Teacher Education, Educational Leadership & Policy ETDs

Publication Date

Summer 8-1-2023

Abstract

The purpose of this study was to analyze the responses of Indigenous students as they experience situations that are adversarial and precarious. One of the goals of this study was to empower voices of Indigenous students in providing an avenue to share their genuine stories of resilience. I served as both researcher and mentor as I applied a Navajo framework to the analysis of the data known as Nitl‘iz Saad bee Hozho Iina Sila (NSBHIS), or beautiful lifeways exist within the language of precious elements. The four areas of this framework held up the salient outcomes from the research which were Personal Development/Passions, Peer Support, Family/Educator Support, and Spiritual Identity. The students I interviewed all attended Wingate High School in Fort Wingate, New Mexico which is a Bureau of Indian Education residential school.

Keywords

Indigenous, Resilience, Navajo Framework, Student Voice, Clanship

Document Type

Dissertation

Degree Name

Educational Leadership

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Shawn L. Secatero, Ph.D.

Second Committee Member

Allison M. Borden, Ph.D.

Third Committee Member

Lloyd L. Lee, Ph.D.

Fourth Committee Member

David J. Tsosie, Ed.D.

Download

Share

COinS