ABSTRACT
The previous three models, presented by Kate, Jeannette, and Linda, articulate the need for a child-youth centered educational vision, grounded on Native principles, language, and culture. In addition, the model calls for the family, the extended family, and the community (both Native and non-Native), to work collaboratively to foster healthy learning environments. Sarah’s model supported these ideas and envisions Native children and youth being successful within their own Native language, culture, and diverse academic venues across the global village. To best achieve this, her framework teaches selfsuffi ciency and cultural esteem that is grounded in Native principles of active family and community participation, Native language, and culture instruction, and learning subject matter that enables youth to both survive and thrive in a modern, dynamic world.
