Phenomenological Study of Haudenosaunee Pedagogy in Public Schools With Implications for Cultural Sovereignty

• In Event: Sheraton Roundtable Session 27
  In Roundtable Session: Between the World and Me: Global Perspectives on Equity, Education, and Transnational Identities

Abstract

This study sought to explore, understand, and describe the educational practices of Haudenosaunee educators; whether a strong cultural awareness has an impact on cultural sovereignty. Semi-structured interviews with Haudenosaunee teachers were conducted. The study identified intentional pedagogical practices used by Haudenosaunee educators as a mechanism for solidifying cultural awareness in youth. As a result these practices ensure the continuance of Haudenosaunee communities and further cultural sovereignty. Based on the finding, the following recommendations are made for schools serving Haudenosaunee youth: (a) develop culturally responsive curricula; (b) professional development plans should be developed to uphold the Haudenosaunee culture; and (c) provide resiliency skills programs for the Haudenosaunee youth to be able live in both the Haudenosaunee community and a European American community.

Author

• Kimberly Jackie Lyman-Wright, Beaver River Central School District