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dc.contributor.authorHey, Christina Ken_US
dc.date.accessioned2017-05-03T08:00:23Z
dc.date.available2017-05-03T08:00:23Z
dc.date.issued2017-05-02en_US
dc.identifier.othervt_gsexam:10691en_US
dc.identifier.urihttp://hdl.handle.net/10919/77577
dc.description.abstractLearning to value ourselves as uniquely endowed, understanding our irreplaceable fit into the social and environmental fabric, and becoming active agents woven into our communities will maximize our capacity for progressive change through empowerment. There are effective practices in orchestrating learning environments for empowerment that have ancient and proven roots but have become marginalized in contemporary education. These ways focus on fostering the development of unique gifts and group cohesion, as opposed the fostering of independence and competition, the latter being two ideologies not found in Nature when it is in balance and harmony. This reversal in paradigm will reclaim our ability to critically problem-solve and evoke transformative action by increasing the diversity of perspectives and talents focused on an endeavor. Central to this research is an exploration of the strategization involved in supporting cultural, cognitive, and creative capital—the gifts endowed to humankind that enable our co-evolution with this specific regions of this planet. This research explores methods not only of maintaining the integrity of Indigenous voice through the process of research and reporting but also of using science as a tool for building community through a sense of critical Indigenous identity. It is my hope that the data contained in this research will serve as a relevant, without being transferable, model of progressive educational approaches to ameliorate science education on a local, national, and global scale.en_US
dc.format.mediumETDen_US
dc.publisherVirginia Techen_US
dc.rightsThis item is protected by copyright and/or related rights. Some uses of this item may be deemed fair and permitted by law even without permission from the rights holder(s), or the rights holder(s) may have licensed the work for use under certain conditions. For other uses you need to obtain permission from the rights holder(s).en_US
dc.subjectIndigenous worldviewen_US
dc.subjectscience educationen_US
dc.subjectplace-based educationen_US
dc.subjectcritically-oriented educationen_US
dc.subjectculturally-relevant educationen_US
dc.subjectsustainability educationen_US
dc.titleSituating Critical Indigenous Worldview within Western Academic Traditions: Place-Based and Culturally-relevant Science Education for Human Empowerment and Environmental Sustainabilityen_US
dc.typeDissertationen_US
dc.contributor.departmentTeaching and Learningen_US
dc.description.degreePHDen_US
thesis.degree.namePHDen_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineCurriculum and Instructionen_US
dc.contributor.committeechairGlasson, George Een_US
dc.contributor.committeechairBrand, Brenda Ren_US
dc.contributor.committeememberCook, Samuel Ren_US
dc.contributor.committeememberTilley-Lubbs, Gresilda A.en_US


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