This dissertation explores the experiences of Native American college students at a four-year institution. Additionally, institutional and non-institutional supports, strategies of resistance against oppression used by Native American college students, and examination of the role that spiritual activism plays in strategies of resistance at a four-year institution were explored.
Through the power of Native voices, their journeys were captured. This dissertation was conducted in accordance with a decolonized methodology, Native American knowledge systems, Native ways of knowing, and Native framework. This study explored the institutional and non-institutional supports, tools of resistance against oppression used by Native American college students, and how these tools of resistance serve as a factor in healing through application of spiritual activism.
In accordance with Indigenous knowledge systems, storytelling, and decolonized research approaches, it is likely that pedagogical tools for teaching emerged. This dissertation embodies “Indigenous traditions” referred to by Herrera, 2011 to align with an Indigenous Research Agenda. The sacred corn was used as a framework and prayer throughout this dissertation as the corn is sacred within Native communities. Well-being, as represented within the literature, encompasses Native knowledge systems, ways of knowing, and histories.
Through a decolonized methodology the following will be captured within this dissertation: the experiences of Native American college students as they navigate academia, knowledge systems brought with them, ways of knowing they practiced. Native American college students partaking in this study will: be a member of the Native American Student Support Services, be active within their Native community, self-identify as Native American, and engage in preservation of Native culture.
Grounded within the literature, each Native student within this study will be navigating through higher education, as they resist and persist through colonized settlers ways, values, and knowledge systems. Literature points to level of engagement within the Native community as a factor to persistence and resistance. As such, Native students within this dissertation will be engaged within their Native community. Each journey will exemplify the resistance, resiliency, perseverance, courage, and strength students draw from to navigate through and resist oppression, colonized settler education. As well as, the impact historical and intergeneration trauma has on their journey to healing.
Their journeys will highlight knowledge systems; ways of knowing, stories, and tools of resistance Native American college students bring with them to college settings. Native students bring these from their upbringing, the community, ceremony, and prayer.
|Advisor:||Huber, Lindsay Perez|
|Commitee:||Gregor, Theresa, Moreno, Jose|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||DAI-A 79/02(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Native American studies, Higher education|
|Keywords:||Decolonization, Journey to liberation, Reawakening|
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