The power within: Indigenous literacies and teacher empowerment

Language, Literacy, and Power in Schooling

Volumn , Issue , 2005, Pages 47-66

  McCarty, Teresa L ^a,b  

^a ARIZONA STATE UNIVERSITY   (United States)

^b United States Department of Education   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77953956850     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781410613547     Document Type: Chapter

References (42)

1. American Indian Policy Review Commission. (1976). Report on Indian education. Washington, DC: U.S. Government Printing Office.
2. Begay, S.M., Clinton-Tullie, V., Estell, D.W., Estell, J., McCarty, T.L., & Sells, A. (1995). Change from the inside out: A story of transformation in a Navajo community school. The Bilingual Research Journal 19, 121-139.
3. Cochran-Smith, M., & Lytle, S. (1993). Inside/outside: Teacher research and knowledge. New York: Teachers College Press.
4. Cole, M., John-Steiner, V., Scriber, S., & Souberman, S. (1978). L.S. Vygotsky, Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
5. Commission on Schools. (1983). The NCA K-12 guide: An instrument designed to help structure the self-study and team visit of a unit school evaluation. Boulder, CO:Commission on Schools, North Central Association of Colleges and Schools.
6. Danielson, C. (1989). Teaching for mastery (2nd ed.). Princeton, NJ: Outcomes Associates.
7. Dick, G.S. (1998). I maintained a strong belief in my language and culture: A Navajo language autobiography. International Journal of the Sociology of Language, 132, 23-25.
8. Dick, G.S., & McCarty, T.L. (1996). Reclaiming Navajo: Language renewal in an American Indian community school. In N.H.Hornberger (Ed.), Indigenous literacies in the Americas:Language planning from the bottom up (pp. 69-94). Berlin: Mouton de Gruyter.
9. Duckworth, E. (1986). Teaching as research. Harvard Educational Review, 56, 481-495.
10. González, N., Moll, L. C, Floyd-Tenery, M., Rivera, A., Rendón, P., González, R., et al. (1995). Funds of knowledge for teaching in Latino households. Urban Education, 29, 443-470.
11. Goswami, D., & Stillman, P. (Eds.). (1987). Reclaiming the classroom: Teacher research as an agency for change. Upper Montclair, NJ: Boynton/Cook.
12. Holland, D., Lachicotte, W., Jr., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.
13. Hollingsworth, S., with Cody, A., Davis-Smallwood, J., Dybdahl, M., Gallagher, P., Gallego, M., et al. (1994). Teacher research and urban literacy education: Lessons and conversations in a feminist key. New York: Teachers College Press.
14. Hudelson, S. (1989). Write on: Children writing in ESL. Englewood Cliffs, NJ: Center for Applied Linguistics and Prentice-Hall Regents.
15. Kincheloe, J. (1991). Teachers as researchers: Qualitative inquiry as a path to empowerment. London: Falmer.
16. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
17. Lipka, J., & McCarty, T.L. (1994). Changing the culture of schooling: Navajo and Yup'ik cases. Anthropology & Education Quarterly, 25, 266-284.
18. Lipka, J., with Mohatt, G., & the Ciulistet Group. (1998). Transforming the culture of schools:Yup'ik Eskimo examples. Mahwah, NJ: Lawrence Erlbaum Associates.
19. Maberry, M.V. (1991). Right after sundown: Teaching stories of the Navajos. Tsaile, AZ:Navajo Community College Press.
20. Matlin, M.L., & Short, K.G. (1991). How our teacher study group sparks change. Educational Leadership, 49, 68.
21. McCarty, T.L. (1989). School as community: The Rough Rock demonstration. Harvard Educational Review, 59, 484-503.
22. McCarty, T L. (1993a). Federal language policy and American Indian education. The Bilingual Research Journal, 17, 13-34.
23. McCarty, T.L. (1993b). Language, literacy, and the image of the child in American Indian classrooms. Language Arts, 70, 182-192.
24. McCarty, T.L. (1998). Schooling, resistance, and American Indian languages. International Journal of the Sociology of Language, 132, 27-41.
25. McCarty, T.L. (2002). A place to be Navajo-Rough Rock and the struggle for selfdetermination in Indigenous schooling. Mahwah, NJ: Lawrence Erlbaum Associates.
26. McCarty, T.L., & Dick, G.S. (2004). Telling The People's stories: Literacy practices and processes in a Navajo community school. In A.I. Willis, G.E. García, R.B. Barrera, & V.J.Harris (Eds.), Multicultural issues in literacy research and practice (pp. 101-122). Mahwah, NJ: Lawrence Erlbaum Associates.
27. Navajo North Central Visiting Team. (1990). Report on Rough Rock Community School selfstudy. Window Rock, Navajo Nation, AZ: The Navajo North Central Association.
28. Popkewitz, T.S. (1998). Dewey, Vygotsky, and the social administration of the individualconstructivist pedagogy as systems of ideas in historical spaces. American Educational Research Journal, 35, 535-570.
29. Roessel, R.A., Jr. (1977). Navajo education in action: The Rough Rock Demonstration School. Chinle, AZ: Navajo Curriculum Center Press.
30. Ruiz, R. (1991). The empowerment of language-minority students. In C.Sleeter (Ed.), Empowerment through multicultural education (pp. 212-227). Albany: State University of New York Press.
31. Schön, D.A. (1983). The reflective practitioner. New York: Basic Books.
32. Short, K.G. (1993). Teacher research for teacher educators. InL. Patterson, C.M. Santa, K. G. Short, & K.Smith (Eds.), Teachers as researchers: Reflection and action (pp. 155-159). Newark, DE: International Reading Association.
33. Strickland, D.S. (1988). The teacher as researcher: Toward the extended professional. Language Arts, 65, 754-764.
34. Tierney, R.J., Carter, M.A., & Desai, L.E. (1991). Portfolio assessment in the readingwriting classroom. Norwood, MA: Christopher-Gordon.
35. Tonigan, R. R, Emerson, G., & Platero, P. (1975). Annual review and evaluation of the Rough Rock Contract School-Second interim report. Rough Rock, AZ: Rough Rock Community School.
36. Ulichny, P., & Schoener, W. (1996). Teacher-researcher collaboration from two perspectives. Harvard Educational Review, 66, 496-524.
37. Varenne, H., & McDermott, R. (1999). Successful failure: The school America builds. Boulder, CO: Westview.
38. Vogt, L.A., & Au, K.H. P. (1995). The role of teachers' guided reflection in effecting positive program change. The Bilingual Research Journal, 19, 101-120.
39. Vogt, L.A., Jordan, C., & Tharp, R.G. (1993). Explaining school failure, producing school success: Two cases. In E.Jacob & C.Jordan (Eds.), Minority education: Anthropological perspectives (pp. 53-65). Norwood, NJ: Ablex.
40. Weis, L. (1996). Foreword. In B.A.Levinson, D.E.Foley, & D.C.Holland (Eds.), The cultural production of the educated person. Albany: State University of New York Press.
41. White House Conference on Indian Education (1992). The final report of the White House Conference on Indian Education (Vols. 1 & 2). Washington, DC: White House Conference on Indian Education.
42. Yazzie, E. (Ed.). (1971). Navajo history. Rough Rock, AZ: Navajo Curriculum Center Press.