Traditional Indigenous education paradigms have always been experiential and place-based (Cajete, 1994). However, these paradigms have been challenged over the past century due to the dominant presence of Western educational practices within Indigenous communities (Szasz, 1999). It is this author’s argument that Indigenous Peoples’ learning process is unique because their identity is inseparably connected to their tribal history, family, community, and place (Cajete, 1994; Deloria & Wildcat, 2001). Given that, this author believes that a learning model designed to facilitate Indigenous learning should reflect these important connections and components. Further, this author believes that the fields of Experiential Education and Place-Based Education offer experiential learning models and paradigms that parallel Indigenous educational paradigms. This thesis endeavors to combine these three educational perspectives to create an Indigenous Experiential Learning Model appropriate for use with Native populations.
|Commitee:||Cajete, Gregory A., Medrick, Rick|
|School Location:||United States -- Arizona|
|Source:||MAI 47/01M, Masters Abstracts International|
|Subjects:||Native American studies|
|Keywords:||Education, Experiential, Indigenous, Native american, Navajo, Place-based|
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