By Terry Huffman
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Additional resources for American Indian Educators in Reservation Schools
We have a passion for the most important item on the education wish list: an exemplary teacher, someone who is knowledgeable, h o p e f o r a b e t t e r t o m o r r o w 33 caring, and willing to make each student feel important and integral to the learning process each and every day of the school year. A model teacher values the cultural heritage of all Indian people and draws upon Native traditions and teachings to enrich and contextualize lessons” (Lamb, 2010, p. 40). While Lamb does not use the terms “affinitive educator” and “facilitative educator,” it is clear the design of the teacher preparation program at tmcc is to deliberately merge the attributes central to each type of educator and instill these traits into their future teachers.
People are just looking out for themselves or just looking out for their own family. But there are people who still understand you got to look out for everybody, you got to look out for the tribe. If you can take care of these kids and give them a good head start and a good foundation, then they will take care of the next generation. So my role is kind of like a role that a lot of people played before. I preserve what has been taught to me and pass on as much as I can. ” Likewise, a Montana principal outlined his vision for his school.
These participants were specifically concerned with the safety of children. They saw their role as keeping negative or dangerous elements away from students while they were in their care. I also believe facilitative educators were inclined to mention the responsibility to care for students for much the same reason as the affinitive educators were prone to identify functioning as a family member as one of their roles. The participants operated within a cultural milieu in which the care of children is expected of tribal community leaders.