Date of Award
Summer 8-4-2025
Access Restriction
Dissertation
Degree Name
Doctorate in Education
Department
Education
School or College
School of Education
First Advisor
Ernesto Colín
Second Advisor
Leola Tsinnajinnie Paquin
Third Advisor
Rebecca Stephenson
Abstract
Although news coverage has discussed the history of Native American boarding schools with more attention, a problematic lack of Native voice has continued to remain in these discussions. In particular, the perspectives of former students of boarding schools are too often missing. Further, there are former residential school students teaching in Native American Catholic schools whose stories and experiences have not yet been documented. This research was not meant to strictly learn from their time as students in the schools, but also their perspectives and successes found within their time as educators. They are teachers with deeply important historical experiences, both as students and as teachers, whose perspectives and key learnings have not been heard. These stories need to be told, shared, elevated, and preserved. This qualitative study explored the experiences of former boarding school students who became educators in Catholic schools that serve Indigenous students, and the study empowered storytelling (Archibald, 2008; Jacob et al., 2024) to gather information and learn from these three women in particular. Their stories encapsulating their full educational experiences from childhood to professional retirement included diverse experiences around family, Indigenous language, spirituality, mentorship, traditional culture, community commitment, and other relevant themes. Their educational paths and dedication to educating the next generation of their community embodied key ideas of resurgent education in both parallel and distinct ways. The stories highlight the unique ways current Native American Catholic schools have become sites of educational resurgence and call for deepened efforts to share more stories of Indigenous educators, parents, and students to further elevate the complexity, nuance, and flourishing within Indigenous education today.
Recommended Citation
Newkirk, William, "Resurgent Education in Native American Catholic Schools: The Stories of Indigenous Educators Who Attended Boarding Schools" (2025). LMU Theses and Dissertations. 1353.
https://digitalcommons.lmu.edu/etd/1353
