Practice and Practicalities in American Indigenous Community -Centered Curriculum Development

This study explored the process of community-centered social studies curriculum development in a BIA-operated community school in a satellite Navajo community located outside the larger Navajo Nation landbase. The research discusses the dynamics of school and community interaction in such a project, issues involved in integrating the goals of community relevance and congruence with academic expectations, and the ambiguities and paradoxes inherent in the interactions between a non-Native educational researcher and an American Indigenous community. The study explored the power of internal complexities arising from the community's own struggles for identity rearticulation and externally-derived expectations for educational standardization on community-based educational initiatives.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Blanchand, Rosemary Ann

Contributors dc:contributor

• William Trent

• Education, Curriculum and Instruction

Language dc:language

eng

Identifier

(MiAaPQ)AAI3030412

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/79638