| Indigenous pedagogy requires understanding of how indigenous cultures influence and play an essential role in the classroom. The purpose of this study was to explore how and why Dine teachers weave Dine culture into their lessons, practices, and instructional delivery in a public school setting for Dine students. The research question was, "In what ways do Dine teachers weave Dine culture into their teaching practices to make learning meaningful for Dine students?" The study took place in an elementary school in a rural community in the northeastern part of the Dine Nation. I selected seven Dine teachers who wove Dine culture into their teaching. I used qualitative case study methods to collect data through personal interviews using appreciative inquiry questions. The research questions addressed the "Four D's" of the appreciative inquiry cycle: Discovery, Dream, Design, and Destiny. Specifically, the study highlighted the Dine teachers' voices regarding their use of instinctive practices aligned to the Dine philosophy of learning as part of making learning meaningful in a public school setting.;The findings were grouped into four themes that describe the intentions and experiences of teachers who include Dine culture in their teaching and who uphold the Dine philosophy of learning: (a) respect for cultural values, (b) respect for teachings of elders, (c) respect for families and community, and (d) belief in students. The results showed a relationship between these four themes and the Dine philosophy of learning, which is the foundation of sacred knowledge that informs the Navajo epistemology and ontology using a holistic approach to learning and living. Based on the findings, recommendations were offered for policy makers, school districts, and teachers who serve indigenous communities to provide professional development and parent education that emphasize culturally relevant teaching connected to the Dine philosophy of learning. This study supports making learning meaningful for Dine students and builds on current ways of teaching by the participants. The study also shows the importance of giving teachers a voice to express how they feel about cultural relevance and the practice of teaching. |
