Date of Award


Document Type


Degree Name


Organizational Unit

Morgridge College of Education, Curriculum and Instruction

First Advisor

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.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Alicia Brianna Saxe


Received from ProQuest

File Format




File Size

329 p.


Social research, Education, Native American studies