ABSTRACT
This chapter contributes to the literature an examination of the continuities and discontinuities between the orientations of Pueblo natal culture and the stances taken by classroom teachers as they attempt to make their literacy instruction culturally compatible. It based on a study completed by the author, speaks to the enculturation and socialization of Pueblo children within their native world. The Pueblo world contrasts with the Euro-American world in the roles that the generations play for one another. In the dominant society, elders, for a variety of reasons, are frequently absent from the lives and education of their grandchildren. From natal culture to school culture to dominant-world culture, the master teacher supports, propels, and magnifies the vistas of students, allowing innermost souls to breathe freely. The chapter presents data from an ongoing ethnographic study of literacy instruction. It addresses the implications of the data presented in terms of content and process.
