Impacting Classrooms and Ourselves: A Self-Study Investigation of Our Work with and within an Indigenous Pueblo Community

Abstract

We share developing understandings from a self-study in which two university-based teacher educators worked with Indigenous Pueblo community members, teachers, and educational assistants to integrate Indigenous culture, heritage, and language into PK-12 Pueblo classrooms. We found that our collaborative endeavors (between Pueblo educators and the two of us) are resulting in culturally relevant and culturally responsive curriculum being developed and implemented. By our stepping aside from our traditional and Western positions as teacher educators to positions of supporters, the cultural experts (the Pueblo language teachers) took the lead and grew in their capacities as educators. This work has had a transcendent impact on both of us. The significance of this self-study is framed within working with diverse educators who teach PK-12 Indigenous students and within our development as teacher educators working in an institution that places more value on Western knowledge and less value, in practice, on Indigenous knowledge.

Citation

Torrez, C. and Krebs, M. (2018), "Impacting Classrooms and Ourselves: A Self-Study Investigation of Our Work with and within an Indigenous Pueblo Community", Self-Study of Language and Literacy Teacher Education Practices (Advances in Research on Teaching, Vol. 30), Emerald Publishing Limited, Leeds, pp. 185-202. https://doi.org/10.1108/S1479-368720180000030014