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Date of Award
2008
Document Type
Dissertation - Pacific Access Restricted
Degree Name
Doctor of Education (Ed.D.)
Department
Curriculum and Instruction
First Advisor
Thomas Nelson
Abstract
Schooling provided to Native American children in the United States has been portrayed by many native and nonnative scholars as a major factor in undermining traditional languages and cultures, and as playing a role in the perpetuation of generational poverty and marginalization in indigenous communities. Historical accounts also suggest that schools have been settings for the emergence of an intertribal identity and shared political agenda that has been instrumental in generating Red Power activism and maintaining the sovereignty of North America's first nations into the 21 st century. This heuristic study draws upon the ethics of alterity in the philosophy of Emmanuel Levinas to refract testimony from interviews with elders who attended boarding schools in the 1930s and 40s, student activists who staged an occupation of a native college in 2005, and educators working in tribal, public and federal schools, to shed light on native perceptions of how the continuing evolution of Indian identity in teaching and learning is contributing to a revitalization of heritage lifeways.
Pages
454
ISBN
9780549501237
Recommended Citation
Capurso, Michael Philip. (2008). “The light in which we are”: Evolution of Indian identity in the schooling of Native Americans in the United States. University of the Pacific, Dissertation - Pacific Access Restricted. https://scholarlycommons.pacific.edu/uop_etds/2361
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