{"id":{"repo_id":"regina","oai_identifier":"oai:uregina.scholaris.ca:10294/7748"},"canonical_url":"https://search.dev.ndltd.org/etd/regina/oai:uregina.scholaris.ca:10294/7748","repository":{"repo_id":"regina","name":"University of Regina","base_url":"https://uregina.scholaris.ca/server/oai/request"},"display":{"title":"Running Solo: Indigenous Teacher Identity in Roman Catholic Education","abstract":"Through the lens of Critical Race Theory (CRT), Tribal Critical Race Theory (TribalCrit), and whiteness studies the inquiry set out to trouble the question; how does Indigenous teacher identity exist in Roman Catholic education? Following a hybrid methodology that allied critical ethnography and Indigenous methodology, three salient themes emerged: (1) Indigenous teacher identity, (2) systemic barriers and (3) notions of change. Endemic structures of dominance and pressures to colonize influenced the construction of Indigenous teacher identity in Roman Catholic education. Conversations concerning pedagogical philosophy, advocacy and the effects of cultural brokering focused the theme. Systemic barriers were abundant for Indigenous teachers seeking autonomy. Experiences of racism, colonialism, normative thinking, and broken relationships created an oppressive work environment. The participants proposed three notions of change to improve Indigenous teacher experience in Roman Catholic education: (1) dismantle racial and colonial conditioning of settler teachers through professional development, (2) prioritize the hiring of more Indigenous teachers, and (3) develop decolonizing programming and curriculum for students. The study culminates by explicitly stating six personal Calls to Action and three Calls to Action from the Truth and Reconciliation Commission (TRC) as a directive model to instigate systemic change.","abstract_html":"Through the lens of Critical Race Theory (CRT), Tribal Critical Race Theory (TribalCrit), and whiteness studies the inquiry set out to trouble the question; how does Indigenous teacher identity exist in Roman Catholic education? Following a hybrid methodology that allied critical ethnography and Indigenous methodology, three salient themes emerged: (1) Indigenous teacher identity, (2) systemic barriers and (3) notions of change. Endemic structures of dominance and pressures to colonize influenced the construction of Indigenous teacher identity in Roman Catholic education. Conversations concerning pedagogical philosophy, advocacy and the effects of cultural brokering focused the theme. Systemic barriers were abundant for Indigenous teachers seeking autonomy. Experiences of racism, colonialism, normative thinking, and broken relationships created an oppressive work environment. The participants proposed three notions of change to improve Indigenous teacher experience in Roman Catholic education: (1) dismantle racial and colonial conditioning of settler teachers through professional development, (2) prioritize the hiring of more Indigenous teachers, and (3) develop decolonizing programming and curriculum for students. The study culminates by explicitly stating six personal Calls to Action and three Calls to Action from the Truth and Reconciliation Commission (TRC) as a directive model to instigate systemic change.","abstract_has_math":false,"creators":["Wright, Tyler Larry"],"institution":"Faculty of Graduate Studies and Research, University of Regina","degree_name":"Master of Education (MEd)","degree_level":"Master's","degree_discipline":"Curriculm and Instruction","degree_department":null,"school":null,"contributors":[],"advisors":["Cappello, Michael"],"committee_chairs":[],"committee_members":["Salm, Twyla","Pete, Shauneen"],"year":2017,"date_issued":"2017-03","date_published":"2017-03","updated_at":"2026-07-24T04:03:41Z","subjects":[],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.82465/4605"],"render_values":[{"text":"https://doi.org/10.82465/4605","href":"https://doi.org/10.82465/4605","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10294/7748","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Cappello, Michael"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Salm, Twyla","Pete, Shauneen"]},{"key":"dc:creator","label":"Author","values":["Wright, Tyler Larry"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2017-06-19T23:13:56Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2017-06-19T23:13:56Z"]},{"key":"dc:date.issued","label":"Date","values":["2017-03"]},{"key":"dc:publisher","label":"Institution","values":["Faculty of Graduate Studies and Research, University of Regina"]},{"key":"dc:type","label":"Dc Type","values":["master thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculm and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Education (MEd)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Faculty of Graduate Studies and Research, University of Regina"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.82465/4605"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10294/7748"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["A Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Master of Education in Curriculum and Instruction, University of Regina. vii, 147 p."]},{"key":"dc:description.abstract","label":"Abstract","values":["Through the lens of Critical Race Theory (CRT), Tribal Critical Race Theory (TribalCrit), and whiteness studies the inquiry set out to trouble the question; how does Indigenous teacher identity exist in Roman Catholic education? 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The participants proposed three notions of change to improve Indigenous teacher experience in Roman Catholic education: (1) dismantle racial and colonial conditioning of settler teachers through professional development, (2) prioritize the hiring of more Indigenous teachers, and (3) develop decolonizing programming and curriculum for students. The study culminates by explicitly stating six personal Calls to Action and three Calls to Action from the Truth and Reconciliation Commission (TRC) as a directive model to instigate systemic change."]},{"key":"dc:title","label":"Title","values":["Running Solo: Indigenous Teacher Identity in Roman Catholic Education"]}]}],"canonical_facts":{"dc:contributor.advisor":["Cappello, Michael"],"dc:contributor.committeemember":["Salm, Twyla","Pete, Shauneen"],"dc:creator":["Wright, Tyler Larry"],"dc:date.accessioned":["2017-06-19T23:13:56Z"],"dc:date.available":["2017-06-19T23:13:56Z"],"dc:date.issued":["2017-03"],"dc:description":["A Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Master of Education in Curriculum and Instruction, University of Regina. vii, 147 p."],"dc:description.abstract":["Through the lens of Critical Race Theory (CRT), Tribal Critical Race Theory (TribalCrit), and whiteness studies the inquiry set out to trouble the question; how does Indigenous teacher identity exist in Roman Catholic education? 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