Terry Huffman – författare

Theoretical Perspectives on American Indian Education introduces four prominent theoretical perspectives on American Indian education: cultural discontinuity theory, structural inequality, interactionalist theory, and transculturation theory. By including readings that each feature a theoretical perspective, Huffman provides a comparison of each perspective's basic premise, fundamental assumptions regarding American Indian education, implications, and associated criticisms. Bringing together treatments on a variety of theories into one work, this book integrates current scholarship and discussions for researchers, students, and professionals involved in American Indian education.

The role of Native American teachers and administrators working in reservation schools has received very little attention, although their work is critical to preparing their students for the future. Utilizing numerous interviews and extensive fieldwork, Terry Huffman shows how they define their roles and evaluate their performance. He examines how they address the complex issues of Native cultural identity that affect their students and themselves and how they cope with the pressures of teaching disadvantaged students while meeting the requirements for reservation schools, including the No Child Left Behind Act.Personal accounts, including candid comments about their choice of profession and the sometimes harsh realities of reservation life, offer unique insight into the frustrations and rewards of providing a viable education for Native American students. American Indian Educators in Reservation Schools demonstrates that these teachers and administrators meet daunting challenges with persistent optimism. Huffman’s study will help educators in other communities whose students are navigating a difficult path out of poverty and discrimination toward a better future.

American Indian Higher Educational Experiences examines the multiple ways sixty-nine American Indian college students construct and use their ethnic identity while enrolled in a predominantly non-Indian university. Although their cultural backgrounds and orientations differ widely, for all of these sixty-nine students, there exists a profound connection between how they view their personal ethnicity and how they interpret their experiences in academia.

American Indian Higher Educational Experiences examines the multiple ways sixty-nine American Indian college students construct and use their ethnic identity while enrolled in a predominantly non-Indian university. Although their cultural backgrounds and orientations differ widely, for all of these sixty-nine students, there exists a profound connection between how they view their personal ethnicity and how they interpret their experiences in academia.