Toward Culturally Relevant Instruction: A Case Study of a Pueblo-Serving High School in New Mexico by Curtis Chavez A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Approved October 2018 by the Graduate Supervisory Committee: Elizabeth Sumida-Huaman, Co-Chair Bryan Brayboy, Co-Chair Leola Tsinnajinnie ARIZONA STATE UNIVERITY December 2018 ABSTRACT The history of Indian education within public schools is deeply problematic. Power imbalances have led western education to enter Indigenous communities with their own agendas and without prior consultation with the people and communities. As a consequence, Indigenous scholars are moving to take control and reclaim ownership of the education of our children that occurs in our communities and public schools. This dissertation focuses on attitudes toward culturally relevant instruction/curriculum by asking the question, what is the landscape and current climate of culturally responsive schooling for Pueblo and American Indian students within Bernalillo High School and Bernalillo Public Schools in Bernalillo, New Mexico? Through a qualitative study, teachers, administrators, consultants and faculty were interviewed to gain their perspectives on culturally relevant instruction/curriculum. Through analysis of these interviews and focus group, it was found that participants were aware of culturally relevant instruction/curriculum and utilize it in some sense with their students. This study also looks at the current landscape of American Indian and Pueblo education in the state of New Mexico. Indigenous education has always been a part of the learning process for Pueblo people. With the coming of western education Pueblo people were forced to attend boarding schools as well as public schools causing assimilation. This study calls on culturally relevant instruction/curriculum as a way to provide a successful education for Pueblo students. This study looks at the need for culturally responsive schooling paradigms and practices for Indigenous students. It also looks at culturally relevant pedagogy (CRP) as a way to help explore, shape and provide valuable theoretical tools i for developing culturally relevant instruction/curriculum. The policy paper proposes that Bernalillo Public Schools (BPS) work with Pueblos to promote the delivery of the most appropriate education and services for Pueblo children. ii ACKNOWLEDGMENTS I would like to acknowledge the Leadership Institute at the Santa Fe Indian School along with Carnell Chosa and Regis Pecos for providing a second Pueblo Doctoral Cohort at Arizona State University. To my cohort brothers and sisters who have supported me throughout my educational journey. To my mother, Cynthia Herrera, who has always encouraged me to further my education and who is someone I have always looked up to. I love you mom. I am thankful to my wife, Alysha Chavez for her continued support and making sure that our children were taken care of while I was in class or on modules. To my children Natalia Chavez and Curtis Chavez Jr. who have been through this journey with me since day one. You are why I pursued my PhD. This is for you. To my sister Eydie Chavez, for always having my back and reminding me of how proud my father would be. To my nieces and nephews who look up to me. I hope this encourages you to continue your education. To my in-laws Arlene, BJ, Milly, Rick and Uncle Fish thank you for being there for me. To Daniel and Dorothy Arquero who have always believed in me. Thanks for all your words of encouragement. To my best friends Ryan Dee and Emiliano Yepa who have always been there for my family. Special thanks to Elizabeth Sumida-Huaman, Bryan Brayboy, and Leola Tsinnajinnie for agreeing to serve on my committee. To Netra and Nalini Chhetri, who provided me the opportunity to travel to Nepal during their study abroad course. To all my professors who have enlightened me through this journey. To Bernalillo Publics School for allowing me to conducted this study. To all the participants who participated in this study. I cannot thank you enough. Last I would like to thank all my family and community for believing in me. iii TABLE OF CONTENTS Page LIST OF TABLES………………………………………………………………………..vi LIST OF FIGURES……………………………………………………………………...vii SECTION 1. THE CURRENT LANDSCAPE OF AMERICAN INDIAN AND PUEBLO EDUCATION IN THE STATE OF NEW MEXICO..........................................................1 Introduction……………..…....................................................................................1 History of Pueblo Education in New Mexico…………………..…….…. …..…...2 Institutions serving Pueblo Students and to what Impact……..……....…………12 Methodology………………………………..……………………….……..…….39 Research Question……………………….…………....…………………………42 Research Plan……………….………………………………..………………….56 Findings……………………………………………………………………..…...63 Conclusion……………………………………..………………………….…..…93 SECTION 2: THE NEED FOR CULTURALLY RESPONSIVE SCHOOLING PARADIGMS AND PRACTICES FOR INDIGENOUS STUDENTS………….……...95 Introduction……………………………….………………………………….…..95 The Trouble Relationship between Education and Schooling for American Indian Students in the U.S.………………………………………………………………98 Key Debates in American Indian Education……………………….………..….109 Culturally Responsive Schooling………………...…………………..…………120 Pueblo Core Values in Culturally Responsive Schooling…..………….…….…154 iv Page The Research Study..………………………………………….………………..157 Conclusion…………………………………...……………….………………...164 PART 3. POLICY BRIEF: FORMING RELATIONSHIP THROUGH DIALOGUE…………………………………………………………………………….167 Introduction……………………………………………………………………..167 The Relationship between Pueblo Communities and Pueblo Serving Schools...168 REFERENCES……………………………..…………………..………………………179 v LIST OF TABLES Table Page 1. Institutions serving Pueblo students in New Mexico………………………….............13 2. BPS Report 2016-17 ……………….…………………………………………………26 3. 2018 PARCC Assessment Scores English Language Arts/Literacy (Reading)……….27 4. PARCC Assessment Scores Math…………………………………………………….27 5. 19 Pueblos of New Mexico……………………………………..…..………………..168 vi LIST OF FIGURES Figure Page 1. Percentage of Students At or Above Proficiency Reading: 2004-2005 School Year……………………………………………………..…………………….………….23 2. Percentage of Students At or Above Proficiency Math: 2004-2005 School Year……………………………………………………………………………………....24 3. Timeline of Education in Bernalillo…………………………..………………...…….58 4. What is Culture?............................................................................................................81 5. Maps ……………………………………………………………….…………………82 6. What is not working? ………………………………………………………………...88 7. Professional Development …..……………………………………………………….89 8. National Assessment for Education Progress (NAEP) data……………………...….112 vii SECTION I: THE CURRENT LANDSCAPE OF AMERICAN INDIAN AND PUEBLO EDUCATION IN THE STATE OF NEW MEXICO Introduction This section will explore American Indian and Pueblo education in the state of New Mexico. As an educator within a public school district and as a Pueblo person I see education as shifting, where Indigenous thought and instruction is slowly being accepted within public school systems. As a researcher and scholar, I am particularly interested in four driving issues/questions regarding this shift. First, I am interested in the current landscape of American Indian and Pueblo education in the State of New Mexico. I start off by giving my own interpretation of education through leadership in my Pueblo and how we as Pueblo men are taught that we will someday lead our communities. I also explore the backdrop of the history of Pueblo education in New Mexico and provide an overview of major watersheds from the earliest mention of “schooling” in New Mexico (the Pueblos), all the way to contemporary trends, including New Mexico’s commitment to Indian education such as the Indian Education Act. Second I discuss what institutions serve Pueblo students and to what impact. I provide an overview of all the day schools in the Pueblos, public schools, private schools (including parochial schools), and any alternative schools such as the Keres Children’s Learning Center, which is a Pueblo-focused early childhood education center. My descriptions are not intended to be comprehensive but to provide an estimate of the types of institutions that serve Pueblo students. Through my examination of these institutions, I review what kind of impact they have had on Pueblo students and what they have accomplished for Pueblo peoples. 1 Third I provide my methodology. I discuss my research positionality which is based on the Indigenous teachings of my Pueblo community (Cochiti Pueblo) through Pueblo notions of leadership. Relatedly I discuss my research question, research plan and findings. History of Pueblo Education in New Mexico Interpretations of Education: Education and leadership People look at the word “education” in many different ways. Some may look at education as a type of schooling where one learns academic subjects in a formal setting such as a classroom. Just to demonstrate how education is viewed popularly, a Wikipedia search defines education as, the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits. Educational methods include storytelling, discussion, teaching, training, and directed research. Education frequently takes place under the guidance of educators, but learners may also educate themselves. Education can take place in formal or informal settings and any experience