Date of Award

6-15-2024

Document Type

Dissertation

Degree Name

Ph.D.

Organizational Unit

Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction

First Advisor

Norma L. Hafenstein

Second Advisor

Paul Michalec

Third Advisor

P. Bruce Uhrmacher

Fourth Advisor

Jayson Richardson

Keywords

Culturally responsive, Gifted education, Indigenous, K-12 indigenous students

Abstract

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 Positionality and The Pedagogy of Listening 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.

Copyright Date

6-2024

Copyright Statement / License for Reuse

All Rights Reserved
All Rights Reserved.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Vicki Boley

Provenance

Received from ProQuest

File Format

application/pdf

Language

English (eng)

Extent

368 pgs

File Size

7.1 MB

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