In this article, I analyze the successes and challenges of the first year of a four‐year applied anthropology project conducted on Wyoming's Wind River Reservation intended to help mostly white educators of Arapaho children who develop culturally relevant classroom pedagogy. Educators of Arapaho children have expressed concerns that student achievement is low, but also that the curriculum is largely disconnected from student backgrounds and experiences. Following deficit models, non‐Indian educators have historically cast American Indian schooling to reflect the norms and expectations constructed by the white dominant group. In contrast, in this study teachers were taught anthropological methods to conduct fieldwork in the households of children they taught. Teachers successfully documented historically accumulated and culturally developed bodies of knowledge and skills essential for household or individual functioning and well‐being. Teacher's ethnographic research fostered trust between school and families, and bridged communities to classrooms. On the other hand, pedagogical paradigms remained largely aligned with preexisting schooled programs, culturally relevant pedagogy existing as an add‐on but not inextricably embedded within the curriculum.

中文翻译：

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关于风河保护区基础教育工作者与人种学项目的思考：一个警示故事

在本文中，我分析了在怀俄明州的风河保留区进行的为期四年的应用人类学项目的第一年的成功与挑战，该项目旨在帮助大多数阿拉帕霍儿童的白人教育者发展与文化相关的课堂教学法。阿拉帕霍（Arapaho）儿童的教育者表达了对学生学习成绩低下的担忧，但同时也担心该课程与学生的背景和经历大相径庭。遵循赤字模型，非印度教育者从历史上开始就对美洲印第安人的教育进行铸造，以反映白人占主导地位的群体所建立的规范和期望。相比之下，在这项研究中，向老师讲授了人类学方法，以在所教孩子的家庭中进行田野调查。教师成功地记录了历史积累和文化发展的知识和技能体系，这些知识和技能对于家庭或个人的功能和福祉至关重要。教师的人种学研究促进了学校与家庭之间的信任，并将社区与教室联系起来。另一方面，教学范式在很大程度上与原有的学校课程保持一致，与文化相关的教学法作为附件存在，但并非不可分割地嵌入课程之中。