Date of Award

Spring 6-9-2023

Author Requested Restriction

Open Access (no restriction)

Work Type

Masters Capstone Project

Degree Name

Master of Education (MEd)

Department

Education

First Advisor

Matthew Weinstein

Abstract

Abstract

This project consisted of a rational, literature review, action plan, and discussion on the topic of Indigenous knowledge integration in education. The literature review consisted of three main sections, decolonization through education, best teaching practices for integration, and how ontological differences shape the integration process. Going into this project I predicted that before proper integration can happen, Western and Indigenous communities have to build authentic relationships that go beyond just recognizing another viewpoint. My literature review consisted of 30 sources involving Indigenous communities from all over the world. The most common recommendation found across all studies was the importance of including the local Indigenous population in the integration process. Going forward Western communities need to build authentic relationships with local Indigenous communities before attempting to integrate their knowledge. Educators of all positions must also recognize and deal with any bias they may have towards another knowledge system that is not their own.

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