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The Effect of Decolonization of the North Carolina American History I Curriculum from the Indigenous Perspective

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The Effect of Decolonization of the North Carolina American History I Curriculum from the Indigenous Perspective THE EFFECT OF DECOLONIZATION OF THE NORTH CAROLINA AMERICAN HISTORY I CURRICULUM FROM THE INDIGENOUS PERSPECTIVE A Dissertation by HEATH RYAN ROBERTSON Submitted to the School of Graduate Studies At Appalachian State University in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION May 2021 Educational Leadership Doctoral Program Reich College of Education THE EFFECT OF DECOLONIZATION OF THE NORTH CAROLINA AMERICAN HISTORY I CURRICULUM FROM THE INDIGENOUS PERSPECTIVE A Dissertation by HEATH RYAN ROBERTSON May 2021 APPROVED BY: _________________________________________ Barbara B. Howard, Ed.D. Chairperson, Dissertation Committee _________________________________________ William M. Gummerson, Ph.D. Member, Dissertation Committee _________________________________________ Kimberly W. Money, Ed.D. Member, Dissertation Committee _________________________________________ Freeman Owle, M.Ed. Member, Dissertation Committee _________________________________________ Vachel Miller, Ed.D. Director, Educational Leadership Doctoral Program _________________________________________ Mike J. McKenzie, Ph.D. Dean, Cratis D. Williams School of Graduate Studies Copyright by Heath Ryan Robertson 2021 All Rights Reserved Abstract THE EFFECT OF DECOLONIZATION OF THE NORTH CAROLINA AMERICAN HISTORY I CURRICULUM FROM THE INDIGENOUS PERSPECTIVE Heath Ryan Robertson A.A., Southwestern Community College B.A., Appalachian State University MSA., Appalachian State University School Leadership Graduate Certificate, Appalachian State University Ed.D., Appalachian State University Dissertation Committee Chairperson: Dr. Barbara B. Howard This dissertation set out to determine the impact of infusing Cherokee history, cultural topics and themes within the North Carolina American History I curriculum in an effort to investigate the decolonization of the teaching of American history to Eastern Band of Cherokee Indian students. The methodology adhered to the theories of Indigenous and Decolonizing inquiry to address and discover the answers to the following questions: 1.! What is the impact of studying American History through the specific cultural lens of the Eastern Band of Cherokee Indians on student perception of their own culture? ! 2.! How does this approach impact student perceptions of American history, education, history as a whole and their own way of thinking? ! 3.! What is the impact of decolonization of the North Carolina American History I curriculum through the specific cultural lens of the Eastern Band of Cherokee Indians on student world view?! iv 4.! How will this impact student achievement? Through the chosen approach, this study sought to provide cultural and historical relevance, cultural knowledge to Eastern Cherokee youth, and voice to the Eastern Cherokee Community in the education of their younger generations. Indigenous knowledge and voice emerged as two priorities. This approach to teaching American History provides several discoveries that lead to interesting answers and intriguing, yet vital, areas for future research. However, the story of Eastern Cherokee students learning American history in conjunction with their own history and stories pertaining to their own land and people using techniques and methods derived directly from their own cultural practices tell a valuable story. v Acknowledgements The completion of this dissertation could not have been accomplished without the guidance and support of the committee chair, Dr. Barbara Howard, and Dr. Willian Gummerson. Both have been instrumental in the development of this dissertation, the research proposal, and providing the encouragement I have needed throughout the entire process. I am truly grateful for you both. I would also like to thank Dr. Kimberly Money for serving on the committee and providing feedback and suggestions. My sincerest thanks to Mr. Freeman Owl for serving on the committee and for assisting me in the development of the curriculum and the incorporation of your knowledge of Cherokee culture and history. Your support and assistance cannot be overstated or thanked enough. I would also like to thank Dr. Vachel Miller for all of your encouragement and assistance during some of the more difficult points of this process. Your encouragement and support during those times came when they were needed and appreciated the most. I need to thank my fellow Cherokee Central Schools teachers that participated in this research through the completion of the survey, providing me with your lesson plans or just your expressions of support. I would also like to thank the Cherokee Central Schools School Board and Superintendent, Dr. Michael Murray, for giving your blessing to conduct my research. A special thank you to Mr. Catcuce Tiger for your work on translations for the final paper. Thank you to the Eastern Band of Cherokee Indians community, it is because of you, this research was successful. Finally, I would like to thank my wife, Amy, and my two daughters, Jasmine and Lily. It was you three who sacrificed the most during this process. I love and thank you most of all. Gv- ge-yu! vi Dedication The work is dedicated to my father (A-gi-do-da), the late James Stanley Robertson, Sr.; my great grandparents, the late Ray and Edna McMillan; my grandparents (Du-da and Li-shi), Charlie and the late Deanna Dills; my wife, Amy, and my daughters, Jasmine and Lily. My father did not live to see his sons reach the age of ten and sacrificed many hours of work and took many layoffs in order to ensure that we were cared for and didn’t have to go without. Do-da, your sacrifices were not in vain. My great grandparents Ray and Edna (Popaw and Granny), you cared for me and taught me when there was no reason for you to. You taught me lessons in our short time together that I have carried with me throughout my life. You also provided me with my cultural foundation and love for my people that, though contentious at times, is undying. You also taught me the value of hard work. My grandparents, Charlie and Deanna, took the lead in raising my brothers and I after our father’s passing. You also taught me many lessons that have stuck with me throughout my life, even when it didn’t look like it. You both taught me that I had to earn and work for everything in this life and that that was not a bad thing. You also gave me encouragement and showed me patience when I needed them the most. Amy, you are my rock and my motivation. You saw something in me that no other person saw, myself included. You have stuck with me when I was at my lowest and believed in me when I had nothing. This is just as much your accomplishment as mine. Jasmine and Lily, I hope that you will one day understand why I had to constantly dedicate hours and many nights reading and writing. I hope that you understand the importance of dedicating those hours to study, driving, and Zoom meetings in order to provide a life that those before you were unable to have. Mostly, I hope that you know and understand, that you are capable of achieving anything, because of the sacrifices and love of those who came before you. vii Content Abstract ..................................................................................................................................... iv Acknowledgements .................................................................................................................... vi Dedication ................................................................................................................................ vii Introduction ................................................................................................................................ 1 Context for Research Site ........................................................................................................ 6 Research Questions ................................................................................................................. 8 Chapter 1: Theoretical Foundation ........................................................................................... 11 Eastern Cherokee Education .................................................................................................. 11 Foundations of Indigenous and Decolonizing Theory ............................................................ 14 Critical Theory .................................................................................................................. 14 Post-Structural Theory ...................................................................................................... 16 Post-Colonial Theory ........................................................................................................ 18 Author Contributions......................................................................................................... 19 Key Principles .......................................................................................................................... 20 Indigenous Knowledge .......................................................................................................... 21 Indigenous Voice .................................................................................................................. 23 Educational Inquiry Critique ................................................................................................. 25 Implications for Serving as a Framework .............................................................................. 28 Use in School Related Research .......................................................................................
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