Discovery through Literary Conflict and K’é

Abstract

When considering the inclusion of K’é in this unit. It is important to acknowledge that students will have varying levels of understanding regarding K’é depending on their background and family. Yazzie acknowledges that we are all born into certain roles. Many students will understand the concept of a family tree, however, some may have complex or fractured information to include within a family tree, but when we extend K’é to beyond the family unit, it opens up a space for students to consider and question what their roles and responsibilities are when considering the natural world. I don’t anticipate reframing anyone’s family but I would like students to consider what their place is in the natural world after learning about environmental concerns within our local community.

It is my goal to use the culturally responsive lessons that I develop in the Diné Institute to honor and work with students, parents, and guardians within our local community. I predict students will feel more grounded within their local environment and empowered by the recognition given to their home knowledge and that through the use of Young’s novel bridges can be built to build knowledge in multiple content areas. Furthermore, this work can be accomplished while meeting the district criteria for standards-based learning.