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When Two Worlds Collide: Shared Experiences of Educating Navajos Living off the Reservation
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.
Navajo, No Child Left Behind, Tribal Critical Race Theory
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This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.
Recommended APA Citation
Conn, D. R. (2013). When Two Worlds Collide: Shared Experiences of Educating Navajos Living off the Reservation. The Qualitative Report, 18(25), 1-16. https://doi.org/10.46743/2160-3715/2013.1501
Quantitative, Qualitative, Comparative, and Historical Methodologies Commons, Social Statistics Commons