The Role that Cultural Plays in Fostering Educational Sovereignty for American Indian Youths: A Transformative Mixed Methods Study

Abstract

In this Indigenous grounded, transformative sequential explanatory study, the author examines the influence an American Indian way of knowing educational paradigm had on cultural connectedness in a sample (n = 41) of American Indian youths attending a public school on a federally recognized Indian reservation. The author uses ethnographic writing to share his cultural journey with American Indian cultural immersion teachers. Participants completed a survey packet including a demographic form and, an adapted cultural connectedness survey. Results indicated that positive aspects of an American Indian way of knowing educational paradigm were associated with increased cultural connectedness (Spirituality, Identity, and Traditions) for American Indian youths. The author also sought to capture youth participants' perspectives to develop a deeper understanding of how they conceptualize cultural connectedness resulting in the identification of eleven culturally specific categories. These findings may help inform a broader development and application of an American Indian way of knowing instructional model that contributes to strengthening cultural identity in American Indian youths through culturally sustaining and revitalizing pedagogies.