Open AccessWhen Two Worlds Collide: Shared Experiences of Educating Navajos Living off the Reservation
Author(s) -
Daniel R. Conn
Publication year - 2015
Publication title -
the qualitative report
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.335
H-Index - 35
ISSN - 2160-3715
DOI - 10.46743/2160-3715/2013.1501
Subject(s) - indigenous , sociology , focus group , pedagogy , construct (python library) , gender studies , anthropology , ecology , computer science , biology , programming language
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.