This ethnography followed my journey as I transformed into a critical social justice urban Diné (Navajo) educator in San Bernardino, California. An ethnography is used to thoroughly analyze oneself as an educator by identifying and understanding the identity and context of oneself, the students, the school, and the local community. This ethnography is separated into three main subsections: positionality and educational aspirations, the students and parents, and the school and the local community. In the document, all the names were changed to protect the individuals (students, parents, the principal, teachers, and community members). As a collective, data was gathered to continually inform and modify my practice to strategically meet students' needs: funds of knowledge, social-emotional awareness, academia, autonomy, and relationships.
","abstract_html":"<p>This ethnography followed my journey as I transformed into a critical social justice urban Diné (Navajo) educator in San Bernardino, California. An ethnography is used to thoroughly analyze oneself as an educator by identifying and understanding the identity and context of oneself, the students, the school, and the local community. This ethnography is separated into three main subsections: positionality and educational aspirations, the students and parents, and the school and the local community. In the document, all the names were changed to protect the individuals (students, parents, the principal, teachers, and community members). As a collective, data was gathered to continually inform and modify my practice to strategically meet students' needs: funds of knowledge, social-emotional awareness, academia, autonomy, and relationships.</p>","abstract_has_math":false,"creators":["Yazzie, Felisha"],"institution":null,"degree_name":"Teacher Education Internship Program (MA/Credential)","degree_level":"Restricted to Claremont Colleges Master's Thesis","degree_discipline":"School of Educational Studies","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-01-01T08:00:00Z","date_published":"2020-01-01T08:00:00Z","updated_at":"2026-07-24T01:40:49Z","subjects":[],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.claremont.edu/cgu_etd/193","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Yazzie, Felisha"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-08-09T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School of Educational Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Restricted to Claremont Colleges Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Teacher Education Internship Program (MA/Credential)"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.claremont.edu/cgu_etd/193"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This ethnography followed my journey as I transformed into a critical social justice urban Diné (Navajo) educator in San Bernardino, California. An ethnography is used to thoroughly analyze oneself as an educator by identifying and understanding the identity and context of oneself, the students, the school, and the local community. This ethnography is separated into three main subsections: positionality and educational aspirations, the students and parents, and the school and the local community. In the document, all the names were changed to protect the individuals (students, parents, the principal, teachers, and community members). As a collective, data was gathered to continually inform and modify my practice to strategically meet students' needs: funds of knowledge, social-emotional awareness, academia, autonomy, and relationships.
"]},{"key":"dc:title","label":"Title","values":["Urban Diné (Navajo) Ethnography"]}]}],"canonical_facts":{"dc:creator":["Yazzie, Felisha"],"dc:date.available":["2020-08-09T07:00:00Z"],"dc:description.abstract":["This ethnography followed my journey as I transformed into a critical social justice urban Diné (Navajo) educator in San Bernardino, California. An ethnography is used to thoroughly analyze oneself as an educator by identifying and understanding the identity and context of oneself, the students, the school, and the local community. This ethnography is separated into three main subsections: positionality and educational aspirations, the students and parents, and the school and the local community. In the document, all the names were changed to protect the individuals (students, parents, the principal, teachers, and community members). As a collective, data was gathered to continually inform and modify my practice to strategically meet students' needs: funds of knowledge, social-emotional awareness, academia, autonomy, and relationships.
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