PURPOSE Culturally responsive teaching (CRT) is a recurring topic in preservice teacher and special education personnel training, especially as academic institutions work to implement anti-racist and anti-oppressive teaching pedagogies. These methods of instruction, specifically in the areas of language and literacy, can be implemented by programs that understand the needs of the Indigenous students that their trainees or students will eventually serve. Academic institutions must transform their teaching and mentoring approach to better prepare educators and clinicians who engage with Indigenous communities. METHOD This tutorial includes a critical review and will focus on the Diné traditional perspectives of Sa'ah Naagháí Bik'eh Hózhóón (SNBH), as it applies to the educational experiences of Diné students. The principle, which represents the process of lifelong learning and reflection, will be used as a model for how Indigenous epistemologies can be used within a decolonized educational philosophy, Red Pedagogy, to improve language and literacy instruction for young Indigenous children. RESULTS American Indian (AIs; Indigenous) students start school with unique heritages and diverse learning experiences that influence their learning styles. Often, the formal Western education experience beginning in early childhood and elementary program provides a cultural shock to young AI students, whose learning experiences are centered on oral storytelling, experiential and collective learning, and land-based experiences. As methods of CRT evolve and more AI professionals lead educational research, the Indigenization of teaching pedagogies is amplified. More importantly, the prioritization of Indigenous knowledge systems, including methods of teaching, is being centered as strategies toward decolonization of learning spaces. DISCUSSION The SNBH principle, which represents the process of lifelong learning and reflection, is a model for how Indigenous epistemologies can be used within a decolonized educational philosophy, Red Pedagogy, to improve language and literacy instruction for young Indigenous children.

中文翻译：

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解释迪内认识论和非殖民化以改善迪内儿童的语言和识字教学。

目的文化响应式教学（CRT）是职前教师和特殊教育人员培训中反复出现的话题，特别是在学术机构致力于实施反种族主义和反压迫教学法的情况下。这些教学方法，特别是在语言和读写能力领域，可以通过了解其受训者或学生最终将服务的土著学生需求的计划来实施。学术机构必须转变其教学和指导方法，以更好地为与土著社区打交道的教育工作者和临床医生做好准备。方法 本教程包括批判性评论，并将重点关注 Sa'ah Naagháí Bik'eh Hózhóón (SNBH) 的迪内传统观点，因为它适用于迪内学生的教育经历。原则，它代表了终身学习和反思的过程，将被用作如何在非殖民化教育哲学“红色教育学”中使用原住民认识论的模型，以改善原住民儿童的语言和识字教学。结果 美洲印第安人（AI；土著）学生在开始上学时就拥有独特的传统和多样化的学习经历，这些经历影响了他们的学习风格。通常，从幼儿期和小学课程开始的正规西方教育经历会给年轻的人工智能学生带来文化冲击，他们的学习经历以口头讲故事、体验式和集体学习以及实地体验为中心。随着 CRT 方法的发展和越来越多的人工智能专业人士领导教育研究，教学法的本土化被放大。更重要的是，土著知识系统（包括教学方法）的优先顺序被作为学习空间非殖民化战略的中心。讨论 SNBH 原则代表终身学习和反思的过程，是如何在非殖民化教育哲学“红色教育学”中使用原住民认识论的模型，以改善原住民儿童的语言和读写能力教学。