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9780816530168

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This collaborative participatory action research project focused on peer teacher (student) and faculty-student engagement that led to reciprocal learning between Alaska Native students and faculty. Specifically, for both faculty and students it culminated in a deeper understanding and an appreciation of the sophistication and power of Indigenous knowledge as a tool for teaching and for transforming education in local classrooms and at the university level. --Eunice Romero-Little, contributor to Best Practices in ELL Instruction<br>

This collaborative participatory action research project focused on peer teacher (student) and faculty–student engagement that led to reciprocal learning between Alaska Native students and faculty. Specifically, for both faculty and students it culminated in a deeper understanding and an appreciation of the sophistication and power of Indigenous knowledge as a tool for teaching and for transforming education in local classrooms and at the university level. - Eunice Romero-Little, contributor to Best Practices in ELL Instruction

This collaborative participatory action research project focused on peer teacher (student) and faculty-student engagement that led to reciprocal learning between Alaska Native students and faculty. Specifically, for both faculty and students it culminated in a deeper understanding and an appreciation of the sophistication and power of Indigenous knowledge as a tool for teaching and for transforming education in local classrooms and at the university level.

Author Information

Patrick E. Marlow is an associate professor of linguistics at the Alaska Native Language Center and the School of Education at the University of Alaska Fairbanks, USA. Sabine Siekmann is an associate professor in the Linguistics Program and the Department of Foreign Languages and Literatures at the University of Alaska Fairbanks, USA.

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