Each day when the sun rises at tribal colleges and universities (TCUs) professors reach back to the traditional teachings of their elders to prepare lessons for the students of today. It is the connection to Native cultures, attitudes, and philosophy that is what sets TCUs apart from mainstream colleges and universities. For most, teaching…

This article reports on the first three years of a teacher-led professional development program on the Navajo Nation. We draw on both quantitative and qualitative data from our end-of-year surveys to highlight some of the early lessons we have gathered from the Diné Institute for Navajo Nation Educators (DINÉ). We highlight two guiding principles…

In this article, the author describes a different theory of multiple abilities, the Prism Model, developed with Usanee Anuruthwong from Thailand, and further evolved with Belle Wallace from the UK and Leonie Kronborg from Australia. Using this model, insights gained will be shared that have been gained from working with children and adults from…

This article describes a learning program of the Tohono O'odham or "desert people" of the Southwestern United States and Mexico. Their culture and knowledge on both sides of the border is for them a special way of life known as "himdag," where science is built into everyday life of gathering, hunting, farming, artistry, and…

In this article, Teresa L. McCarty and Tiffany S. Lee present critical culturally sustaining/revitalizing pedagogy as a necessary concept to understand and guide educational practices for Native American learners. Premising their discussion on the fundamental role of tribal sovereignty in Native American schooling, the authors underscore and…

This multiple case study unpacks White teachers' experiences of perceived cultural differences in their classrooms and deciphers their readiness to work with American Indian students. Situating our study using Tribal Critical Race Theory and culturally responsive teaching and using a developed conceptual model of Teacher Readiness to Work with…

This article explores the benefits of verbal conflicts--contested storied spaces--in a Native American literature classroom composed of a multi-tribal and multicultural urban student body. Students in this course engage in whole-class verbal discussions focusing on contemporary and historical issues concerning Native American tribes and…