Terry Huffman Knihy

Cultural survival and personal perseverance are emphasized through the lens of tribal resilience in this exploration of Native education. Drawing on insights from six experienced American Indian educators, the book examines how these educators recognize pedagogical strengths that stem from their tribal heritage and personal identities. Terry Huffman highlights the importance of cultural context in education, showcasing the unique perspectives and practices that foster resilience within Native communities.

Exploring the unique challenges and triumphs faced by American Indian students in higher education, this book delves into their cultural identities and the impact of historical contexts on their academic journeys. It highlights personal narratives and research findings, illustrating the resilience and determination of these students. The work emphasizes the importance of culturally relevant support systems and educational practices that honor Indigenous knowledge and values, aiming to foster a more inclusive and equitable academic environment.

The book explores four key theoretical perspectives on American Indian education: cultural discontinuity, structural inequality, interactionalist, and transculturation theories. It compares their core premises, fundamental assumptions, implications for education, and critiques. By examining these diverse viewpoints, the text offers a comprehensive understanding of the challenges and considerations in American Indian education, highlighting the complexity of cultural and structural factors at play.

Focusing on the often-overlooked contributions of Native American educators in reservation schools, the book presents insights gained from extensive interviews and fieldwork. It explores how these teachers and administrators define their roles and assess their effectiveness in preparing students for future challenges. Through their unique perspectives, the narrative highlights the importance of cultural context in education and the critical impact these educators have on their communities.

Focusing on an elementary school's initiatives, the narrative explores how educators address the challenges faced by their distressed central Appalachian community. It highlights the school's role as a microcosm of broader regional changes, showcasing the interconnectedness of education and community resilience in response to local needs.

American Indian Higher Educational Experiences examines the multiple ways sixty-nine American Indian college students construct and use their ethnic identity while enrolled in a predominantly non-Indian university. Although their cultural backgrounds and orientations differ widely, for all of these sixty-nine students, there exists a profound connection between how they view their personal ethnicity and how they interpret their experiences in academia.