Building a bridge : a traditional way of knowing in a westernized way of doing philosophy and practice
Heather H. Leighton (Author), Tim Bruce (Degree supervisor), Lexie Tom, William Makoyiisaaminaa, Western Washington University (Degree granting institution)
This dissertation delves into the complexities and cultural conflicts experienced by Indigenous students navigating the Westernized educational system, particularly within the Ferndale School District (FSD). Rooted in my personal history and enriched by the traditional teachings of my Xwlemi heritage, this work integrates Indigenous methodologies, ontologies, axiologies, and epistemologies to provide a comprehensive narrative that challenges conventional Western academic frameworks. Drawing from the profound wisdom imparted by my grandmother, Ts'tolstnomet, and my mother, Whechalie, this research emphasizes the significance of traditional place-based learning, storytelling, and the interconnectedness of all living beings. Through the lens of Indigenous epistemology, the study explores the impact of the Westernized academic model on the educational structures of the Xwlemi People, highlighting the disruption caused by forced assimilation and the U.S. government boarding school system. As an Indigenous researcher, I employ an Indigenous research strategy that aligns with my cultural values and beliefs. This approach incorporates lived experiences, oral traditions, and spiritual insights, acknowledging the importance of relational accountability and the holistic nature of knowledge. Through interviews with family knowledge keepers and the use of Indigenous storytelling methods, I capture and analyze the cultural conflicts and barriers faced by Indigenous students in Westernized educational settings. The narrative examines my journey as a student, parent, and educator within the Ferndale School District, illustrating the persistent challenges and systemic resistance to culturally responsive methods. By merging traditional knowledge with Western research frameworks, this dissertation aims to understand the disjunction between Indigenous and Western learning styles. The work advocates for the integration of Indigenous educational practices into v public schools to create inclusive and culturally responsive learning environments that empower all students. Ultimately, this dissertation serves as a testament to the transformative power of education and the resilience of Indigenous knowledge systems. It calls for reevaluating educational practices to honor and incorporate the rich cultural heritage of Indigenous peoples, fostering a future where every student can thrive regardless of their cultural background
Thesis, Dissertation, English, 2024
[Western Washington University], [Bellingham, Washington], 2024