Practice and Practicalities in American Indigenous Community -Centered Curriculum Development
Blanchand, Rosemary Ann
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https://hdl.handle.net/2142/79638
Description
Title
Practice and Practicalities in American Indigenous Community -Centered Curriculum Development
Author(s)
Blanchand, Rosemary Ann
Issue Date
2001
Doctoral Committee Chair(s)
William Trent
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Curriculum and Instruction
Language
eng
Abstract
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.
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