Early experiences often represent the standards people come to expect, whether consciously or not. Attending public school, I went to a program with an “open” philosophy that valued student leadership and choice-making. Following graduation, I went on to work in Native American educational programs where children were also valued as actors in their own right, only much later learning that “open” philosophy is one of the models that has been seen as a good cultural fit for Native students1, 2. I also self-selected into a graduate degree program focused on differentiated instruction, again immersing in learning experiences that emphasized students as playing a very active part in the learning process. Of course, there are many other educational philosophies and settings that I have encountered and which may be seen as more ‘normal’ to those who grew up with them.
This tendency to be drawn to what one has experienced growing up has played a role in educator training. By 1900, the U.S. Government had opened two teacher training programs in Native American boarding school to prepare their students to teach in the same types of schools which were at the time often controversial among those back home in Indigenous communities3. The patterns set years before have continued at times to influence current teaching practice, as Goeson (2014) related “Although it was not its intent, when Head Start began on my reservation it initially echoed the boarding school approach. Even though the teachers were members of the tribe, I experienced a disconnect from my culture”4. At times, cultural values deeper than school have been seen to influence teacher actions, such as the types of classroom behaviors that were seen as problematic and the approaches used to address concerning behaviors5.
Sources:
1 Foerster, L. M., & Little Soldier, D. (1974). Open education and Native American values. Educational Leadership, 32(1), 41-45.
2 Foerster, L. M., & Little Soldier, D. (1977). Trends in early childhood education for Native American pupils. Educational Leadership, 34(5), 373-378.
3 Cahill, C. D. (2011). Federal fathers & mothers: A social history of the United States Indian Service, 1869-1933. Chapel Hill: The University of North Carolina Press.
4 Goeson, R. (2014). Finding our voices through narrative inquiry: Exploring a conflict of cultures. Voices of Practitioners, 9(1), 1-22.
5 Light, H. K., & Martin, R. E. (1985). Guidance of American Indian children: Their heritage and some contemporary views. Journal of American Indian Education, 25(1), 42-46.
This tendency to be drawn to what one has experienced growing up has played a role in educator training. By 1900, the U.S. Government had opened two teacher training programs in Native American boarding school to prepare their students to teach in the same types of schools which were at the time often controversial among those back home in Indigenous communities3. The patterns set years before have continued at times to influence current teaching practice, as Goeson (2014) related “Although it was not its intent, when Head Start began on my reservation it initially echoed the boarding school approach. Even though the teachers were members of the tribe, I experienced a disconnect from my culture”4. At times, cultural values deeper than school have been seen to influence teacher actions, such as the types of classroom behaviors that were seen as problematic and the approaches used to address concerning behaviors5.
Sources:
1 Foerster, L. M., & Little Soldier, D. (1974). Open education and Native American values. Educational Leadership, 32(1), 41-45.
2 Foerster, L. M., & Little Soldier, D. (1977). Trends in early childhood education for Native American pupils. Educational Leadership, 34(5), 373-378.
3 Cahill, C. D. (2011). Federal fathers & mothers: A social history of the United States Indian Service, 1869-1933. Chapel Hill: The University of North Carolina Press.
4 Goeson, R. (2014). Finding our voices through narrative inquiry: Exploring a conflict of cultures. Voices of Practitioners, 9(1), 1-22.
5 Light, H. K., & Martin, R. E. (1985). Guidance of American Indian children: Their heritage and some contemporary views. Journal of American Indian Education, 25(1), 42-46.