Weaving culturally responsive and decolonizing research through a Diné epistemological lens

Datos Bibliográficos

ID22415523
AutoresEmily Affolter (0000-0002-6909-0329, Prescott College, autor de correspondencia), Melissa Braden (Prescott College)
Año2026
Páginas1-17
Fecha de publicación2026-06-18
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaCurriculum Inquiry (JOURNAL)
Identificadores de la revistaISSN: 0362-6784 • E-ISSN: 1467-873X
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03626784.2026.2659748
OpenAlexW7165183639
IdiomaEN
Referencias citadas24

How can educational research become liberatory if the discipline is rooted in the systemic oppression of communities of Color? Building on Dr. Geneva Gay’s legacy of culturally responsive teaching, we, of Navajo/Diné (Melissa) and European (Emily) ancestries, theorize how culturally responsive research can act as an ongoing project of decolonizing research paradigms by rejecting deficit framings of racialized students, and instead engendering culturally accurate knowledge for and with communities of Color. Utilizing the creation of a Navajo sash belt as a physical bridge between the concepts, we illustrate links between culturally responsive and decolonizing research, with dreams for a more just, culturally and ecologically contextual, and equitable research praxis. We conclude with four overarching principles that overlay culturally responsive and decolonizing research: (1) relationships, (2) reflexivity, (3) reciprocity, and (4) reflection for accountability.

Biculturalism · Cultural diversity · Educational research · Ethnography · Navajo · Oppression · Weaving · Critical Race Theory in Education · Indigenous Cultures and Socio-Education · Teacher Education and Leadership Studies