The impact of a system wide integration of Indigenous Knowledge on students, staff and community
Title
The impact of a system wide integration of Indigenous Knowledge on students, staff and community
Creator
Paap, Beth
Description
Paap, Beth
The history of the American public school system has used a curriculum and educational approach that lacks a diversity of cultural epistemologies and pedagogy. Of note is a profound lack of Indigenous Knowledge subjects taught. This research explored what impact a system wide integration of Indigenous Knowledge had on students, staff and community. The literature review consisted of three strands; a historical look at American public school beginnings, secondly, curriculum development and design and lastly a review of the literature on the culturally responsive educational movement with particular attention to the education of Native American students. As a qualitative case study the Indigenous Research Paradigm framework was employed with field observations and interviews as methods of data collection. The Indigenous Knowledge subject studied was one season of iskigamizigan (Ojibwe sugarbush). The sample group participants shared stories that learning about and participating in iskigamizigan was impactful. Impact was reflected in; heightened cultural connections, cultural identity, intergenerational connections and a broader worldview. This research helps to legitimize Indigenous Knowledge subjects as scholarly and offers valuable cultural connections to students, staff and community. This research supports the revitalization of public school education in ways that honor the worldview of the diversity of students. It also reminds the reader that public schools should be community schools, welcoming community members to help create a robust and meaningful community of teachers and learners.
The history of the American public school system has used a curriculum and educational approach that lacks a diversity of cultural epistemologies and pedagogy. Of note is a profound lack of Indigenous Knowledge subjects taught. This research explored what impact a system wide integration of Indigenous Knowledge had on students, staff and community. The literature review consisted of three strands; a historical look at American public school beginnings, secondly, curriculum development and design and lastly a review of the literature on the culturally responsive educational movement with particular attention to the education of Native American students. As a qualitative case study the Indigenous Research Paradigm framework was employed with field observations and interviews as methods of data collection. The Indigenous Knowledge subject studied was one season of iskigamizigan (Ojibwe sugarbush). The sample group participants shared stories that learning about and participating in iskigamizigan was impactful. Impact was reflected in; heightened cultural connections, cultural identity, intergenerational connections and a broader worldview. This research helps to legitimize Indigenous Knowledge subjects as scholarly and offers valuable cultural connections to students, staff and community. This research supports the revitalization of public school education in ways that honor the worldview of the diversity of students. It also reminds the reader that public schools should be community schools, welcoming community members to help create a robust and meaningful community of teachers and learners.
Date
2023
Publisher
Alverno College
Extent
130 pages
Language
English
Format
PDF
Type
Text
Dissertation
Subject
Indigenous peoples--Education
Indigenous peoples--North America
Indigenous peoples--Study and teaching
Culturally relevant pedagogy
Rights
These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law.
Collection
Citation
Paap, Beth, “The impact of a system wide integration of Indigenous Knowledge on students, staff and community,” Alverno College Library Digital Commons, accessed May 15, 2024, https://alverno.omeka.net/items/show/889.