Acknowledging the perils of “best practices” in an indigenous community |
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| Institution: | 1. WestEd, 735 Bishop Street, Suite 219, Honolulu, HI 96813, USA;2. ōlinolino Consulting, PO Box 20421, Stanford, CA 94309, USA;1. Department of Computer Science, University of Texas at Dallas, 800 West Campbell Road Richardson, TX 75080, USA;2. Department of Applied Mathematics II, University of Seville, Camino de los Descubrimientos s/n, Seville 41092, Spain;1. Département d''Informatique, Université Libre de Bruxelles (ULB), Brussels, Belgium;2. Departamento de Matemática Aplicada II, Universidad de Sevilla, Spain;3. Departamento de Matemáticas, Centro de Investigación y de Estudios Avanzados del Instituto Politécnico Nacional, Mexico City, Mexico;1. ArchAm-UMR8096 (CNRS-Université Paris 1), Maison Archéologie et Ethnologie, 21 allée de l''université, 92023 Nanterre, France;2. Universidad de Guadalajara (UDG), Guadalajara, Mexico;3. Departamento de Vulcanología, Instituto de Geofísica, Universidad Nacional Autónoma de México, Coyoacán, CP 04510 México, D.F., Mexico;4. Escuela Nacional de Restauración, Conservación y Museografía (ENCRYM), México, D.F., Mexico |
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| Abstract: | This article seeks to raise readers' awareness of how research findings from large-scale scientific studies are often misapplied, with negative results, when generalized and applied in communities with unique features, contours and needs. Conducted in collaboration with Diné educators, this qualitative study brought forth three cases, each pointing toward specific levels at which the misapplication of educational research findings in a Navajo community led to detrimental outcomes for learners. One of the three cases is discussed in detail. Adaptation to local and cultural contexts should be a primary consideration when applying research-based innovations and “best practices.” |
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