Susan C Faircloth

This chapter expands on an earlier publication in which we discussed the trickiness of a collaborative, community-based participatory research project in Aotearoa (New Zealand) that explored the unique identities and perspectives of a group of Ngāti Turi rangatahi (Māori D/deaf youth). This research was tricky because it involved a diverse group comprising Māori and non-Māori D/deaf and hearing researchers of different ages and genders, and because of the complex ethical issues involved in “outing” students through the use of an adapted approach to the photovoice methodology. In this chapter, we delve more deeply into this collaborative work and its implications for the establishment of radical collegiality with a group of historically marginalised students and their adult peers.

AbstractIn this article, we explore the "trickiness" of interpreting voice through our research experiences with six Maori D/deaf rangatahi (young people). The text we present is a coconstructed hut incomplete and inexact account of the first stage of this work, which encouraged these young people to take photos, construct accompanying narratives and identify messages that best represented who they were and what was important to them. Initial data analysis from rangatahi and us (as invited outsiders) is presented. Whilst there was agreement on some things, we also saw key differences. We discuss the challenge of our interpretations associated with youth identity, agency and aspiration, alongside issues associated with silence and a lack of dialogue, through this first stage of the research process.Keywords: indigenous, deaf, youth voiceIntroductionWe start this article with a brief mihimihi (introduction), locating ourselves as a diverse group of adults who are not members...

This article reviews extant research and scholarship on the role of leadership preparation for aspiring American Indian school leaders (e.g., princi-pals). Although a review of the lit erature indicates a lack of published scholarship on this topic, what is published evidences the requirement for ongoing attention to the preparation of future school leaders to better meet the cultural, linguistic, and academic needs of American Indian students, their families, and their communities. The authors conclude with recommendations for research, policy, and practice. This article is an extension of previous research conducted by Indigenous scholars Susan C. Faircloth and John W. Tippeconnic III (2010). It begins with an overview of the lit erature, followed by recommendations for future research and implications for policy.

The ability to effectively lead schools serving Indigenous students in the United States is contingent upon one’s ability and willingness to acknowledge and honor the cultural, linguistic, and tribal diversity of Indigenous peoples and communities, coupled with a commitment to abiding by the federal trust responsibility for the education of Indigenous peoples—a federal responsibility unique to American Indian and Alaska Native peoples. This also requires educational leaders to create and sustain educational environments that are culturally relevant and responsive and that respect the rights of Indigenous Peoples and their tribal nations to be involved in, and ultimately to determine, the educational pathways and futures of their tribal citizens.

Focus group interviews were used to investigate teachers' perceptions of school violence and their sense of safety in schools. Analysis of these data revealed that teachers perceived a discrepancy between their rights to maintain a safe classroom environment and the rights of students in special education to receive a free and appropriate public education. Four major themes emerged: (a) safety in the classroom, (b) disciplinary double standard, (c) limited disciplinary options, and (d) perceived tension in the educational environment. These emergent themes create a complex dilemma for schools as they are faced with balancing their duty to provide a safe working and learning environment with their duty to provide a free and appropriate public education to students with disabilities.

Special education is a field of study that has grown exponentially in terms both of importance and influence over the past 50 years (Brantlinger, 2004). At the same time, the number of students who are being served under the umbrella of special education is increasing and the nature of their disabilities is becoming more diverse and complex. Thus, there continues to be a need for significant attention and focus by researchers and K-12 educators on the needs of children with disabilities. This focus on providing educational supports and services to children with disabilities is critical to the future successes of this once neglected group of children in K-12 education. In this special theme issue, American secondary Education recognizes the thirtieth anniversary of the Education for All Handicapped Children Act (EAHCA) by highlighting and critically examining its farreaching impact on secondary students with disabilities and for the schools in which they are enrolled. Since its initial passage, the Education for All Handicapped Children Act (P.L. 94-142) - later renamed the Individuals with Disabilities Education Act (IDEA) and most recently the Individuals with Disabilities Education Improvement Act (IDEIA) - has evoked debate among scholars, professionals, parents, and policy-makers. It has also effected changes in the lives of adolescents with disabilities in both their schools and their communities. More importantly, this law has established a critical framework for special education and has introduced distinct parameters for the provision of special education services and supports to students with disabilities. As this law continues to evolve and to impact the lives of children in schools, it is encumbant upon leaders and scholars in the field of education to engage in focused discussions about special education and the myriad implications for all students, schools, and educators. Furthermore, it has become increasingly obvious that special education is no longer an isolated phenomenon. Rather, special education is intricately woven into the general education environment and is represented by an extensive service and support system. In an era of educational accountability, federal and state oversight of special education has intensified, thereby raising both the stakes and the complexity of serving students with disabilities. The first article in this special issue of American secondary Education highlights a complex issue faced by students, parents and educators in secondary education environments. Eckes and Ochoa carefully outline the legal parameters and obligations that guide the transition for students with disabilities from high school to higher education. Their presentation of key legal guidelines is augmented by several profiles of students with disabilities who share various challenges they faced while enrolled at a university. These student profiles provide valuable lessons for educators, parents, and especially students with disabilities, who are entering the higher education arena. The next two articles highlight the critical role of secondary administrators in supporting, facilitating and leading successful inclusive educational environments for students with disabilities. Boscardin focuses on the role of secondary school administrators, including school principals, guidance counselors, curriculum supervisors, department chairs, and special education directors, in ensuring that "evidence-based educational interventions" are developed and implemented for secondary level students with disabilities. This article is both timely and informative given the current focus, at the state and federal levels, on educational accountability and standards for all students including those with disabilities. …

The Problem This article draws on the author’s experiences as an American Indian administrator and faculty member in a public university. The dilemma presented here revolves around her struggle to reconcile her identity as an Indigenous person with the values, beliefs, and priorities of an academic institution solidly rooted in Western structures and traditions. The Solution The author draws on this dilemma as she reflects on the concept of authentic leadership as a practicable goal for Indigenous leaders within the academy. In doing so, she cites the need for a nuanced conception of authentic leadership that takes into account the complex identities of Indigenous peoples. The Stakeholders The dilemma presented here can be used by human resource development scholars and practitioners as a tool for examining and understanding the ways in which the concept of authentic leadership both conflicts and resonates with the personal and professional values of Indigenous scholars/leaders with...

This bibliography is structured to present seminal studies, reports, and other key resources that serve to introduce readers to the historical and contemporary issues impacting the education of Indigenous children, youth, and adults. This brief overview of resources is also intended to contextualize and promote increased understanding of the complex history of Indigenous education in the United States— a history complicated by the unique sociopolitical relationships between Indigenous peoples (for the purposes of this resource, American Indian and Alaska Natives) and the United States and its agents—both directly and indirectly. This relationship has implications for the way in which Indigenous students access or have access to educational programs, supports, and services and the values, beliefs, and philosophies that guide these programs, supports, and services. As Indigenous people and their communities continue to move forward in their efforts to engage in locally controlled, sel...

ABSTRACT Data from this preliminary study, the American Indian – Dads and Daughters Survey, shed light on how American Indian fathers think and feel about their relationships with their daughters. Respondents represent an array of tribal affiliations, age, occupations, socioeconomic status, and geographical/geopolitical locations, helping to ensure that these data are relevant across a broad spectrum of Indian Country. Among the many insights into the relationships revealed in these data are common themes involving spirituality, identity, and adherence to cultural values. These insights may help educators, and others, who work with American Indian families, gain a greater awareness and understanding of how the relationships between American Indian fathers and their daughters impact both traditional American Indian communities as well as more mainstream westernized American Indian communities.

... Louise Moreau is Superintendent of Special Education for the York Region District School Board. ... in instructional leadership are best able to support others in the development and implementation of purposeful interventions that improve student performance (Blase & Blase ...

ABSTRACT Education policy requires that schools and teachers enable Māori students to enjoy and achieve educational success as Māori. Teachers are expected to ensure Māori learners can see and be themselves in their education and can participate in and contribute to te ao Māori (the Māori world). This article discusses how this policy can be implemented by drawing from a research evaluation project on the effectiveness of the He Kākano professional development, a project carried out in 80 English-medium secondary schools. Interviews with students, teachers, and whānau in nine case study schools indicated that understandings of the policy and its implementation varied from teacher to teacher and school to school. Findings show that Māori students’ school experiences depend strongly on the school they attend and the teachers who teach them. Implications include that, consistent with the themes of Tātaiako, meaningful communication and strong academic relationships between teachers, students and whānau is needed to enhance implementation of the policy, and through this, Māori student achievement.

ABSTRACT In this article, Jacob Hibel, Susan Faircloth, and George Farkas investigate the persistent finding that American Indian and Alaska Native (AI/AN) students are overrepresented in special education. Using data from the kindergarten cohort of the Early Childhood Longitudinal Study, the authors compare the third-grade special education placement rate of AI/AN students to that of other racial/ethnic groups. They find that approximately 15 percent of AI/AN third-graders received special education services, a rate far higher than that of the other racial and ethnic groups. However, using multilevel regression analysis to control for a number of confounding factors, including socioeconomic status and test scores at school entry, they find no statistically significant difference between the special education placement rates of AI/AN and non-Hispanic white students. Controlling for a range of school characteristics, they also find that schools with a higher proportion of AI/AN students place these students in special education at rates similar to those of other schools in the United States. The authors conclude that the strongest predictor of special education placement is a student's academic readiness on entering kindergarten as measured by the student's pre-reading and pre-mathematics scores. They discuss the implications of these findings for future research and practice in the education of AI/AN students.

Abstract To study the relationship between dietary vitamin E and pulmonary prostaglandin (PG) production, weanling rats were fed either a vitamin E-deficient (-Vit E) or a supplemented diet (+ Vit E) containing 200 mg all-rac-α-tocopheryl acetate/kg diet. Four ...