Honoring Indigenous Worldview: Cultural (Un)Responsiveness in Gifted Education

<p>Many working understandings of giftedness exist within dominating Western frameworks, gatekeeping gifted education from students who do not “fit” inside such frameworks (Owens et al., 2018; Rinn et al., 2020; Sternberg et al., 2021). As a result, K- 12 Native American, Alaska Native, and Native Hawaiian students are underrepresented in gifted education programs (Sternberg et al., 2021) and overrepresented in special education programs (NCLD, 2023). When considering Indigenous students in particular, Western orientations surrounding giftedness perpetuate assimilation, dominance, and continued colonization (Battiste, 2013; Dunbar-Ortiz, 2014; Gentry & Gray, 2021a). Leveraging <em>Positionality</em> and <em>The Pedagogy of Listening</em> as conceptual frameworks, this interpretive phenomenological research study involved conversations with 14 Indigenous K-12 educators, researchers, and advocates, representing a variety of tribal, band, clan, and regional affiliations across the United States, toward examining the intersection of Indigenous worldview, giftedness as a cultural phenomenon, and culturally responsive gifted education.</p>

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Year

2024

Author dc:creator

• Boley, Vicki

Contributors dc:contributor

• Norma L. Hafenstein
• Paul Michalec
• P. Bruce Uhrmacher
• Jayson Richardson

• Culturally responsive
• Gifted education
• Indigenous
• K-12 indigenous students
• Bilingual, Multilingual, and Multicultural Education
• Education
• Elementary Education
• Indigenous Education

Statement dc:rights

• <p>Copyright is held by the author. User is responsible for all copyright compliance.</p>

Language dc:language

English (eng)

Repository record dc:identifier

https://digitalcommons.du.edu/etd/2388

OAI identifier oai:identifier

oai:digitalcommons.du.edu:etd-3380