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.