Alliances and Accomplices Rise: A Critical Look at a Partnership with a School Serving an Indigenous Community
Date of Award
Curriculum and Instruction
Maria Del Carmen Salazar, Ph.D.
Charter schools, Community-based research, Critical indigenous methodology, Decolonization, Professional development, Tribal critical race theory
Conventional research in the social sciences roots itself in the colonial surmise behind the supremacist ideologies of Western and White knowledge, ways of living, people, and institutions. The well-established hegemony of the Western positivist research paradigm encourages a paternalistic and asymmetrical researcher-researched relationship, which reserves “legitimate” knowledge creation for an elite few. In this way, research traditions have largely functioned to uphold the status quo, especially when conducted with Indigenous peoples. Community-based research challenges the positivist empire by emphasizing community knowledge in researcher-community collaborations for the sake of taking action on community-identified issues. Mutually-beneficial researcher-community partnerships are especially relevant to research with Indigenous communities, who continue to fight marginalizing policies and practices in their fight for self-determination and tribal sovereignty. This critical case study highlights community voices as it tells the story of a CBR venture with non-Indigenous researchers and a school serving a Navajo community. Critical Indigenous Research Methodology (CIRM) (Brayboy et al., 2012) guided the process and findings illustrate the potential of CIRM to support CBR that: (a) disrupts rigid institutional norms; and (b) integrates IWOK. Implications for schools, researchers, and communities are outlined.
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Saxe, Alicia Brianna, "Alliances and Accomplices Rise: A Critical Look at a Partnership with a School Serving an Indigenous Community" (2019). Electronic Theses and Dissertations. 1688.
Received from ProQuest
Alicia Brianna Saxe
Social research, Education, Native American studies