Exploration of the Lived Experiences of Native American Science Teachers of the Great Plains: A Narrative Inquiry

Autor/in	Ganesan, Uma
Titel	Exploration of the Lived Experiences of Native American Science Teachers of the Great Plains: A Narrative Inquiry
Quelle	(2023), (397 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Nebraska - Lincoln
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-5407-4
Schlagwörter	Hochschulschrift; Dissertation; Teaching Experience; American Indians; Minority Group Teachers; Geographic Regions; Science Teachers; Elementary Secondary Education; Critical Race Theory; Culturally Relevant Education; American Indian Students; Teaching Methods; Indigenous Populations; Nebraska + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; American Indian; Indianer; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Sinti und Roma
Abstract	The complicated history of the education of Native American children through U.S. government-sponsored practices has led to the elimination of the Native children's sense of Indian identity, culture, and language (Noel, 2002). In addition, increased emphasis on standardization and high-stakes accountability under the No Child Left Behind Act of 2001 has resulted in less culturally responsive educational efforts and more Indigenous students left behind in school systems (Castagno & Brayboy, 2008). This has led to Indigenous students being underrepresented in science, technology, engineering, and mathematics (STEM) fields where they account for only 3% of STEM workers (Fry, Kennedy, & Funk, 2021). This dissertation study explores the racialized and gendered lived experiences of Indigenous science teachers in elementary, middle, and high school (K-12) settings in a reservation school in Nebraska. This study, grounded on critical race theory (TribalCrit), employs a qualitative methodology (i.e., narrative inquiry) that focuses on investigating the culturally and linguistically relevant pedagogical practices of the three Indigenous science teachers that could help to meet the needs of Indigenous students. Data were collected using semi-structured and in-depth interviews and classroom observations. Field notes and transcripts were compiled; and artifacts, such as lesson plans, syllabi, student worksheets, and photos were collected for triangulating the data. Interview transcripts and field notes were coded and analyzed using Bhattacharya's (2017) thematic narrative inductive analysis and Clandinin and Connelly's (2000) three-dimensional narrative inquiry framework of temporality, sociality, and place to arrive at stories of experiences and dominant themes. Findings reveal that pedagogical practices, such as holistic learning and storytelling; nature-based outdoor science classrooms; experiential and project-based science that promotes critical consciousness and civic engagement in students; arts-based approaches; and involving Native Elders in classrooms hold promise (and serve as a model for teachers of Indigenous students in other locations/contexts) in improving Indigenous students' science learning outcomes and facilitating their upward social mobility, thereby upholding educational equity and social justice for Native American communities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01