Cross-Cultural Field Experiences in Alaska Native Villages: Implications for Culturally Responsive Teacher Education

Abstract

The purpose of this article was to examine a cross-cultural field experience initiative that placed preservice teacher candidates in Alaska Native Village schools. The qualitative study explored 53 candidates' experiences and perceptions of schooling to construct a portrait of the sociocultural context of education in Alaska Native Villages and consider implications for designing a culturally responsive teacher education program. Findings revealed two major themes: (1) schools were spaces for teaching Alaska Native cultural traditions and languages and (2) schools were sites of separation where many White teachers were separated from the communities, applied a deficit orientation to student learning, and implemented curriculum disconnected from the local culture. Based on these findings, three key components for designing a culturally responsive teacher education curriculum were identified: (1) culturally responsive conceptual framework, (2) critical sociocultural consciousness, and (3) engagement with culturally relevant epistemology and knowledge.

Notes

Letitia H. Fickel is now at the School of Maori, Social and Cultural Studies in Education, College of Education, University of Canterbury, Christchurch, New Zealand.