauta política importante dos movimentos étnicos ao longo do continente, do que tem derivado um novo marco jurídico e institucional para a educação dos povos indígenas. No Brasil, projetos alternativos de formação de professores indígenas são fonte de inspiração para as políticas oficiais e tornam-se referenciais para a atual reforma educativa, forçando novas parcerias, mecanismos de participação e flexibilização curricular. Mas, ao tornarem-se oficiais, tornam-se matrizes para políticas uniformizadoras, que tendem a apagar a diversidade das culturas e a heterogeneidade das práticas pedagógicas. Apontar avanços e problemáticas relacionados com estes processos é a intenção deste artigo.

Challenges to participating in a lifestyle intervention program: the Native American Diabetes Project.

This paper describes the factors that American Indian teachers in the Native American Diabetes Project (NADP) reported affected participation in the NADP lifestyle education sessions. A postsession exit interview was conducted with each of the 7 mentors (teachers) of the NADP sessions. Interview questions addressed general perceptions of the sessions, factors that kept participants from coming to the sessions, and attitudes toward diabetes and persons with diabetes. Interviews were transcribed and responses reflecting factors related to participation were marked and organized into topic areas. Mentors reported a range of factors that affected participation in the sessions, such as conflicts with community activities and beliefs/attitudes about diabetes. The latter factor includes program knowledge, recruitment methods, attitudes toward the program, and beliefs about diabetes. Asking community members what factors they believe affect participation is an important component of increasing participation in community-based programs. Community members can provide a valuable personal perspective of actual and potential conflicts in the community.

“Oh, I have a story”: narrative as a teacher's classroom model

This paper examines the teaching practices of one American Indian teacher in a high school literature class. It explores the teacher's use of narrative as an instructional strategy designed to convey abstract concepts through concrete experience. The narratives engage students in critical thinking and personal reflection, and provide them with the opportunity to make connections between social and historical contexts. In addition, the teacher uses stories to contrast multiple contexts with personal experiences, which reflects teaching strategies previously identified as those used by effective teachers. There is evidence that sharing ideas and concepts through story is an important way of encouraging social relations and helping students make connections between what they are learning in school and what they know of the world. Based on data analysis, this study presents a model of the teacher's use of narrative as a strategy to pose critical questions, frame a context for discussion, encourage students to reflect on personal perspectives, and introduce ideas and concepts. The model provides a visual representation of the teacher's use of narrative as a way of clarifying course content, contextualizing meaning, and reinforcing understanding.

Cross-cultural partnerships: acknowledging the “equal other” in The Rural/Urban American Indian Teacher Education Program

This paper presents a description of The Rural/Urban American Indian Teacher Education Program, based on Buber's (1970. I and thou. New York: Scribner) notion of the equal other. It featured cross-cultural partnerships at every possible level – university faculty, mentor teachers, and student teachers. The program's goals were two-fold: the preparation of more American Indian teachers and the culturally enhanced preparation of the “white, female, monolingual” (Zeichner, 1992. Educating teachers for cultural diversity. East lansing, MI: National Center for Research on Teacher Learning) candidates who represent the majority of teacher education candidates. A look at some of the successes and failures of the program, as well as its distinctive features, may aid those seeking to stress context and culture in preservice teaching situations.

ENGLISH LANGUAGE TEACHING IN INDIA: ISSUES AND INNOVATIONS.R. K. Agnihotri and A. L. Khanna (Eds.). New Delhi, India: Sage, 1995. Pp. 338. $42.00 cloth.

This collected volume on English language teaching (ELT) in India contains 22 articles written by Indian teachers and researchers. The book has been divided into six sections. The first section—“Problematizing ELT in India”—offers a critical, historical perspective along with innovative ideas for making English language learning and teaching meaningful and purposive in modern India. The second section—“Nature of ELT Materials”—demonstrates how the ELT materials used in Indian classrooms are not embedded in local needs and indigenous contexts. The section emphasizes the importance of developing instructional materials that not only make use of the rich linguistic and cultural resources available in India but also promote effective communication skills among the learners. The third section—“Learner Profiles”—provides interesting insights into the needs, wants, and lacks of Indian learners of English. This section shows how the instruments of needs analysis developed in monocultural and monolingual settings are inadequate for assessing the needs and wants of learners in multilingual and multicultural India. The fourth section—“Classroom Issues”—focuses on certain central issues affecting teaching and learning in the classroom context, particularly the role of native language knowledge and skills that Indian learners bring with them. The fifth section—“Course Evaluation and Teacher Development”—suggests ideas for making teacher education responsive to the changing roles and responsibilities of language teachers. The sixth and final section—“Curriculum Change”—deals with the principles and procedures for curricular changes that are in tune with the evolving knowledge about learning and teaching and the increasing desire for learner control of the process of materials development and evaluation.

In Search of Saraswati: A study of the professional productivity of Indian teacher educators

The professional productivity of a group of secondary teacher educators of an Indian state-Rajasthan is examined. The measures of professional productivity included books, research papers and articles published as well as independent research projects completed and supervised. Information was also collected about professional reading as well as participation in seminars, training programmes, workshops and pursuits followed during leisure hours. The data were collected through questionnaires and personal interviews. Findings indicated a very limited level of professional productivity on identified measures, as well as lack of interest in professional readings and activities. The findings of the study have been analysed in the cultural context of India and other developing countries.

Asian Teachers in British Schools: a qualitative study

Summary The findings of a research project on the personal and professional experience of 22 first‐generation and 11 second‐generation Asian teachers are described. Four indigenous white and two West Indian teachers were also included to broaden our research perspective. The data were collected through semi‐structured interviews. The first‐generation Asian teachers, who had qualified from India or Pakistan, had faced numerous difficulties in obtaining first teaching posts, in promotion, class‐control and in forming working relationships with white colleagues. Most first‐generation teachers complained about the racial discrimination which they have to face in their professional lives. In sharp contrast, the second‐generation Asian teachers, who had qualified from Britain, did not come across any of the abovementioned problems. The teachers’ views are also presented verbatim on a range of multi‐cultural issues: the teaching of community languages, separate schools for ethnic children, Asian parents and equa...

Solomon Briant and Joseph Johnson: Indian Teachers and Preachers in Colonial New England

Solomon Briant and Joseph Johnson: Indian Teachers and Preachers in Colonial New England

VII. Indian Teachers and their Indonesian Pupils: On Intellectual Relations between India and Indonesia, 1600–1800

One of the classical accounts on the coming and first establishment of Islam in Indonesia runs as follows: Already a long time before the birth of Islam a mighty stream of colonisation started from Hindustan towards Java and surrounding islands. This stream definitely dominated the culture of this area and its influence is felt until today. After part of the Hindus had accepted Islam, these Indian Muslims were active in the trade with the archipelago and part of them also settled in this area. These traders and emigrants brought Islam into the Indian Archipelago. It is true, that already before this period some other Muslim nations sought articles of trade from the East-Indies and even established small settlements there: surely there resulted no permanent religious influence from these settlements. Islam, such as received by the Indonesians, therefore already experienced a process of adaptation towards the world of Hinduism. This made it easier for this new religion to accommodate itself once again to a degenerated Hinduism. Islam in the East-Indies unmistakably shows the signs of this Indian origin.

American Indian Education: One Indian Teacher's View or New Directions in Indian Education

American Indian Education: One Indian Teacher's View or New Directions in Indian Education

Teacher Education for Aboriginal Groups: one model and suggested application

Abstract This paper describes a Native Indian Teacher Education Programme in British Columbia, Canada. The need for such a programme is described as is its historical background. In addition, a description of the structure and operation of the programme is provided. An example of an application of this teacher education model is suggested. In conclusion, factors to be considered if a teacher education programme for aboriginal groups is to be successful are outlined.

Teacher Education in India: Observations on American Innovations Abroad

Research on teacher education in India has increased greatly in the last 15 years. A community of professors from several institutions has developed the capability to conduct coordinated large-scale studies and to prepare doctoral students. The process of cultural borrowing greatly influences the structure and conduct of teacher education as well as the substance and design of the research. Most of the studies are constructed to test the fit of North American theories and innovations within the Indian cultural context. This paper examines the structure of Indian teacher education, current criticisms of it, the themes of research and innovation, and the formulation of questions for cross-cultural research. In addition, observing North American practices mirrored in the Indian context provokes reflection on the structural problems of teacher education in general.

Perception of Meritorious Indian Teachers about the Ideal Pupil

Perception of Meritorious Indian Teachers about the Ideal Pupil

“I don't understand my textbooks”: Students comment on their Indian bilingual schooling in Mexico

Since the early 20th century, the Mexican government has been grappling with the education of its non-Spanish-speaking peoples, who speak 56 different Indian languages. The history has been well documented (see Heath, 1972; Modiano, 1982). Research in the field of bilingual-bicultural education for Indian children in Mexico has treated a number of aspects of the Government’s programs which had their inception in 1951 (see Modiano, 1984). Samples of Indian children have been tested to ascertain the comparative effectiveness of all-Spanish schooling and bilingual schooling (Modiano, 1973). The dilemmas of the Indian bilingual teachers have been described by Arias (1975). Special materials have been developed for Indian children in the early grades (Bravo Ahuja, 1975, 1976; Modiano, 1984). This article presents student views of bilingual schooling in one of the Indian communities where education has been in place the longest, since the 1950s. Indian education comprises grades 1 through 6, as well as preschool. All teachers in Indian schools are bilingual Indians’; that is, their native language is an Indian language, and they have also mastered enough Spanish to complete teacher education courses. Texts in the indigenous languages, written by the Indians, have recently been introduced in some schools, for some languages, in the first and second grades (see Modiano, 1984). Indian language texts had also been used in the early grades in the past, but they were less accurate and related less to the lives of the children since they were written by nonIndians. After grade 2, the students use the same texts as used in all public schools in Mexico. They are written by subject specialists and geared to the Mexico City middle and upper classes.