| Description |
xvii, 270 pages : illustrations, maps ; 24 cm |
|
text txt rdacontent |
|
unmediated n rdamedia |
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volume nc rdacarrier |
| Bibliography |
Includes bibliographical references (pages 235-253) and index. |
| Summary |
In this innovative study, Farina King (Navajo) explores how historical changes in education shaped Navajo (Diné) collective identity and community by examining the interconnections between Diné students, their people, and Diné Bikéyah (Navajo lands). King investigates the ways that government schools, whether far, near, or on the reservation, affected Diné students' sense of home and relationships with their Indigenous communities during the twentieth century. King primarily relies on oral histories and cultural historical methodologies, which reveal how the home(land) and the mountains serve as focal points of Diné worldviews and how land, environment, and nature have formed an integral part of Diné knowledge and teaching - what she calls the Earth Memory Compass - that external educational systems failed to erase in the twentieth century. |
| Contents |
Ha'a'aah (east) : beginnings of Diné learning -- `Shd``i'h (south) : challenges in Navajo schooling -- 'E'e'aah (west) : survival in distant education -- hooks (north) : new hopes for Diné students -- Epilogue. |
| Subject |
Navajo Indians -- Ethnic identity.
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Navajo Indians -- Education -- History -- 20th century.
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Navajo Indians -- Education.
(OCoLC)fst01034813
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Navajo Indians -- Ethnic identity.
(OCoLC)fst01034817
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| Chronological Term |
1900-1999
|
| Genre/Form |
History. (OCoLC)fst01411628
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| ISBN |
9780700626908 (cloth ; alk. paper) |
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0700626905 |
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9780700626915 (pbk. ; alk. paper) |
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0700626913 |
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9780700626922 (ebook) |
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0700626921 |
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