AN INDIGENOUS TEACHER PREPARATION FRAMEWORK By Lexie J. Tom, MPA A Dissertation Submitted in Partial Fulfillment of the Requirements For the Degree of Doctor of Philosophy In Indigenous Studies: Education University of Alaska Fairbanks May 2018 APPROVED: Dr. Theresa John, Committee Chair Dr. Ray Barnhardt, Committee Member Dr. Barbara Amarok, Committee Member Dr. Michael Marker, Committee Member Dr. Michael Koskey, Chair Center for Cross-Cultural Studies Dr. Todd Sherman, Dean School of Liberal Arts Dr. Michael Castellini, Dean UAF Graduate School ii Abstract The result of this research is a framework to support Indigenous Teacher Preparation within the Native Studies department at Northwest Indian College (NWIC). I attempted to answer three main questions in the duration of this dissertation research. The first question is, how do we recreate an Indigenous method for teaching and learning in a modern educational institution? The second question is, what does a Native Studies faculty member need to be prepared to teach classes? The third question is, how do we measure learning? Participants for this research included elders from the Lummi community, Native Studies faculty members at NWIC, and administrators. As an Indigenous researcher, I have defined my own Indigenous epistemology and this guided my research. I have chosen a qualitative research design to assist me in answering these research questions. The data were analyzed and coded into main themes. This analysis produced teacher competencies and methods of measurement that will be used within the Indigenous teacher preparation framework. This framework is important to the future of the Native Studies Leadership program and NWIC. iii iv This project is dedicated to the Lummi Community and Northwest Indian College Community Hy’shqe (Thank you): To my parents, grandparents, and my elders and ancestors who came before them To (the late) William E. Jones Sr., (the late) Ivan Morris Sr., (the late) Rose James, (the late) Earl Claxton, all of the elders that guided this work and who have since passed on To Tom Sampson, Arvid Charley, Ruby Peters, Chief Bill James, James and Lutie Hillaire, Al Scott Johnnie, and all the elders who are continuing to work on this very important work To my children, who I will pass this knowledge on to, so our family will always know what it means to be ‘xwel-mexw’ when I am gone To American Indian College Fund, the Andrew A. Mellon Foundation, and Nyswandar/Blanchard Pre-Dissertation Fellowship To the Northwest Indian College “Grow Your Own Leadership Initiative” Sponsored by: Cheryl Crazy Bull, Alex Prue, and NWIC President Justin Guillory To UAF, my PhD. Committee, and all of the participants who generously offered their knowledge and time during this research project I thank you. v vi Table of Contents Page Title Page ................................................................................................................................... i Abstract .................................................................................................................................... iii Dedication Page .........................................................................................................................v Table of Contents .................................................................................................................... vii List of Figures .......................................................................................................................... xi List of Appendices ................................................................................................................. xiii Chapter 1: An Introduction ........................................................................................................1 Introduction .......................................................................................................................1 Problem Statement ............................................................................................................2 Methodology .....................................................................................................................3 Research Design.......................................................................................................3 Development of the Native Studies Leadership Bachelors Program ................................5 NWIC Transition to 4-year Degree Granting Institution .........................................5 Cheryl’s Vision: Move Toward Native Studies .......................................................5 Significance of the Longhouse .........................................................................................6 Coast Salish Architecture .........................................................................................6 Pre-colonial Coast Salish Culture and Society ........................................................7 Pre-colonial House of Learning ...............................................................................8 Longhouse Framework Models at NWIC ................................................................8 NWIC 31st Anniversary Blanket ...........................................................................8 Artists Interpretation .............................................................................................9 Honorable House of Learning.............................................................................10 Teaching & Learning Initiative...........................................................................11 Tom’s Story ....................................................................................................................12 The Story ................................................................................................................12 Development of an Indigenous Teacher Preparation Framework ..................................13 Longhouse Framework ..........................................................................................14 vii Development of the Context ..................................................................................14 Development of Methods of Measurement............................................................14 Development of Teacher Competencies ................................................................15 Indigenous ...........................................................................................................15 Non-Indigenous ..................................................................................................16 Conclusion ......................................................................................................................16 Chapter Two: A Literature Review ....................................................................................17 Introduction .....................................................................................................................17 Indigenous Teacher Preparation .....................................................................................18 The Literature.........................................................................................................18 Determining Relevance ..........................................................................................20 Themes ...................................................................................................................22 Indigenous Knowledge Systems .....................................................................................24 The Literature.........................................................................................................24 Determining Relevancy .........................................................................................25 Themes ...................................................................................................................27 Indigenous Teachers .......................................................................................................29 The Literature.........................................................................................................29 Determining Relevancy .........................................................................................30 Themes ...................................................................................................................32 Transformative Learning ................................................................................................34 The Literature.........................................................................................................34 Determining Relevancy .........................................................................................35 Themes ...................................................................................................................35 Conclusion ......................................................................................................................36 Chapter Three: A Methodological Strategy .......................................................................39 Methodology ...................................................................................................................39 Transformative Education...............................................................................................41 Theoretical Framework ...................................................................................................44 Decolonizing Research