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Accountable to Culture? The Role of Research and Relevance in U.S. Tribal Education Policy


by Kendra Strouf & Yadana Nath Desmond March 10, 2016

This commentary presents an analysis of the educational marginalization of AI/AN students against international contexts with similar histories of colonization, and offers recommendations to better serve this student group.


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Cite This Article as: Teachers College Record, Date Published: March 10, 2016
http://www.tcrecord.org ID Number: 19597, Date Accessed: 10/19/2017 6:04:06 PM

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About the Author
  • Kendra Strouf
    Teachers College, Columbia University
    E-mail Author
    KENDRA STROUF is part of a transnational group of students, working with immigrants, migrants, and refugees in Mexico City and New York City to co-construct resources that will create public access to the female immigrant narrative. The project is grounded in feminist participatory methodology and human rights education and aims to cultivate tolerance. She recently worked for a nonprofit, managing volunteer programs and facilitating adult literacy workshops in public schools throughout Brooklyn and Manhattan.
  • Yadana Desmond
    Teachers College, Columbia University
    E-mail Author
    YADANA NATH DESMOND currently supports science teacher training and community STEM programming in Thailand through the Consortium for Policy Research in Education at Teachers College. Prior to that she managed education programs at the New York Hall of Science, bridging non-formal and formal learning environments across grade levels. Research interests include ethnic group and intercultural education, and collaborative science curriculum developed around blended local and non-local ways of knowing.
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