Border Crossing on Sacred Grounds: An Indigenized Decolonized Educational Research Paradigm for Use in Contemporary Globalized Schooling Systems
Abstract
Presented in this work is an adapted quantitative research paradigm for use in the field of education, specifically designed for work with Indigenous/marginalized populations coined “Diachronic Research Methodology” (DRM). The model is grounded in a post-positivist, decolonization-model, that is embedded in feminist and critical race theory. DRM is presented as a counter-approach to the traditional empiricist, research methods; a process which, historically, has allowed for a limited and biased understanding of Indigenous/marginalized populations. DRM challenges Western epistemologies and worldviews which have promoted the idea of one-grand-narrative for all humans, a view argued as beyond problematic and unethical, particularly for Indigenous and marginalized populations. The DRM framework is comprised of three components: a quantitative analysis as a means to study educational phenomenon; a post-colonial historical overview of the participant group; and, a collaborative recourse strategy that is centered on an action plan/third-party/grant initiative that meets the needs of the community as directly related to the collaborative.
Subject Area
Educational evaluation|Native American studies|Social research|Ethnic studies|Womens studies
Recommended Citation
Valles-Garza, Estella L.G, "Border Crossing on Sacred Grounds: An Indigenized Decolonized Educational Research Paradigm for Use in Contemporary Globalized Schooling Systems" (2020). ETD Collection for University of Texas, El Paso. AAI28261789.
https://scholarworks.utep.edu/dissertations/AAI28261789