Includes bibliographical references (pages [234]-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.
This resource is supported by the Institute of Museum and Library Services under the provisions of the Library Services and Technology Act as administered by State Library of Iowa.