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" Bahane’: "
Godinez, Raetava Lyne
Wieters, Lori
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Latin Dissertation
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| Language of Document
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English
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| Record Number
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1114137
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| Doc. No
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TLpq2404068320
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| Main Entry
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Godinez, Raetava Lyne
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Wieters, Lori
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| Title & Author
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Bahane’:\ Godinez, Raetava LyneWieters, Lori
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| College
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Grand Canyon University
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| Date
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2020
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| student score
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2020
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| Degree
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Ed.D.
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| Page No
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304
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| Abstract
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The purpose of this qualitative descriptive study was to explore how American Indian elementary school teachers describe their cultural identity as an influence on culture, knowledge, and power in a Bureau of Indian Education school in the Southwest. Cultural identity was the conceptual framework. Tribal critical theory was the theoretical foundation. Eighteen American Indian elementary school teachers who teach at a Bureau of Indian Education school in the Southwest engaged in either a semi-structured interview or a focus group. Research questions focused on how American Indian elementary school teachers described their cultural identity as an influence on culture, knowledge, and power. Descriptive statistics and thematic analysis data procedures were utilized in this study. The findings revealed how American Indian elementary school teachers described their cultural identity. The themes included a reflection of similarities and differences between the tribal backgrounds of stakeholders, understanding the history of a tribe, cultural expression, obstacles to cultural identity, and an exchange of knowledge. The societal need could lead into curriculum development, professional development, and collaboration tactics in the educational setting for American Indian teachers at Bureau of Indian Education schools as it refers to culture, knowledge, and power.
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| Subject
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American Indian identity
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American Indian teacher
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Bureau of Indian Education
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Cultural identity
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Tribal critical theory
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Tribalcrit
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