Leading the Indigenization of the Curriculum

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dc.contributor.authorDixon, Debbie L.
dc.date.accessioned2024-02-12T22:42:57Z
dc.date.available2024-02-12T22:42:57Z
dc.date.issued2023-11
dc.description.abstractThe purpose of this capstone is to provide a discussion, supported by examples, on the significant gaps in the truthful teaching of Indigenous history and perspectives, and emphasizing Indigenous-led and land-based approaches. Due to Canada’s historical legacy and ongoing contemporary issues negatively affecting Indigenous peoples, a considerable erosion of trust has occurred. First Nations, Inuit, and Métis families and communities are actively engaged in intergenerational healing to address the damage, abuse, and, ultimately, genocide impacting Indigenous ways of knowing, being, living, and breathing since the conception of Canadian Residential schools. In the 21st century, Indigenous students now have opportunities to experience culture, language, and community in trusted education systems. It is critical for Indigenous students to feel a sense of belonging for achieving growth. Indigenous ways of learning, particularly through a connection with the land, play a crucial role in the process.
dc.identifier.urihttps://hdl.handle.net/20.500.11803/2407
dc.language.isoen
dc.publisher.institutionCity University of Seattle (CityU)
dc.subjectIndigenous education
dc.subjectland-based approaches
dc.subjectculture and language
dc.subjectleadership
dc.subjectindigenizing
dc.subjectcurriculum
dc.titleLeading the Indigenization of the Curriculum
dc.typeCapstone
thesis.degree.disciplineLeadership
thesis.degree.grantorCity University of Seattle (CityU)
thesis.degree.levelMasters
thesis.degree.nameMaster of Education
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