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Integrating Diné culture and language to transform construction management curriculum

Jumbo-Fitch, Rosanna (2018) Integrating Diné culture and language to transform construction management curriculum. Doctoral thesis, Northern Arizona University.

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ABSTRACT INTEGRATING DINÉ CULTURE AND LANGUAGE TO TRANSFORM CONSTRUCTION MANAGEMENT CURRICULUM ROSANNA JUMBO-FITCH Using Critical Oral History (COH) methodology, this study examines the difference between Diné (Navajo, man, woman, or the people) and Eurocentric and Eurocentric derivative construction management practices to transform existing Diné construction management curriculum through culturally responsive pedagogy. This study highlights the significance of Diné stories, traditions, sovereignty and how these elements promote transformative change to Diné construction management curriculum and Diné professionals’ practices. Drawing on Tribal Critical Race Theory (TribalCrit), this study provides an opportunity for current construction management curriculum to integrate indigeneity and make the curriculum culturally responsive to, with, and for the communities involved. TribalCrit and COH underscore how integrating Diné ways of knowing are central to the transforming the curriculum and practice. Integrating Diné language and culture into construction management curriculum could benefit Diné in critically needed ways; to value and validate local knowledge bases and construction expertise that best serve their communities. Existing construction management and construction education programs are currently guided by Eurocentric and Eurocentric derivative concepts. Integrating Diné language and culture into construction management curriculum would empower Diné communities to use local knowledge and reinforce the importance of their language and culture. Indigenous knowledge promotes collaboration between and within Diné communities. Diné have been very persistent in implementing their culture and language in their K-12 curriculum; this effort needs to be extended beyond this level to underscore the importance and application of culture and language through the education process. The current study draws on Diné ways of knowing to explore how current practices align and differ between Diné and Eurocentric and Eurocentric derivative constructs.

Item Type: Thesis (Doctoral)
Publisher’s Statement: © Copyright is held by the author. Digital access to this material is made possible by the Cline Library, Northern Arizona University. Further transmission, reproduction or presentation of protected items is prohibited except with permission of the author.
Keywords: Construction Management; Culture; Curriculum; Education Philosophies; Navajo; Navajo Creation Stories
Subjects: L Education > LC Special aspects of education
NAU Depositing Author Academic Status: Student
Department/Unit: Graduate College > Theses and Dissertations
College of Education > Educational Specialities
Date Deposited: 05 May 2021 19:56
URI: http://openknowledge.nau.edu/id/eprint/5443

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