Tiffany S Lee
Biographic Data
| ID | 4994893 |
|---|---|
| NAME | Tiffany S Lee |
| GIVEN NAMES | Tiffany S |
| FAMILY NAME | Lee |
| SIGNATURE | LEE T S |
| AFFILIATIONS | University of New Mexico |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 31 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 3 |
“You Should Know the Name of the Wind Where You Live”—Relationality and Relational Accountability in Indigenous-Language Education
This article explores relationality and relational accountability in Indigenous education, contextualizing these processes within a current US-wide study of Indigenous-language immersion (ILI) schooling. With the goals of promoting language and culture revitalization alongside education equity, self-determination, and community well-being, ILI exemplifies a form of holistic education. The teacher’s quote that gives title to this article speaks to…
A Viable Path for Education”—Indigenous-Language Immersion and Sustainable Self-Determination
This article examines Indigenous-language immersion (ILI) schooling, an innovative approach in which most or all instruction occurs in the Indigenous language, with a strong culture-based curriculum. With the goals of promoting language revitalization, academic/holistic wellbeing, and cultural identity and continuance, ILI is a form of sustainable self-determination. We ground our analysis in a growing body of ILI scholarship and preliminary find…
Commentary
Native American studies
Native American Studies at the University of New Mexico in the USA aims to practice a pedagogy of community, which facilitates students’ engagement and contribution to community. I first examine Native American Studies’ growth in the USA toward nurturing a collective and intellectual learning community. Then, I share students’ viewpoints to demonstrate how Native American Studies practices a pedagogy of community. Students exhibit critical Indige…
Leadership and Accountability in American Indian Education
How do American Indian students, parents, and teachers conceptualize leadership in New Mexico public schools? How do they negotiate power dynamics within this context? The objective of this study was to investigate how leadership and accountability in American Indian schools and communities in New Mexico is recognized, characterized, contested, and envisioned by students, teachers, and community members. We contend that American Indian communitie…
Navajo Cultural Autonomy
In this commentary, Lee and Lee discuss how the cultural knowledge that has been codified into the Fundamental Laws by the Navajo Nation Council constitutes one way in which the concept of Cultural Autonomy functions for the Navajo Nation. The authors explain that the Dine comprehend the philosophical concept of Sa’ah Naaghai Bik’eh Hozhoon (SNBH) which refers to a paradigm for living one’s life in balance with peace and love. They summarize each…
(Re) Claiming Native Youth Knowledge
This article reveals Native youth perspectives on socio-culturally responsive education. The authors draw on two studies conducted in the Southwest among Navajo and Pueblo students. Youth convey the importance of meaningful, reciprocal, and transformative learning experiences and relationships at school. The article ends with suggestions for creating a socio-culturally responsive school environment
Language, Identity, and Power
Native American languages, contemporary youth identity, and powerful messages from mainstream society and Native communities create complex interactions that require deconstruction for the benefit of Native-language revitalization. This study showed how Native youth negotiate mixed messages such as the necessity of Indigenous languages for cultural continuity and a belief in the superiority of English for success in American society. Interviews a…
Indigenous Knowledge and Education
Reviewed by: Indigenous Knowledge and Education: Sites of Struggle, Strength, and Survivance Tiffany S. Lee Malia Villegas, Sabina Rak Neugebauer, and Kerry R. Venegas, eds. Indigenous Knowledge and Education: Sites of Struggle, Strength, and Survivance. Cambridge, MA: Harvard Educational Review, 2008. 351 pp. Paper, $32.95. This book offers a compilation of essays from the academic journal the Harvard Educational Review that address ideas and ap…
Language, Identity, and Power
Native American languages, contemporary youth identity, and powerful messages from mainstream society and Native communities create complex interactions that require deconstruction for the benefit of Native-language revitalization. This study showed how Native youth negotiate mixed messages such as the necessity of Indigenous languages for cultural continuity and a belief in the superiority of English for success in American society. Interviews a…
A Viable Path for Education”—Indigenous-Language Immersion and Sustainable Self-Determination
This article examines Indigenous-language immersion (ILI) schooling, an innovative approach in which most or all instruction occurs in the Indigenous language, with a strong culture-based curriculum. With the goals of promoting language revitalization, academic/holistic wellbeing, and cultural identity and continuance, ILI is a form of sustainable self-determination. We ground our analysis in a growing body of ILI scholarship and preliminary find…
(Re) Claiming Native Youth Knowledge
This article reveals Native youth perspectives on socio-culturally responsive education. The authors draw on two studies conducted in the Southwest among Navajo and Pueblo students. Youth convey the importance of meaningful, reciprocal, and transformative learning experiences and relationships at school. The article ends with suggestions for creating a socio-culturally responsive school environment
Leadership and Accountability in American Indian Education
How do American Indian students, parents, and teachers conceptualize leadership in New Mexico public schools? How do they negotiate power dynamics within this context? The objective of this study was to investigate how leadership and accountability in American Indian schools and communities in New Mexico is recognized, characterized, contested, and envisioned by students, teachers, and community members. We contend that American Indian communitie…
Language, Identity, and Power
Native American languages, contemporary youth identity, and powerful messages from mainstream society and Native communities create complex interactions that require deconstruction for the benefit of Native-language revitalization. This study showed how Native youth negotiate mixed messages such as the necessity of Indigenous languages for cultural continuity and a belief in the superiority of English for success in American society. Interviews a…
Indigenous Knowledge and Education
Reviewed by: Indigenous Knowledge and Education: Sites of Struggle, Strength, and Survivance Tiffany S. Lee Malia Villegas, Sabina Rak Neugebauer, and Kerry R. Venegas, eds. Indigenous Knowledge and Education: Sites of Struggle, Strength, and Survivance. Cambridge, MA: Harvard Educational Review, 2008. 351 pp. Paper, $32.95. This book offers a compilation of essays from the academic journal the Harvard Educational Review that address ideas and ap…
(Re) Claiming Native Youth Knowledge
This article reveals Native youth perspectives on socio-culturally responsive education. The authors draw on two studies conducted in the Southwest among Navajo and Pueblo students. Youth convey the importance of meaningful, reciprocal, and transformative learning experiences and relationships at school. The article ends with suggestions for creating a socio-culturally responsive school environment
Navajo Cultural Autonomy
In this commentary, Lee and Lee discuss how the cultural knowledge that has been codified into the Fundamental Laws by the Navajo Nation Council constitutes one way in which the concept of Cultural Autonomy functions for the Navajo Nation. The authors explain that the Dine comprehend the philosophical concept of Sa’ah Naaghai Bik’eh Hozhoon (SNBH) which refers to a paradigm for living one’s life in balance with peace and love. They summarize each…
Leadership and Accountability in American Indian Education
How do American Indian students, parents, and teachers conceptualize leadership in New Mexico public schools? How do they negotiate power dynamics within this context? The objective of this study was to investigate how leadership and accountability in American Indian schools and communities in New Mexico is recognized, characterized, contested, and envisioned by students, teachers, and community members. We contend that American Indian communitie…
Commentary
Native American studies
Native American Studies at the University of New Mexico in the USA aims to practice a pedagogy of community, which facilitates students’ engagement and contribution to community. I first examine Native American Studies’ growth in the USA toward nurturing a collective and intellectual learning community. Then, I share students’ viewpoints to demonstrate how Native American Studies practices a pedagogy of community. Students exhibit critical Indige…
A Viable Path for Education”—Indigenous-Language Immersion and Sustainable Self-Determination
This article examines Indigenous-language immersion (ILI) schooling, an innovative approach in which most or all instruction occurs in the Indigenous language, with a strong culture-based curriculum. With the goals of promoting language revitalization, academic/holistic wellbeing, and cultural identity and continuance, ILI is a form of sustainable self-determination. We ground our analysis in a growing body of ILI scholarship and preliminary find…
“You Should Know the Name of the Wind Where You Live”—Relationality and Relational Accountability in Indigenous-Language Education
This article explores relationality and relational accountability in Indigenous education, contextualizing these processes within a current US-wide study of Indigenous-language immersion (ILI) schooling. With the goals of promoting language and culture revitalization alongside education equity, self-determination, and community well-being, ILI exemplifies a form of holistic education. The teacher’s quote that gives title to this article speaks to…
Sociology (8 works) · Political science (7 works) · Pedagogy (6 works) · Indigenous (5 works) · Gender Studies (4 works) · Indigenous Health, Education, and Rights (4 works) · Law (4 works) · Psychology (4 works) · Anthropology (3 works) · Critical Race Theory in Education (3 works)