When Two Worlds Collide
Shared Experiences of Educating Navajos Living off the Reservation
Dados Bibliográficos
| ID | 12393194 |
|---|---|
| Autores | Daniel R Conn (University of Northern Colorado, autor correspondente), Daniel Conn (University of Northern Colorado) |
| Ano | 2015 |
| Data de publicação | 2015-01-13 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Qualitative Report (JOURNAL) |
| Identificadores do periódico | ISSN: 1052-0147 • E-ISSN: 2160-3715 |
| Editora | Nova Southeastern University (PUBLISHER • US) |
| DOI | 10.46743/2160-3715/2013.1501 |
| OpenAlex | W1557354290 |
| Idioma | EN |
| Referências citadas | 7 |
Northridge Elementary calls into question the norm - based ideals of the No Child Left Behind Act (2001). By constructing a portrait of Northridge, this study reveals the challenges indigenous students face in the ag e of standardized assessments. The overarching quest ion of this study is: Do high - stakes assessments further the endemic values of colonization? The term colonization in this study refers to federal and state governmental agencies directing what indigenous students should be taught at school despite cultural relevance. This study applies the theoretical framework of Tribal Critical Race Theory (TribalCrit), through video photography, observations, interviews with former students, and a teacher focus group to construct portraiture of the educational realities indigenous students face in a standardized education system
Construct (python library · Focus group · Indigenous · Pedagogy · Sociology · Anthropology · Critical Race Theory in Education · Educator Training and Historical Pedagogy · Indigenous and Place-Based Education · Gender Studies
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |