When two worlds collide: Shared experiences of educating navajos living off the reservation

Abstract

Northridge Elementary calls into question the norm-based ideals of the No Child Left Behind Act (2001). By constructing a portrait of Northridge, this study reveals the challenges indigenous students face in the age of standardized assessments. The overarching question of this study is: Do high-stakes assessments further the endemic values of colonization? The term colonization in this study refers to federal and state governmental agencies directing what indigenous students should be taught at school despite cultural relevance. This study applies the theoretical framework of Tribal Critical Race Theory (TribalCrit), through video photography, observations, interviews with former students, and a teacher focus group to construct portraiture of the educational realities indigenous students face in a standardized education system. © 2013: Daniel R. Conn and Nova Southeastern University.