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The Racialization of Dine (Youth) in Education


Please use this identifier to cite or link to this item: http://hdl.handle.net/1928/12119

The Racialization of Dine (Youth) in Education

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dc.contributor.author Werito, Vincent
dc.date.accessioned 2011-02-09T21:23:16Z
dc.date.available 2011-02-09T21:23:16Z
dc.date.issued 2011-02-09
dc.date.submitted December 2010
dc.identifier.uri http://hdl.handle.net/1928/12119
dc.description.abstract This critical qualitative research study examines the racialization of Din4 (Navajo) youth in education. The study is based on a critical theoretical framework that draws on research from critical educational studies, Indigenous theory, and critical race theory. Using critical qualitative case study methods through personal interviews, this study highlights nine Din4 (Navajo) students’ counter narratives about their experiences with schooling and the ways they negotiate their racial and cultural identities within the historical, economic, political, and socio-cultural contexts of past and current educational policies. Particularly, an emphasis on the ways that Indigenous youth are racialized and Indigenous languages and cultural knowledge are marginalized in education implicate the need for more research that looks at the impact of white supremacy on the education of Din4 youth. The study was conducted at a major university in the southwestern region of the United States. Future implications of this study underscore the need for more critical and reflexive dialogue among Navajo (Din4) and non Navajo educators, parents, and researchers in surrounding Navajo communities to better understand the identity formation of Din4 (Navajo) youth and to redress the loss of Navajo (Din4) language and cultural knowledge at the individual and community levels. Finally, this study highlights the need for increased individual and collective agency among Indigenous scholars, activists, educators, and communities especially within the contexts of education to embrace, engage, and rearticulate an Indigenous pedagogy that is transformative and revolutionary. en_US
dc.language.iso en en_US
dc.subject Critical qualitative research, critical theory, racialization, racism, Critical Race Theory, Navajo education, Decolonization en_US
dc.subject.lcsh Navajo Indians--Education--Social aspects
dc.subject.lcsh Navajo Indians--Education--Psychological aspects
dc.subject.lcsh Navajo language--Study and teaching--Social aspects
dc.subject.lcsh Indian college students--United States--Case studies
dc.subject.lcsh Navajo Indians--Education--Case studies
dc.subject.lcsh Racism in education--United States
dc.title The Racialization of Dine (Youth) in Education en_US
dc.type Dissertation en_US
dc.description.degree Language, Literacy, and Sociocultural Studies en_US
dc.description.level Doctoral en_US
dc.description.department University of New Mexico. Division of Language, Literacy and Sociocultural Studies en_US
dc.description.advisor Martinez, Glenabah
dc.description.committee-member Allen, Ricky Lee
dc.description.committee-member Lee, Tiffany
dc.description.committee-member Sims, Christine
dc.description.committee-member Emerson, Larry

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