Outlines an alternative research method to capture the dynamics of local situations and accompanying interactions by describing sense-making in classrooms and the community and defining ethnomethodology and interpretation followed by a discussion of a case study and its usefulness to Indian education research. (ERB)

Illustrates how major Cree language instruction books are not idiomatically and syntactically correct. Believes problems could be overcome if native speakers using spontaneous, everyday Cree would develop appropriate teaching materials based on traditional and contemporary family life and community activities. (NEC)

Considers the cultural background and language patterns of Indian children and the difficulties they are likely to encounter in the urban classroom. Emphasizes that teacher attitudes are important in helping Indian children achieve in school. (JHZ)