Lessons Learned in Navajoland: Student Teachers Reflect on Professional and Cultural Learning in Reservation Schools and Communities

Abstract

Zeichner (1996) suggested that most preservice practicum experiences narrowly focus on the classroom, lacking attention to larger contexts, and consequently “often fail to prepare student teachers for the full scope of the teacher's role” (p. 216). By addressing topics outside the classroom, student teachers from the Midwest, placed in schools on the Navajo Reservation, examined “the much larger and less tangible aspects such as beliefs, values, assumptions and attitudes” (Brown & Kysilka, 2002, p. 69). Student teachers reflected on their understanding of the Navajo culture, changes occurring in Navajo society, and the everyday struggles Navajo people face. Insights related to schooling included efforts to gain the respect of Navajo pupils, parents and colleagues; teacher visibility and community involvement; and the challenges of managing pupil behavior. These data suggest that a focus on both professional and cultural topics enhances novice educators' understanding of the multiple realities of any classroom and community setting.