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Conflicting Landscapes American Schooling/Alaska Natives [Mīkstie vāki]

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  • Formāts: Paperback / softback, 264 pages, height x width x depth: 229x151x18 mm, weight: 556 g
  • Izdošanas datums: 15-Feb-2011
  • Izdevniecība: Todd Communications
  • ISBN-10: 1578333962
  • ISBN-13: 9781578333967
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  • Cena: 26,04 €
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Conflicting Landscapes American Schooling/Alaska NativesPalielināt
  • Formāts: Paperback / softback, 264 pages, height x width x depth: 229x151x18 mm, weight: 556 g
  • Izdošanas datums: 15-Feb-2011
  • Izdevniecība: Todd Communications
  • ISBN-10: 1578333962
  • ISBN-13: 9781578333967
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781578333967.html
Keywords:
This comprehensive illustrated volume presents a wide-ranging picture of the schooling of Alaska Native children from past to present. It explores the histories of changing philosophies of schooling and their effect on generations of Alaska Native students, details the situation—financial, social, and educational—of the many rural schools serving this population, and offers cogent, straightforward proposals for improving the intellectual, emotional, and spiritual health of present and future generations of Alaska Natives.

Recenzijas

"Bates and Oleksa convincingly present the reality of cultural diversity and the challenges facing educators in Alaska and elsewhere." (Richard Dauenhauer, University of Alaska Southeast)"

Acknowledgements 3(1)
Dedications & Special Thanks 4(2)
About the Authors 6(8)
Table of Contents
8(6)
From the Publisher (The Kuskokwim Corporation) 14(2)
Preface 16(5)
SECTION I AS IT IS AND HAS BEEN
PART ONE A PERSONALIZED VIEW OF NATIVE SCHOOLING: THE HISTORICAL, SOCIAL, AND CULTURAL CONTEXT
Michael J. Oleksa
Introduction
21(8)
Chapter 1
St. Herman's People
29(4)
Human Beings/Real People
33(3)
Chapter 2
Monks and Monsters
36(2)
Reverence for Life
38(1)
Gift of Beaver
39(1)
Other Ways of Seeing
40(3)
Chapter 3
Winning the West
43(2)
Last 500 Years: Your Choice
45(2)
Melting Pot Melt Down
47(2)
Immigrants and Indians
49(2)
Chapter 4
"Sages" and "Savages"
51(2)
Aleut Alterative
53(1)
American Mission
54(1)
Alien Invasion
55(1)
Englishhh Only
56(1)
Educational Exile
57(2)
Family Values
59(1)
Destructive Dilemma
60(2)
Loss
62(2)
Grief and Guilt
64(2)
PLYS
66(2)
Chapter 5
Bootleggers, Binges and Booze
68(1)
Shaking the Bottle
69(1)
Decent Into Drink
70(2)
Telling the Story
72(3)
Chapter 6
Unintentional Harm
75(1)
Quiet People
76(1)
Visiting
77(1)
Breakdown
78(1)
Bridging the Gap
79(1)
One Life in Two Worlds
80(1)
Sitka Sense: Leader T
81(1)
A History of Traditional Education
82(1)
Patterns and Paradigms
83(1)
First People
84(1)
Elders
85(1)
Old Wisdom/New Knowledge
86(1)
Schooling
87(3)
Survivors
90(2)
SECTION I AS IT IS AND HAS BEEN
PART TWO A DESCRIPTION OF THE SEEDBED
Clifton Bates
Introduction
92(1)
Thinking About Kimboy
92(2)
Make the Child Fit the Desk?
94(4)
Chapter 7
A Parade of Educators
98(1)
You're Hired!
98(1)
Ready? Set? Teach?
99(2)
Are You Prepared for Living Remotely?
101(1)
A Possible Scenario
102(4)
We've Got a Problem
106(1)
Two Ears, Two Eyes, One Mouth
107(1)
Ms. Texas
108(1)
A Litany of Reasons
108(2)
One "Solution"
110(1)
The Quandary
110(1)
Task and Student Proficiency
111(1)
Photographs
112(1)
A Good Teacher: Period?
113(3)
What's Wrong with This Picture?
116(1)
Studying Alaska
117(1)
Look Out the Window: There's Logic and Common Sense
118(1)
Principal Sal
119(2)
Making Informed Decisions
121(1)
Normalcy Is Wide
122(1)
An Aside
123(1)
Musical Chairs
124(1)
There Comes a Time
124(2)
A Taboo Subject
126(1)
More Realistic Education: Native Educators
127(4)
Chapter 8
But Kids Are Just Kids (Aren't They?)
131(1)
Lap Game as Metaphor
131(2)
Teach Who? Where?
133(1)
Well, What Are the Kids Like?
133(1)
Example Tendencies
134(1)
The Language of Berry Picking
134(1)
School Language: The Centerpiece of School Learning
135(2)
Some Irony
137(1)
He Did It
138(1)
Cause and Effect
139(1)
Ain't Fair
140(1)
Dynamics
141(3)
Chapter 9
System As It Is
144(1)
As It Is and Has Been
144(5)
Basic Factory Settings for Maple
149(2)
How Well?
151(1)
Assessment Concerns Good Teacher? Good Student? What Can Be Said?
152(2)
Suggestive Test Results
154(2)
But According to This Test
156(1)
Good Or Bad, Who Is to Say?
157(1)
Full of Questions
158(1)
What Works? What Doesn't? Pass It On How?
159(2)
Read All About It!
161(4)
As It Is
165(2)
SECTION II AS IT COULD BE
Clifton Bates
A DIFFERENT VIEW OF CULTURALLY RESPONSIVE SCHOOLS CONSIDERATIONS FOR POLICY MAKERS, SCHOOL BOARD MEMBERS, EDUCATORS, PARENTS AND OTHER INTERESTED FOLK
Chapter 10
Considerations
167(1)
A Curriculum, Instruction, Assessment
168(1)
Practical Proposals
168(2)
Oral Language
170(5)
Incorporate Strengths: Spatial Ability and Perceptual Skills
175(1)
Build the Bridge: Contextualized and Decontextualized Oral and Written Material
176(2)
An Assignment
178(2)
Cart Before the Horse
180(1)
Models and False Assumptions
181(1)
Certain C&I/Assessment Suggestions in Sum
182(1)
B Politically Incorrect? No Matter: Impose Structures
183(1)
A Revolving Door
183(2)
Why Structures?
185(2)
Structuring Literacy Instruction
187(4)
C Mandatory Educator Training: More Than the Requirement of Three Multicultural Credits
191(4)
EXAMPLES OF TRAINING CURRICULA
Michael J. Oleksa
Regarding History and Communications
195(1)
Cross-cultural Concerns Regarding History
195(1)
Any History and Alaska History
195(1)
The Historian's Perspective
196(2)
The Traditional History Curriculum
198(1)
More Inclusive History
198(2)
Alaskan Native History
200(2)
New Resources
202(2)
History of the Last Frontier
204(2)
Cross-cultural Concerns Regarding Communication
206(1)
Can We Talk?
206(1)
Inescapable Miscommunication
206(1)
"The Iceberg"
207(1)
Tempo
208(1)
Slow Sam
209(1)
Tone
210(2)
Distance and Volume
212(1)
Politeness
213(1)
Rituals
214(2)
Recommendations and Strategies
216(4)
Chapter 11
Clifton Bates
But What About Now?
220(1)
Welcoming, Accepting, Adapting
220(2)
So, In the Meantime
222(1)
New and Current Educators
223(2)
School Boards and Superintendents
225(1)
Native Organizations
226(2)
And I Remember When
228(3)
Then to Now and When
231(2)
IN CONCLUSION
233(6)
A Few Suggested Readings in 19th Century Alaska Native History
236(1)
A Few Suggested Readings in Intercultural Communication
237(2)
APPENDICES
239(24)
1 An Example of Using Context to Teach Concepts and Develop Oral Language Skills
239(4)
2 Using Context to Teach Test Taking Skills
243(3)
3 Alaska Native Students in Village Schools - Overview of Literacy Plan- An Example of a Structure To Be Imposed
246(17)
References 263
Clifton Bates has been involved in Alaska Native education for more than thirty years as a teacher, school district administrator, and university professor. Michael J. Oleksa has taught Alaska Native history and cross-cultural communications at Alaska Pacific University and all three main campuses of the University of Alaska system. He is the author of several books, including Another Culture/Another World.