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• W419546130 abstract "This critical ethnography focuses on the practice of an Indigenous-serving charter school in Arizona and how it created space to practice culturally responsive schooling for Indigenous youth in an era of school accountability and standardizing educational reforms. Urban Native Middle School (pseudonym) was open for four years before being closed under tremendous state pressure from high-stakes testing accountability measurements. This study uses data spanning two periods of data collection: archived data collected at the time of the school’s operation, and follow-up data tracking educators’, parents’ and students’ experiences after the school’s closure. Careful examination of student, educator, and parent narratives about the school during its years in operation illuminate how adults and youth co-authored a unique reterritorializing both/and discourse, building a school community of practice around connections to mainstream standardized knowledge and local Indigenous knowledges. The transformational potential of the schools both/and approach offered students access to strength-based both/and identities. The second phase of the study, which followed educators’, parents’, and students’ into new school environments, illuminates practices of educational negotiation on the part of participants within geographies of limited educational opportunity for Native youth, both urban and rural. With four years of data collection, this study expands understanding of how Indigenous families choose among available educational environments in landscapes of limited school options and policy labels which fail to address the on-the-ground realities of schooling in Indigenous communities. For the Indigenous educators and families in this study, navigating school choice in an era of high-stakes testing reflects an enduring struggle of" @default.
• W419546130 created "2016-06-24" @default.
• W419546130 creator A5068689217 @default.
• W419546130 date "2013-01-01" @default.
• W419546130 modified "2023-09-23" @default.
• W419546130 title "Indigenous Students, Families and Educators Negotiating School Choice and Educational Opportunity: A Critical Ethnographic Case Study of Enduring Struggle and Educational Survivance in a Southwest Charter School" @default.
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