Embracing Epistemological Collisions as Sites of Critical Indigenous Pedagogy: Insights From Partnering for Diné Curriculum Building

Throughout this article, we refer to this effort as the "Diné curriculum-building project," even as we understand that promoting Diné character and identity development is much broader, more complex, and inextricably intertwined with other aspects of Diné language and cultural knowledge th...

Full description

Saved in:
Bibliographic Details
Published in:Journal of curriculum theorizing 2024-09, Vol.39 (3), p.55-72
Main Authors: Kulago, Hollie Anderson, Rutten, Logan, Litson, Dorthea
Format: Article
Language:English
Subjects:
Careers
Collaboration
Colleges & universities
Curricula
Educational Objectives
Elementary schools
Elementary Secondary Education
Epistemology
Ethical Instruction
Indigenous Knowledge
Indigenous Populations
Instructional Leadership
Learning
Moral education
Music Teachers
Native peoples
Navajo (Nation)
Partnering
Partnerships in Education
Pedagogy
Predominantly White Institutions
Professional Identity
Research Methodology
Self Determination
Sovereignty
Universities
Values Education
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Throughout this article, we refer to this effort as the "Diné curriculum-building project," even as we understand that promoting Diné character and identity development is much broader, more complex, and inextricably intertwined with other aspects of Diné language and cultural knowledge than the phrase "character education" might initially imply. [...]we are aware that collaborative efforts involving representatives from universities and Indigenous communities constitute a distinctive niche within the school-university partnership literature. [...]theorizing demands much more than imagining a future for Indigenous people; it requires deep examination of what is assumed to be knowable, the styles of thinking by which knowledge is assumed to be attainable, the types of epistemological practices that prevail, and the logics behind present actions-and how all these assumptions are legitimized by, or guided toward, specific futures (Anderson, 2010, as cited in Goodyear-Ka'ôpua, 2019; Kulago, 2019; Tuck & Gaztambide-Fernandez, 2013). The authors explained that huyadadcot is a call for them to maintain their ancestral lifeways as the foundation, throughline, and future to help build their family and communities-supported by the power of a community of ancestors who protected their lifeways and presently call upon them to teach the future generations.
ISSN:1942-2563