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An indigenous inquiry on culturally ...

Holt, Renee.

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An indigenous inquiry on culturally responsive curriculum.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An indigenous inquiry on culturally responsive curriculum./
Author:	Holt, Renee.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	164 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
Contained By:	Dissertation Abstracts International78-04A(E).
Subject:	Curriculum development. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10164014
ISBN:	9781369186550

An indigenous inquiry on culturally responsive curriculum.
Holt, Renee.

An indigenous inquiry on culturally responsive curriculum. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 164 p.

Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.

Thesis (Ph.D.)--Washington State University, 2016.

This item is not available from ProQuest Dissertations & Theses.

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.

ISBN: 9781369186550Subjects--Topical Terms:

684418
Curriculum development.

An indigenous inquiry on culturally responsive curriculum.
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500 $a Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
500 $a Adviser: Paula Price.
502 $a Thesis (Ph.D.)--Washington State University, 2016.
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520 $a 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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