In this paper the author writes in retrospect about her experience of researching the creation of a culture-based curriculum in a tribal community. She is situated in the community as both an insider and an outsider, represented in this article through the use of an academic voice spliced with a narrative voice. Both her research problem and methodology emerged as a response to the community. The methodology she used was inspired by a wide range of cultural and academic traditions. Finally, rather than prescribing a particular formula for research in Native communities, she is suggesting that the model of a “situated response,” particular and dependent on context, would ground research in community, as well as academic, concerns.
|Original language||English (US)|
|Number of pages||14|
|Journal||International Journal of Qualitative Studies in Education|
|State||Published - Jan 1998|