abstract: In 2005 the Navajo Nation Tribal Council passed the Navajo Sovereignty in Education Act (NSEA). The NSEA has been herald as a decisive new direction in Diné education with implications for Diné language and cultural revitalization. However, research has assumed the NSEA will lead to decolonizing efforts such as language revitalization and has yet to critically analyze how the NSEA is decolonizing or maintains settler colonial educational structures. In order to critically investigate the NSEA this thesis develops a framework of educational elimination through a literature review on the history of United States settler colonial elimination of Indigeneity through schooling and a framework of decolonizing education through a review of literature on promising practices in Indigenous education and culturally responsive schooling. The NSEA is analyzed through the decolonizing education framework and educational elimination framework. I argue the NSEA provides potential leverage for both decolonizing educational practices and the continuation of educational elimination. / Dissertation/Thesis / Masters Thesis Social Justice and Human Rights 2015
| Identifer | oai:union.ndltd.org:asu.edu/item:30041 |
| Date | January 2015 |
| Contributors | Preston, Waquin Raven (Author), Vicenti Carpio, Myla (Advisor), Sumida Huaman, Elizabeth (Committee member), Tippeconnic III, John (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Masters Thesis |
| Format | 164 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/, All Rights Reserved |
Page generated in 0.0022 seconds