Theorizing Community and School Partnerships with Diné Youth

Hollie Anderson Kulago

Abstract


In this paper, the author describes how four Diné youth participants defined community and theorized about the types of community and school partnerships that could effectively support the youth academically and holistically. By researching through an indigenous methodology and theorizing through a Diné framework the author discussed the participants’ needs holistically through an inherent system of relationships that make up the Diné philosophy of community, k’é. K’é is the Diné concept of recognizing and maintaining harmonious relationships and all the positive virtues that should be inherent within a family. In the process, the author retheorized community and school partnerships and worked to contribute to the process of self-determination and self-education of the Navajo Nation.

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JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing, and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

The journal is published by the Foundation for Curriculum Theory and is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year. JCT is indexed in The Education Index.

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ISSN: 1942-2563