disrespect for the other. In each of the scenarios described above, the potential of coteaching to significantly affect the learning of the neoindigenous is never truly actualized because the responsibility to teach is never placed in the hand of those best equipped. In fact, coteaching, despite its potential as a transformative academic tool, has done little to close achievement gaps or make neoindigenous youth feel like part of the teaching and learning process. I argue that this is the case because increasing the number of teachers in the classroom without increasing these teachers’
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