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Stories Into Practice: Understandings of Culturally Responsive ELA Curricula in an Indigenous Serving School

Hill, Thomas (2022) Stories Into Practice: Understandings of Culturally Responsive ELA Curricula in an Indigenous Serving School. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Since the earliest days of United States colonial governance, research and discourse around Native American education, and the education of Native American, Indigenous, First Nations (NA/I/FN) peoples has centered on deficit perspectives. Education has been a tool of assimilation by dominant forces intended to, “kill the Indian and save the man” (Reese, 2019). In recent decades, that deficit perspective has come to mean holding Indigenous populations to educational standards not created in relation to or with respect for their perspectives and contexts. In the last 30+ years, Indigenous communities have spoken out and have taken ownership of the education of their children. They have advocated for and implemented local knowledges and methodologies to make the instruction and pedagogies in their community more culturally relevant and appropriate (Lee & McCarty, 2017). This dissertation report is a case study of one of those communities that has worked toward educational independence while adhering to state and federal reporting and accountability guidelines. Through the creation of Culturally Relevant pedagogies and instructional materials, the teachers, staff, and administrators of North Mesa Elementary have taken local stories an applied them to English Language Arts instruction. By using local contexts, the teachers report stronger gains in school-based measures, as well as more positive educational outcomes that aren’t always measured or supported. The findings shared from this study shows the power that is created when a school and community come together to put their stories into practice.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Hill, Thomastmh95@pitt.edutmh950000-0001-7290-4584
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairJacobs,
Committee MemberCrawford,
Committee MemberBiagini, Mary
Committee MemberSobolak,
Date: 13 May 2022
Date Type: Publication
Defense Date: 1 April 2022
Approval Date: 13 May 2022
Submission Date: 14 April 2022
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 230
Institution: University of Pittsburgh
Schools and Programs: School of Education > Instruction and Learning
Degree: PhD - Doctor of Philosophy
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: Indigenous Education Elementary Schools Teacher Education Culturally Relevant Pedagogies Culturally Sustaining Pedagogies Children's Literature
Date Deposited: 13 May 2022 16:34
Last Modified: 13 May 2022 16:34


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