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ERIC Number: ED566792
Record Type: Non-Journal
Publication Date: 2015
Pages: 226
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3394-9428-9
ISSN: N/A
A Narrative Inquiry of Technology as a Viable Support to Revitalizing and Increasing the Choctaw Language among American Indians and Non-Indians in an Early Childhood Setting
McClour, Christine Elizabeth
ProQuest LLC, Ph.D. Dissertation, Texas Woman's University
In the past several decades the global village has witnessed a rapid decline in the number of indigenous languages. This study was a narrative inquiry within a qualitative methodology. Two research questions were used to analyze the narratives of Choctaw Nation Head Start teachers concerning technology usage for increasing, and revitalizing the Choctaw language, and supporting cultural competency. Nine teachers participated in this study and shared their narratives through interviews, observations, and a reflexive workshop with photolanguage as prompts for discussion. Coding and data analysis identified several themes and subthemes relative to technology and cultural competency. Findings from the narrative inquiry revealed teachers described technology as supportive yet challenging to revitalize their heritage language and culture. In addition, findings revealed the need for further study into technology programs created by and for indigenous communities to reflect community perspectives, and indigenous identities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A