Addressing the Complexities of Creating Partnerships Between Native American Communities and School

• In Event: Separate or Equal: Race, Space, and Nation in Contemporary American Schools

Abstract

In this paper, the researcher discusses how Diné youth defined community and identified community and school partnerships through a Diné philosophy of community, k’é. The researcher focused on the complexities of creating school and community partnerships specific to Native American communities due to the history of education and research. She worked through an indigenous social constructionist methodology which emphasized collaboration with the participants throughout the entire process. Utilizing an indigenous methodology and Diné theoretical framework allowed for a deeper understanding of how the youth view their community and theorize effective partnerships that specifically address the complexities.

Author

• Hollie Anderson Kulago, Elmira College