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Date of Award

Summer 2024

Document Type

Doctoral Dissertation

Department or Program Affiliation

Department of Educational Leadership

Degree Name

Doctorate of Education

Department

Education Leadership and Inclusive Teaching

First Advisor

Bruce, Tim (Professor)

Second Advisor

Tom, Lexie

Third Advisor

Makoyiisaaminaa, William

Abstract

This dissertation delves into the complexities and cultural conflicts experienced by Indigenous students navigating the Westernized educational system, particularly within the Ferndale School District (FSD). Rooted in my personal history and enriched by the traditional teachings of my Xwlemi heritage, this work integrates Indigenous methodologies, ontologies, axiologies, and epistemologies to provide a comprehensive narrative that challenges conventional Western academic frameworks. Drawing from the profound wisdom imparted by my grandmother, Ts’tolstnomet, and my mother, Whechalie, this research emphasizes the significance of traditional place-based learning, storytelling, and the interconnectedness of all living beings. Through the lens of Indigenous epistemology, the study explores the impact of the Westernized academic model on the educational structures of the Xwlemi People, highlighting the disruption caused by forced assimilation and the U.S. government boarding school system.

As an Indigenous researcher, I employ an Indigenous research strategy that aligns with my cultural values and beliefs. This approach incorporates lived experiences, oral traditions, and spiritual insights, acknowledging the importance of relational accountability and the holistic nature of knowledge. Through interviews with family knowledge keepers and the use of Indigenous storytelling methods, I capture and analyze the cultural conflicts and barriers faced by Indigenous students in Westernized educational settings. The narrative examines my journey as a student, parent, and educator within the Ferndale School District, illustrating the persistent challenges and systemic resistance to culturally responsive methods. By merging traditional knowledge with Western research frameworks, this dissertation aims to understand the disjunction between Indigenous and Western learning styles. The work advocates for the integration of Indigenous educational practices into public schools to create inclusive and culturally responsive learning environments that empower all students. Ultimately, this dissertation serves as a testament to the transformative power of education and the resilience of Indigenous knowledge systems. It calls for reevaluating educational practices to honor and incorporate the rich cultural heritage of Indigenous peoples, fostering a future where every student can thrive regardless of their cultural background.

Type

Text

Keywords

Indigenous methods of learning, Traditional knowledge structures, Lummi, cultural conflicts, Ferndale School District, Indigenous Research Methods, Indigenous storytelling, residential schools, colonization, assimilation, longhouse structures of learning, Westernized educational structure

Publisher

Western Washington University

OCLC Number

1453537703

Comments

The dissertation is unavailable for download at this time.

Subject – LCSH

Ethnoscience; Culture conflict; Indigenous peoples--Research--Methodology; Indians of North America--Education--Research; Place-based education; Storytelling in education

Geographic Coverage

Ferndale (Wash.)

Format

application/pdf

Genre/Form

doctoral dissertations

Language

English

Rights

Copying of this document in whole or in part is allowable only for scholarly purposes. It is understood, however, that any copying or publication of this document for commercial purposes, or for financial gain, shall not be allowed without the author’s written permission.

Rights Statement

http://rightsstatements.org/vocab/InC/1.0/

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