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Practice and practicalities in Ameri...

Blanchand, Rosemary Ann.

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Practice and practicalities in American indigenous community-centered curriculum development.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Practice and practicalities in American indigenous community-centered curriculum development./
Author:	Blanchand, Rosemary Ann.
Description:	392 p.
Notes:	Adviser: William Trent.
Contained By:	Dissertation Abstracts International62-11A.
Subject:	Education, Bilingual and Multicultural. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3030412
ISBN:	0493435638

Practice and practicalities in American indigenous community-centered curriculum development.
Blanchand, Rosemary Ann.

Practice and practicalities in American indigenous community-centered curriculum development. - 392 p.

Adviser: William Trent.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2001.

This study explored the process of community-centered social studies curriculum development in a BIA-operated community school in a satellite Navajo community located outside the larger Navajo Nation landbase. The research discusses the dynamics of school and community interaction in such a project, issues involved in integrating the goals of community relevance and congruence with academic expectations, and the ambiguities and paradoxes inherent in the interactions between a non-Native educational researcher and an American Indigenous community. The study explored the power of internal complexities arising from the community's own struggles for identity rearticulation and externally-derived expectations for educational standardization on community-based educational initiatives.

ISBN: 0493435638Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Practice and practicalities in American indigenous community-centered curriculum development.
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020 $a 0493435638
035 $a (UnM)AAI3030412
035 $a AAI3030412
040 $a UnM $c UnM
100 1 $a Blanchand, Rosemary Ann. $3 1254833
245 1 0 $a Practice and practicalities in American indigenous community-centered curriculum development.
300 $a 392 p.
500 $a Adviser: William Trent.
500 $a Source: Dissertation Abstracts International, Volume: 62-11, Section: A, page: 3664.
502 $a Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2001.
520 $a This study explored the process of community-centered social studies curriculum development in a BIA-operated community school in a satellite Navajo community located outside the larger Navajo Nation landbase. The research discusses the dynamics of school and community interaction in such a project, issues involved in integrating the goals of community relevance and congruence with academic expectations, and the ambiguities and paradoxes inherent in the interactions between a non-Native educational researcher and an American Indigenous community. The study explored the power of internal complexities arising from the community's own struggles for identity rearticulation and externally-derived expectations for educational standardization on community-based educational initiatives.
590 $a School code: 0090.
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Social Sciences. $3 1019148
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690 $a 0727
710 2 0 $a University of Illinois at Urbana-Champaign. $3 626646
773 0 $t Dissertation Abstracts International $g 62-11A.
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790 1 0 $a Trent, William, $e advisor
791 $a Ph.D.
792 $a 2001
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3030412