Tangerqengiaraucaraq (being present)

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Author
John-Shields, Agatha
Chair
Siekmann, Sabine
Parker-Webster, Joan
Committee
Barnhardt, Raymond
Vinlove, Amy
Keyword
Alaska
Culturally relevant pedagogy
Pedagogy
Student teachers
Metadata
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URI
http://hdl.handle.net/11122/9673
Abstract
This qualitative, participatory action research was conducted to investigate the following research questions: What are the attitudes of the teachers in ESDY 630: Language, Culture and Teaching in Secondary Schools class toward culturally responsive teaching and learning? How does participating in ESDY 630: Language, Culture and Teaching in Secondary Schools class affect attitudes of the educators? How do educators co-construct the relationship between standards and culturally responsive teaching and learning? Data were gathered from five pre-service teachers in the University of Alaska Anchorage Master of Arts in Teaching program in a 2-credit Language, Culture, and Teaching in Secondary Schools class. Data consisted of class recordings, student artifacts, teacher researcher journal and informal interviews. The data were analyzed using Constructive Grounded Theory framework. Tangerqengiaraucaraq (Being Present) emerged as a key concept based on the themes identified in the data: Becoming Aware, Adapting, Knowing Self and Others, and Building Relationship. The qasgiq (Indigenous community center) is proposed as a model to support ways to become a culturally responsive teacher.
Description
Thesis (Ph.D.) University of Alaska Fairbanks, 2018
Table of Contents
Chapter 1 Ikirun (Introduction) -- 1.1 Introduction -- 1.2 Yuvrirnaurqucia (Need for the Study) -- 1.3 Apyutenka (Research Questions) -- 1.4 Aperyarat Taikaniutait-llu (Definitions) -- 1.5 Arcaqaucia Yuvrillma (Significance of the Study). Chapter 2 Literature Review -- 2.1 Introduction and Organization of the Literature Review -- 2.2 Dr. Chief Kangrilnguq's Teaching Framework -- 2.3 The Need for Culturally Responsive Teaching and Learning in Alaska -- 2.4 Cultural Competence -- 2.4.1 Funds of Knowledge -- 2.4.2 Place-based Education -- 2.4.3 Indigenous Knowledge Systems -- 2.5 Teacher Education for Social Justice -- 2.5.1 Self-reflection -- 2.5.2 Cultural Respect -- 2.5.3 Critiquing Discourses of Power/Inequality -- 2.5.4 Building Relationships -- 2.6 Self-efficacy -- 2.7 Conclusion. Chapter 3 Methodology -- 3.1 Introduction -- 3.2 Research Design -- 3.2.1 Action Research -- 3.2.2 Participatory Action Research -- 3.3 Positionalities -- 3.4 Setting -- 3.5 Participants -- 3.6 Procedure -- 3.7 Measures -- 3.7.1 Cultural Proficiency Continuum Self-assessment -- 3.7.2 Cultural Diversity Awareness Inventory -- 3.7.3 Inquiry Journal -- 3.7.4 Annotated Bibliography -- 3.7.5 Lesson Plan -- 3.7.6 Reflective Paper -- 3.7.7 Final Project -- 3.7.8 One-on-one Informal Meeting -- 3.7.9 Researcher Journal and Observation -- 3.8 Analytical Framework -- 3.9 Conclusion. Chapter 4 Nataqellret (Findings) -- 4.1 Introduction -- 4.2 Ellangengluni (Starting to Become Aware) -- 4.2.1 Frances -- 4.2.2 Loras -- 4.2.3 Becky -- 4.2.4 Summary of Ellangengluni (Starting to Become Aware) -- 4.3 Kituucingluni (Knowing Self and Others) -- 4.3.1 Becky -- 4.3.2 Loras -- 4.3.3 Samantha -- 4.3.4 Summary of Kituucingluni (Knowing Self and Others) -- 4.4 Kitukanirluni (Adapting) -- 4.4.1 Samantha -- 4.4.2 Lisa -- 4.4.3 Loras -- 4.4.4 Summary of Kitukanirluni (Adapting) -- 4.5 Taringulluteng (Building Relationships) -- 4.5.1 Loras -- 4.5.2 Samantha -- 4.5.3 Frances -- 4.5.4 Summary of Taringulluteng (Building Relationships). Chapter 5 Umgun (Conclusion) -- 5.1 Qasgiq (Indigenous Community Care) -- 5.2 Nuna (Foundation) -- 5.3 Qerrarutet (Frame) -- 5.4 Amiik (Door) -- 5.5 Cautet (Household Items) -- 5.6 Egaleq (Window) -- 5.7 Kenilleq (Firepit) -- 5.8 Ella (Weather) -- 5.9 Tangerqengiaraucaraq (Being Present) -- References.
Date
2018-08
Type
Thesis
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