Oral Presentations and Performances: Session III
Project Type
Presentation
Project Funding and Affiliations
N/A
Faculty Mentor’s Full Name
Patrick Lozar
Faculty Mentor’s Department
Native American Studies
Additional Mentor
N/A
Abstract / Artist's Statement
My thesis paper focuses on the many issues that stem from the United States education system and its inherent coloniality which continues to push colonial narratives. In this paper I tackle the many differences between colonized, decolonized, and Indigenous education. The differences in pedagogies and outcomes between these methods of teaching and education assist me in answering the questions of how we will and why we must decolonize education. I focus mainly on Climate Change Studies and STEMM when discussing elementary and postsecondary education. Through many case studies, personal experiences in the education system, peer-reviewed articles, and books written by Indigenous authors, I have found that decolonizing education is one of the many steps we must take to strive for greater tribal sovereignty and a more equitable and just world in which greater solutions towards complex issues like Climate Change can be found. This thesis paper and topic is an amalgamation of the knowledge and experiences I have gained from my years at the University of Montana. The issue I tackle in this paper is one that I wish to address throughout the rest of my academic and professional career, and an issue I believe is incredibly important in the fight for greater tribal sovereignty and climate change solutions which are just and supportive of all communities.
Category
Humanities
Decolonizing Higher Education: How Rebuilding Methodologies Strengthens Tribal Sovereignty and Climate Change Solutions
UC 330
My thesis paper focuses on the many issues that stem from the United States education system and its inherent coloniality which continues to push colonial narratives. In this paper I tackle the many differences between colonized, decolonized, and Indigenous education. The differences in pedagogies and outcomes between these methods of teaching and education assist me in answering the questions of how we will and why we must decolonize education. I focus mainly on Climate Change Studies and STEMM when discussing elementary and postsecondary education. Through many case studies, personal experiences in the education system, peer-reviewed articles, and books written by Indigenous authors, I have found that decolonizing education is one of the many steps we must take to strive for greater tribal sovereignty and a more equitable and just world in which greater solutions towards complex issues like Climate Change can be found. This thesis paper and topic is an amalgamation of the knowledge and experiences I have gained from my years at the University of Montana. The issue I tackle in this paper is one that I wish to address throughout the rest of my academic and professional career, and an issue I believe is incredibly important in the fight for greater tribal sovereignty and climate change solutions which are just and supportive of all communities.