“It Celebrates Our Culture!”: Re-Storying Historical Healing in Education

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dc.contributor.advisorSabzalian, Leilani
dc.contributor.authorWeiser-Nieto, Roshelle
dc.date.accessioned2025-02-24T19:10:46Z
dc.date.available2025-02-24T19:10:46Z
dc.date.issued2025-02-24
dc.description.abstractThis dissertation explores how accurate Native American curriculum and implementation can support healing from the deep wounds left by colonial education systems. Looking specifically at Tribal History/Shared History curriculum in Oregon, this research highlights the importance of incorporating Culturally Sustaining curriculum in addressing narratives that perpetuate harm and erase Native histories and current lifeways in schools. After a review on current and foundational literature on healing and Native American curriculum throughout what is now known as the United States, this study emphasizes how Native studies curriculum can foster a resurgence of Indigenous knowledges. To examine the healing potential of TH/SH curriculum, the author turns to the self-developed theoretical framework, Stinta (Love) as Theory, which is informed by Indigenous and Chicana feminist theories, including felt theory and cultural intuition. Through a series of Sharing Circles with Indigenous educators, and a process of Collaborative Storying, this research centers Indigenous Methodologies of storytelling to showcase how this curriculum can actively promote healing and Indigenous joy. Including Native perspectives in school curricula isn’t just about telling the truth about history, it is about creating a space for healing and empowerment for students, educators, and Tribal communities. By involving Native educators directly in curriculum implementation, research, and professional development, this research shows that accurate Native American curricula can offer a path to healing and resilience, if it is fully embraced and implemented across the state. Moreover, through stories of Native teachers implementing the TH/SH curriculum and the wealth of knowledge and lived experience they bring to their classrooms, this study highlights the importance of Native teachers and Native teacher preparation programs.en_US
dc.identifier.urihttps://hdl.handle.net/1794/30445
dc.language.isoen_US
dc.publisherUniversity of Oregon
dc.rightsAll Rights Reserved.
dc.subjectHealingen_US
dc.subjectHealing in Educationen_US
dc.subjectHealing Informed Practiceen_US
dc.subjectHistorical Healingen_US
dc.subjectNative American Curriculumen_US
dc.subjectTribal History/Shared Historyen_US
dc.title“It Celebrates Our Culture!”: Re-Storying Historical Healing in Education
dc.typeElectronic Thesis or Dissertation
thesis.degree.disciplineDepartment of Education Studies
thesis.degree.grantorUniversity of Oregon
thesis.degree.leveldoctoral
thesis.degree.namePh.D.

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