English Language and Literature ETDs

Publication Date

Spring 4-14-2023

Abstract

This is an autoethnographic case study about the value of storytelling through digital family narratives in composition studies and critical culturally sustaining/revitalizing pedagogy. Using the Diné Educational Philosophy, Sa’ah Naaghai Bik’éh Hozhoo, and the four learning areas Nitsáhákees (Thinking), Nahat’á (Planning), Iiná (Living), and Siihasin (Reflection), as my conceptual framework, I create an assignment prompt for an all Diné composition classroom that asks students to collect family stories as a way to explore their cultural and academic identities, and to create digital family narratives to be housed on a website. I also complete the assignment myself and reflect on my choices in creating and completing the assignment, using Western academic scholarship and my own experiences as a Diné woman to validate my decisions in completing and creating the assignment. I argue for the centering of storytelling and cultural/personal identities/experiences in the composition classroom and pedagogical practice.

Degree Name

English

Level of Degree

Doctoral

Department Name

English

First Committee Member (Chair)

Tiffany Bourelle

Second Committee Member

Bethany Davila

Third Committee Member

Cristyn Elder

Fourth Committee Member

Tiffany S. Lee

Language

Navajo

Keywords

Indigenous Rhetoric, Composition Studies, Indigenous Education, Digital Storytelling, Digital Family Narratives, Diné Education

Document Type

Dissertation

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Available for download on Tuesday, May 13, 2121

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