Culturally responsive schooling for indigenous youth: A review of the literature

Angelina E Castagno, Bryan McKinley Jones Brayboy

Research output: Contribution to journalArticle

237 Citations (Scopus)

Abstract

This article reviews the literature on culturally responsive schooling (CRS) for Indigenous youth with an eye toward how we might provide more equitable and culturally responsive education within the current context of standardization and accountability. Although CRS for Indigenous youth has been advocated for over the past 40 years, schools and classrooms are failing to meet the needs of Indigenous students. The authors suggest that although the plethora of writing on CRS reviewed here is insightful, it has had little impact on what teachers do because it is too easily reduced to essentializations, meaningless generalizations, or trivial anecdotes - none of which result in systemic, institutional, or lasting changes to schools serving Indigenous youth. The authors argue for a more central and explicit focus on sovereignty and self-determination, racism, and Indigenous epistemologies in future work on CRS for Indigenous youth.

Original languageEnglish (US)
Pages (from-to)941-993
Number of pages53
JournalReview of Educational Research
Volume78
Issue number4
DOIs
StatePublished - Dec 2008

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self-determination
epistemology
school
racism
sovereignty
classroom
responsibility
literature
teacher
education
student

Keywords

  • Indian education
  • Indigenous peoples
  • Multicultural education

ASJC Scopus subject areas

  • Education

Cite this

Culturally responsive schooling for indigenous youth : A review of the literature. / Castagno, Angelina E; Brayboy, Bryan McKinley Jones.

In: Review of Educational Research, Vol. 78, No. 4, 12.2008, p. 941-993.

Research output: Contribution to journalArticle

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