Teaching and Learning Faculty Publications
Qualitative Cross Study of an Indigenous Teacher’s Lived Experiences: How to Develop Students’ Civic Engagement?
Document Type
Conference Proceeding
Publication Date
4-13-2024
Abstract
To better understand Indigenous perspectives of citizenship, this study explores the lived experiences of a Umoⁿhoⁿ teacher as she teaches civic engagement through science, tribal government, and language and cultural courses. This study employs qualitative methodologies (i.e., narrative inquiry and case study) that focus on investigating the culturally and linguistically relevant pedagogical practices of an Indigenous teacher that focused on developing students’ civic engagement. We found that our participant, Renee, had a complex and multifaceted view of civic engagement. Renee employed project-based, hands-on, experiential learning engaging students in field trips and case studies where she connects environmental awareness and civic engagement to students’ lives.
Recommended Citation
Ganesan, U. M., Hamblin, T. S. (2024). Qualitative Cross Study of an Indigenous Teacher’s Lived Experiences: How to Develop Students’ Civic Engagement. AERA Online Paper Repository. https://doi.org/10.3102/2102278.
DOI
10.3102/2102278
