A Survey of the Educational Practices of the Haudenosaunee Confederacy and the Implications for Cultural Sovereignty
Date of Award
Doctor of Education (EdD)
Linda Hickmon Evans
The Indian Self-Determination and Educational Assistance Act of 1975 allowed American Indian students an education in public school systems in the United States. However, colonization has threatened the survival of and called into question the need and validity of traditional American Indian languages and Haudenosaunee culture. Although American Indian students have access to a public school education, research has documented achievement gaps in the academic success of American Indian students. The purpose of this qualitative study was to explore, understand, and describe the educational practices of Haudenosaunee educators, and whether a strong cultural awareness has an impact on academic success. The primary data sources were semi-structured interviews with classroom teachers. The significance of this study is the identification of pedagogical practices that Haudenosaunee educators use to transmit Haudenosaunee culture (Native history, language, and values) to solidify cultural awareness in youth and ensure the continuance of American Indian communities and further cultural sovereignty. Three recommendations were made as a result of this study which include (a) the schools should develop culturally responsive curriculums; (b) the schools should develop a professional development plan to promote the Haudenosaunee culture; and (c) develop resiliency skills programs for the Haudenosaunee youth to be able live in both the American Indian community and a non-American Indian community.
Lyman-Wright, Kimberly, "A Survey of the Educational Practices of the Haudenosaunee Confederacy and the Implications for Cultural Sovereignty" (2016). Education Doctoral. Paper 275.
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