Dissertation
AN INDIGENOUS INQUIRY ON CULTURALLY RESPONSIVE CURRICULUM
Doctor of Philosophy (PhD), Washington State University
01/2016
Handle:
https://hdl.handle.net/2376/118399
Abstract
Culturally responsive curriculum, particularly curriculum that includes Indigenous knowledge, culture, and history, is often overlooked in mainstream education. Washington is one of only two states that has mandated all public schools to teach tribal sovereignty and the history, culture and government of Indigenous Tribes. This Indigenous inquiry provides the stories of five Indigenous education advocates who developed and fought to pass WA House Bill 1495/Senate Bill 5433, the Washington state Since Time Immemorial tribal sovereignty curriculum. Grounded in the theoretical frameworks of Tribal Critical Race Theory and Indigenous Knowledge Systems, this inquiry utilizes Indigenous Research Methodologies for the collection and analysis of qualitative interviews. Key themes that emerged from the stories and teachings of the elders in this inquiry include the importance of: ancestral knowledge (culture), tribal sovereignty (language), community (trust and respect), and teaching and learning (education and curriculum). Additionally, the author’s own positionality and epistemology as a Dine and Nimiipuu scholar are discussed in relation to the significance of decolonizing Western education through ancestral knowledge and culturally responsive curriculum.
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Details
- Title
- AN INDIGENOUS INQUIRY ON CULTURALLY RESPONSIVE CURRICULUM
- Creators
- Renee Holt
- Contributors
- Paula Price (Advisor)Francene Watson (Committee Member)Pamela Bettis (Committee Member)
- Awarding Institution
- Washington State University
- Academic Unit
- Department of Teaching and Learning
- Theses and Dissertations
- Doctor of Philosophy (PhD), Washington State University
- Number of pages
- 164
- Identifiers
- 99900581722101842
- Language
- English
- Resource Type
- Dissertation