In this article, I focus on the experiences of two Ivy League graduates to examine the notion of transformational resistance. Combining data from a two-year ethnographic study with follow-up interviews over a decade, I analyze how students acquired skills and credentials that enabled them to serve their tribal communities. Strategies of resistance through education are used to achieve autonomy and self-determination and are important for American Indians because of their unique political and legal status. I also argue that those individuals who engage in transformational resistance often incur serious personal costs while the community benefits from their actions.
Published by the American Anthropological Association through the Council on Anthropology and Education, Anthropology & Education Quarterly contains articles with a broad range of views on the social and cultural organization of education.
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Anthropology & Education Quarterly
© 2005 American Anthropological Association