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dc.contributor.authorWerito, Vincent
dc.date.accessioned2011-02-09T21:23:16Z
dc.date.available2011-02-09T21:23:16Z
dc.date.issued2011-02-09
dc.date.submittedDecember 2010
dc.identifier.urihttp://hdl.handle.net/1928/12119
dc.description.abstractThis 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.isoenen_US
dc.subjectCritical qualitative research, critical theory, racialization, racism, Critical Race Theory, Navajo education, Decolonizationen_US
dc.subject.lcshNavajo Indians--Education--Social aspects
dc.subject.lcshNavajo Indians--Education--Psychological aspects
dc.subject.lcshNavajo language--Study and teaching--Social aspects
dc.subject.lcshIndian college students--United States--Case studies
dc.subject.lcshNavajo Indians--Education--Case studies
dc.subject.lcshRacism in education--United States
dc.titleThe Racialization of Dine (Youth) in Educationen_US
dc.typeDissertationen_US
dc.description.degreeLanguage, Literacy, and Sociocultural Studiesen_US
dc.description.levelDoctoralen_US
dc.description.departmentUniversity of New Mexico. Division of Language, Literacy and Sociocultural Studiesen_US
dc.description.advisorMartinez, Glenabah
dc.description.committee-memberAllen, Ricky Lee
dc.description.committee-memberLee, Tiffany
dc.description.committee-memberSims, Christine
dc.description.committee-memberEmerson, Larry


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