The Accelerated School Project Analysis

According to Jane McCarthy graduate of University of Nevada she states, “Indigenous peoples are spoken for, not spoken with, in regard to their dreams for the education of their children” (p. 123). Jane McCarthy and Helene Johnson tell about their experiences as an outside teacher teaching on the Navajo Nation. The schools on native nations need to ask what the outstanding educational pedagogies are for the native students and how to implement those practices into the classroom instruction. The Accelerated School Project makes changes to the school curriculum, instruction, and organization which the Navajo Nation School didn’t do so well due to the disconnection with mainstream schools. The Native communities need to come together as a culture …show more content…
Timothy Rush states (2012), “Evidence supports that at least 140 years of curriculum- aimed at Americanization, developing isolated skills, and teaching disconnected knowledge- has failed these children repeatedly” (p. 151). The education system for Native Americans has been designed to keep them oppressed and never let them rise to a higher status as to an equal education. The curriculum was designed to where they had to follow directions, dependent on the teacher, children looked at as empty vessels, asking permission, and just doing assignments. But then the elite schools were completely different where critical thinking was used, making connections to the outside world, hands on activities, independent work, academic language proficiency, and no asking permission. The goals of the Anglos was use Americanize us to the point to where were able to do the labor work of working in factories, waitresses, cashiers, ironworkers, and carpenters. As of today, we are still at that point in life the school curriculum continues fail …show more content…
Angela Jamie and Timothy Rush define essential pedagogical knowledge as teaching be non-assimilationist and done by knowledge from home or community you the educator needs to know the parents, language, culture, and communities ( 2012, p. 153). The schools on the Navajo Nation need to teach in a non-assimilationist way because the current curriculum has failed repeatedly due to assimilating the children in the American education. Also when outside teachers teach at the schools they need to go out into the community and see where these kids live, parents, transportation, roads, and the culture. That way they may teach the children in a non-assimilating way and make instruction relevant to their understanding. The essential pedagogical knowledge will benefit the children in more ways than the traditional banking