東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Beyond "business as usual": Using co...

Sabzalian, Leilani.

FindBook

Google Book

Amazon

博客來

Beyond "business as usual": Using counterstorytelling to engage the complexity of urban Indigenous education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Beyond "business as usual": Using counterstorytelling to engage the complexity of urban Indigenous education./
作者:	Sabzalian, Leilani.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:	584 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-06(E), Section: A.
Contained By:	Dissertation Abstracts International77-06A(E).
標題:	Educational sociology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10006359
ISBN:	9781339441184

Beyond "business as usual": Using counterstorytelling to engage the complexity of urban Indigenous education.
Sabzalian, Leilani.

Beyond "business as usual": Using counterstorytelling to engage the complexity of urban Indigenous education. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 584 p.

Source: Dissertation Abstracts International, Volume: 77-06(E), Section: A.

Thesis (Ph.D.)--University of Oregon, 2015.

This dissertation examines the discursive and material terrain of urban Indigenous education in a public school district and Title VII/Indian Education program. Based in tenets of Tribal Critical Race Theory and utilizing counterstorytelling techniques from Critical Race Theory informed by contemporary Indigenous philosophy and methodological theory, this research takes as its focus the often-unacknowledged ways settler colonial discourses continue to operate in public schools. Drawing on two years of fieldwork in a public school district, this dissertation documents and makes explicit racial and colonial dynamics that manifest in educational policy and practice through a series of counterstories. The counterstories survey a range of educational issues, including the implementation of Native-themed curriculum, teachers' attempts to support Native students in their classrooms, challenges to an administrator's "no adornment" policies for graduation, Native families' negotiations of erasures embedded in practice and policy, and a Title VII program's efforts to claim physical and cultural space in the district, among other issues. As a collective, these stories highlight the ways that colonization and settler society discourses continue to shape Native students' experiences in schools. Further, by documenting the nuanced intelligence, courage, artfulness, and what Gerald Vizenor has termed the "survivance" of Native students, families, and educators as they attempt to access education, the research provides a corrective to deficit framings of Indigenous students. Beyond building empathy and compassion for Native students and communities, the purpose is to identify both the content and nature of the competencies teachers, administrators, and policy makers might need in order to provide educational services that promote Indigenous students' success and well-being in school and foster educational self-determination. This research challenges educators to critically interrogate taken-for-granted assumptions about Native identity, culture, and education and invites educators to examine their own contexts for knowledge, insights, and resources to better support Native students in urban public schools and intervene into discourses that constrain their educational experiences.

ISBN: 9781339441184Subjects--Topical Terms:

519608
Educational sociology.

Beyond "business as usual": Using counterstorytelling to engage the complexity of urban Indigenous education.
LDR:03263nmm a2200301 4500 001 2123472
005 20171003070853.5
008 180830s2015 ||||||||||||||||| ||eng d
020 $a 9781339441184
035 $a (MiAaPQ)AAI10006359
035 $a AAI10006359
040 $a MiAaPQ $c MiAaPQ
100 1 $a Sabzalian, Leilani. $3 3285390
245 1 0 $a Beyond "business as usual": Using counterstorytelling to engage the complexity of urban Indigenous education.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2015
300 $a 584 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-06(E), Section: A.
500 $a Adviser: Jerry Rosiek.
502 $a Thesis (Ph.D.)--University of Oregon, 2015.
520 $a This dissertation examines the discursive and material terrain of urban Indigenous education in a public school district and Title VII/Indian Education program. Based in tenets of Tribal Critical Race Theory and utilizing counterstorytelling techniques from Critical Race Theory informed by contemporary Indigenous philosophy and methodological theory, this research takes as its focus the often-unacknowledged ways settler colonial discourses continue to operate in public schools. Drawing on two years of fieldwork in a public school district, this dissertation documents and makes explicit racial and colonial dynamics that manifest in educational policy and practice through a series of counterstories. The counterstories survey a range of educational issues, including the implementation of Native-themed curriculum, teachers' attempts to support Native students in their classrooms, challenges to an administrator's "no adornment" policies for graduation, Native families' negotiations of erasures embedded in practice and policy, and a Title VII program's efforts to claim physical and cultural space in the district, among other issues. As a collective, these stories highlight the ways that colonization and settler society discourses continue to shape Native students' experiences in schools. Further, by documenting the nuanced intelligence, courage, artfulness, and what Gerald Vizenor has termed the "survivance" of Native students, families, and educators as they attempt to access education, the research provides a corrective to deficit framings of Indigenous students. Beyond building empathy and compassion for Native students and communities, the purpose is to identify both the content and nature of the competencies teachers, administrators, and policy makers might need in order to provide educational services that promote Indigenous students' success and well-being in school and foster educational self-determination. This research challenges educators to critically interrogate taken-for-granted assumptions about Native identity, culture, and education and invites educators to examine their own contexts for knowledge, insights, and resources to better support Native students in urban public schools and intervene into discourses that constrain their educational experiences.
590 $a School code: 0171.
650 4 $a Educational sociology. $3 519608
650 4 $a Native American studies. $3 2122730
650 4 $a Teacher education. $3 3172312
690 $a 0340
690 $a 0740
690 $a 0530
710 2 0 $a University of Oregon. $b Education Studies. $3 2100892
773 0 $t Dissertation Abstracts International $g 77-06A(E).
790 $a 0171
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10006359