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It takes a village: Decolonization, ...

Rogers, Christine.

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It takes a village: Decolonization, experiential narrative, and community-centered learning in a reservation bordertown.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	It takes a village: Decolonization, experiential narrative, and community-centered learning in a reservation bordertown./
作者:	Rogers, Christine.
面頁冊數:	404 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: .
Contained By:	Dissertation Abstracts International71-12A.
標題:	Education, Pedagogy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3426926
ISBN:	9781124293509

It takes a village: Decolonization, experiential narrative, and community-centered learning in a reservation bordertown.
Rogers, Christine.

It takes a village: Decolonization, experiential narrative, and community-centered learning in a reservation bordertown. - 404 p.

Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: .

Thesis (Ph.D.)--University of Wyoming, 2010.

The fragmentation of community is at the core of efforts to control Native peoples. Historically, Native children were forcibly removed from their homes and students were punished for speaking their Native language or practicing their traditions. In order to combat the ongoing role of educational colonization, scholars and educators should re-center the Indigenous community in the learning and research processes.

ISBN: 9781124293509Subjects--Topical Terms:

1669025
Education, Pedagogy.

It takes a village: Decolonization, experiential narrative, and community-centered learning in a reservation bordertown.
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245 1 0 $a It takes a village: Decolonization, experiential narrative, and community-centered learning in a reservation bordertown.
300 $a 404 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: .
500 $a Adviser: Francisco A. Rios.
502 $a Thesis (Ph.D.)--University of Wyoming, 2010.
520 $a The fragmentation of community is at the core of efforts to control Native peoples. Historically, Native children were forcibly removed from their homes and students were punished for speaking their Native language or practicing their traditions. In order to combat the ongoing role of educational colonization, scholars and educators should re-center the Indigenous community in the learning and research processes.
520 $a This dissertation utilizes qualitative methodologies and community-centered participatory scholarship as a means to learn from the experiential narratives of Native participants who attended a reservation bordertown school. The resulting lessons, for both educators and scholars, emphasize the importance of: (1) connecting to the Native community in appropriate and meaningful ways, (2) honoring the history and potential of Native peoples, (3) confronting the differences between traditional ways of knowing and dominant culture expectations, and, (4) providing options and opportunities for Native peoples.
520 $a These lessons guided interpretation of the scholar-teacher's reflective journaling, thereby offering a decolonizing lens to critique thinking and practice both in bordertown schools and in educational scholarship. In general, this work considers the meaning of and potential for participatory, community-centered learning and scholarship as a means to decolonize reservation bordertown schools and the field of educational research.
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773 0 $t Dissertation Abstracts International $g 71-12A.
790 1 0 $a Rios, Francisco A., $e advisor
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790 1 0 $a Rush, Leslie $e committee member
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