Theoretical Perspectives on American Indian Education: Taking a New Look at Academic Success and the Achievement Gap

by Terry Huffman

Overview

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.

Product Details

ISBN-13:	9780759119918
Publisher:	AltaMira Press
Publication date:	11/16/2010
Series:	Contemporary Native American Communities
Pages:	278
Sales rank:	687,391
Product dimensions:	6.40(w) x 9.30(h) x 1.00(d)

About the Author

Terry Huffman is professor of education at George Fox University in Newberg, Oregon.

Table of Contents

Preface xi

Acknowledgments xv

1 American Indian Education Scholarship 1

The Beginning of a Disciplinary Tradition 1

Nature of Scholarly Theory 3

Theory and Education Scholarship 4

Emergence of American Indian Education Theory 10

Themes in American Indian Education Theoretical Perspectives 10

About the Theoretical Perspectives 12

The Enduring Concern: Educational Success 16

Suggested Reading 17

2 Cultural Discontinuity Theory 19

Overview of Cultural Discontinuity Theory 19

Intellectual History of Cultural Discontinuity Theory 20

The Premise of Cultural Discontinuity Theory 23

Cultural Discontinuity Theoretical Assumptions on American Indian Education 24

Implications of Cultural Discontinuity Theory 33

Criticisms of Cultural Discontinuity Theory 39

Discussion on the Reading 42

Suggested Reading 43

Reading 1 Teachers' Cultural Knowledge and Understanding of American Indian Students and Their Families Lawrence Ingalls Helen Hammond Errol Dupoux Rosalinda Baeza 45

3 Structural Inequality Theory 63

Overview of Structural Inequality Theory 63

Intellectual History of Structural Inequality Theory 64

The Premise of Structural Inequality Theory 72

Structural Inequality Theoretical Assumptions on American Indian Education 73

Implications of Structural Inequality Theory 87

Criticisms of Structural Inequality Theory 91

Discussion on the Reading 93

Suggested Reading 94

Reading 2 Constructing Failure and Maintaining Cultural Identity: Navajo and Ute School Leavers Donna Deyhle 97

4 Interactionalist Theory 121

Overview of Interactionalist Theory 121

Intellectual History of Interactionalist Theory 122

The Premise of Interactionalist Theory 128

Interactionalist Theoretical Assumptions on American Indian Education 130

Implications of Interactionalist Theory 142

Criticisms of Interactionalist Theory 147

Discussion on the Reading 149

Suggested Reading 150

Reading 3 Ethnicity and the Concept of Social Integration in Tinto's Model of Institutional Departure Edward Murguiá

5 Transculturation Theory 163

Overview of Transculturation Theory 163

Intellectual History of Transculturation Theory 164

The Premise of Transculturation Theory 169

Transculturation Theoretical Assumptions on American Indian Education 171

Implications of Transculturation Theory 179

Criticisms of Transculturation Theory 184

Discussion on the Reading 186

Suggested Reading 187

Reading 4 Transculturation Theory as an Explanation for College Persistence among Culturally Traditional American Indian Students Terry Huffman 189

6 Continuing the Tradition 207

New Directions/Old Issues in American Indian Education 207

Indigenous-Generated Perspectives 208

Decolonization Theories and Methods 208

Family Education Model 219

Medicine Wheel Culturally Intrinsic Research Paradigm Model 227

The Need for Theory in American Indian Education 230

Suggested Reading 232

References 233

Index 251

About the Author 261

Editorial Reviews

Huffman's work provides a comprehensive, yet concise approach to examining theoretical approaches to American Indian education. What's more, the text surveys years of research and theoretical frameworks from a variety of disciplines. Because of this, the book will serve as an invaluable resource to scholars, educators, and others who seek to broaden their own horizons regarding American Indian education. Ultimately, Huffman's work opens new doors in the understanding best practices in both examining and addressing the needs of American Indian students, teachers, and communities.

Ronald Ferguson

Huffman (George Fox Univ.) discards the older "cultural deficit" explanation used to explain the academic performance of American Indian students and examines newer cultural discontinuity, structural inequality, interactionalist, and transculturation theories. Four chapters describe, critique, and comprehensively examine the research supporting each theory follow an overview of American Indian education scholarship in chapter 1....This book gives few specific examples of how educators can improve the academic performance of American Indian students in the classroom, though all four theories along with the emerging approaches have implications for making classroom curriculum and teaching methods reflect and support the cultural/tribal background of American Indian students. A major researcher and proponent of the transculturation theory, Huffman supports the idea that American Indian students entering college with strong tribal identities can draw strength from those identities, enabling them to persevere and be successful students. Summing Up: Recommended.

Choice Reviews

Huffman (George Fox Univ.) discards the older "cultural deficit" explanation used to explain the academic performance of American Indian students and examines newer cultural discontinuity, structural inequality, interactionalist, and transculturation theories. Four chapters describe, critique, and comprehensively examine the research supporting each theory follow an overview of American Indian education scholarship in chapter 1....This book gives few specific examples of how educators can improve the academic performance of American Indian students in the classroom, though all four theories along with the emerging approaches have implications for making classroom curriculum and teaching methods reflect and support the cultural/tribal background of American Indian students. A major researcher and proponent of the transculturation theory, Huffman supports the idea that American Indian students entering college with strong tribal identities can draw strength from those identities, enabling them to persevere and be successful students. Summing Up: Recommended.

Choice

Huffman's work provides a comprehensive, yet concise approach to examining theoretical approaches to American Indian education. What's more, the text surveys years of research and theoretical frameworks from a variety of disciplines. Because of this, the book will serve as an invaluable resource to scholars, educators, and others who seek to broaden their own horizons regarding American Indian education. Ultimately, Huffman's work opens new doors in the understanding best practices in both examining and addressing the needs of American Indian students, teachers, and communities.--Ronald Ferguson, Ridgewater College

Huffman (George Fox Univ.) discards the older "cultural deficit" explanation used to explain the academic performance of American Indian students and examines newer cultural discontinuity, structural inequality, interactionalist, and transculturation theories. Four chapters describe, critique, and comprehensively examine the research supporting each theory follow an overview of American Indian education scholarship in chapter 1....This book gives few specific examples of how educators can improve the academic performance of American Indian students in the classroom, though all four theories along with the emerging approaches have implications for making classroom curriculum and teaching methods reflect and support the cultural/tribal background of American Indian students. A major researcher and proponent of the transculturation theory, Huffman supports the idea that American Indian students entering college with strong tribal identities can draw strength from those identities, enabling them to persevere and be successful students. Summing Up: Recommended.--CHOICE

From the Publisher

Huffman (George Fox Univ.) discards the older "cultural deficit" explanation used to explain the academic performance of American Indian students and examines newer cultural discontinuity, structural inequality, interactionalist, and transculturation theories. Four chapters describe, critique, and comprehensively examine the research supporting each theory follow an overview of American Indian education scholarship in chapter 1....This book gives few specific examples of how educators can improve the academic performance of American Indian students in the classroom, though all four theories along with the emerging approaches have implications for making classroom curriculum and teaching methods reflect and support the cultural/tribal background of American Indian students. A major researcher and proponent of the transculturation theory, Huffman supports the idea that American Indian students entering college with strong tribal identities can draw strength from those identities, enabling them to persevere and be successful students. Summing Up: Recommended.

CHOICE