Language, Literacy, and Sociocultural Studies ETDs

Publication Date

7-1-2016

Abstract

This study utilizes memoir, a qualitative research method, to tell how a Pueblo teacher's Pueblo cultural interactions with her students led to positive classroom behavior and achievement. It describes three diverse and separate sets my life experiences, in thematic chapters, that took place. I describe my Pueblo traditional upbringing and interactions with family and community wherein I spoke only the Keres language. Then, I describe my first encounter with White people who introduced me to the foreign language of English and another world, through comic books and a Hershey bar. I was introduced into American schooling where negative experiences with racist teachers shredded my esteem and self confidence enough to dread and hate American schooling at all levels. Later, when I accidentally became a teacher, I freely implemented the Pueblo way of interacting with and teaching my students whose life experiences were very much similar to mine! In implementing Pueblo epistemology and pedagogy, my students' negative behavior became positive. They accepted responsibility to improve their studies and surprised themselves by catching up and advancing into higher levels of achievement.

Keywords

Memoir, Native American Curriculum, Pueblo Indian Curriculum

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)

Cajete, Gregory A.

Second Committee Member

Lopez-Leiva, Carlos

Third Committee Member

Zancanrella, Donald

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