Examining the Implementation of Culturally Responsive Schooling in Karuk Ancestral Territory

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Abstract/Contents

Abstract: Exploring teacher approaches to culturally responsive schooling (CRS) among schools serving Indigenous youth is critical, given low achievement rates and the sociohistorical context of Indian education in the United States. The purpose of the study was to explore this aspect of curricular implementation in the context of the Karuk Tribe’s pilot program of curriculum, Nanu’ávaha. Interviews examined teachers' perceptions of the ways in which they feel that the different elements of Nanu'ávaha and their associated training have prepared them to implement culturally responsive curriculum and schooling methods. Data and thematic analysis supported the use of formal training methods to prepare teachers for curricular programs and the sociopolitical context of Native communities and classrooms. Results also supported a need for increased support from tribal programs to increase CRS implementation. Conclusions include an affirmation of the need for CRS in classrooms serving Native youth and a responsibility on part of educators to display commitment in that process. Limitations, directions for future research, and implications for future Karuk tribal education programs are discussed.

Type of resource	text
Date created	May 2016

Author	Talley, Sinéad
Primary advisor	Lotan, Rachel
Advisor	Willinsky, John
Contributing author	Karuk Tribe
Degree granting institution	Stanford University, Graduate School of Education

Subject	Culturally responsive schooling
Subject	Native American
Subject	Karuk Tribe
Subject	teacher
Genre	Thesis

Location	https://purl.stanford.edu/bn930qv0208

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License: This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).

Preferred Citation: Talley, Sinead. (2016). Examining the Implementation of Culturally Responsive Schooling in Karuk Ancestral Territory. Unpublished Honors Thesis. Stanford University, Stanford CA.

Undergraduate Honors Theses, Graduate School of Education

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