So the researcher focused on two questions. The first one being, “In what ways did these teachers approach developing a curriculum to support their students’ social, cultural, and linguistic needs?” One theme that came up was “pedagogical re-envisioning”, which are pedagogies and understandings of culturally responsive teaching to address writing and understand that each student has individual needs. With understanding this, teachers are able to give students the opportunity to include oral storytelling so students have their own personal twist on their learning. The second question was “What shifts in teachers’ pedagogical practices resulted from this collaboration?" Four themes came up; cultural resources, working with community, multimodal approaches, and integrating students’ experiences and interests from their lives outside of school into the curriculum. By addressing these four themes, teachers were able to re-envision how curriculum can meet individual needs for many Native American students without leaving out their interests, culture, or resources.
