Language, Literacy, and Sociocultural Studies ETDs

Publication Date

Fall 10-25-2023

Abstract

Despite centuries of colonial attempts to assimilate and eradicate Indigenous ways of life and tongues through the institutions of schooling, communities, students, and teacher-designers are embracing culturally sustaining and revitalizing pedagogies to design curricula from community-driven outcomes backward. Sustaining and revitalizing curricula are place and people-specific and cannot be bought off the shelf, and research in original curriculum design points to the complexities that teacher-designers contend with as they seek community input and put pen to paper to design teaching and learning that is rooted in student identity, holistic wellness, and academic preparedness toward community ends. Research into expert teacher-designers' skillsets, knowledge, understandings, and dispositions in an Indigenous education context is limited. This mixed methods research seeks to identify the skills, knowledge, understandings, and dispositions that families of Indigenous students, students themselves, and teacher-designers believe translate into a sustaining and revitalizing curriculum for the various tribes and communities exercising their sovereignty and self-determination through schooling.

Keywords

Critical Theory, Critical Race Theory, Tribal Critical Race Theory, Conflict Theory, Functionalism, Indigenous Education, Culturally Sustaining and Revitalizing Pedagogy, Teachers as Designers, Culturally Responsive Literacy Instruction

Document Type

Dissertation

Language

English

Degree Name

Language, Literacy and Sociocultural Studies

Level of Degree

Doctoral

Department Name

Language, Literacy, and Sociocultural Studies

First Committee Member (Chair)

Dr. Glenabah Martinez

Second Committee Member

Dr. Tiffany Lee

Third Committee Member

Dr. Natalie Martinez

Fourth Committee Member

Dr. Ashley Dallacqua

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