Date of Award
Summer 8-24-2024
Document Type
Dissertation
Degree Name
Ph.D.
Organizational Unit
Morgridge College of Education, Higher Education
First Advisor
Christine A. Nelson
Second Advisor
D-L Stewart
Third Advisor
Ramon Beltrán
Copyright Statement / License for Reuse
All Rights Reserved.
Keywords
Decolonizing arts-based methodology, Higher education, Indigenous Peoples, Refusal, Settler colonialism
Abstract
The educational system within the united states has benefited and continues to benefit from the structures and systems of settler colonialism. Yet, despite such colonizing goals of displacement, removal, and genocide, Indigenous Peoples are still here. This critical Indigenous qualitative research study sought to understand descriptions and interpretations of settler colonialism from the perspectives of Indigenous undergraduate students and how they have, refused settler colonialism while navigating their undergraduate journeys. Indigenous ways of knowing and ways of being were centered and cited in a manner that made this dissertation more than just a research study; it became a home where Indigenous brilliance, beauty, and power were honored and celebrated. The “data” was gathered from semi-structured individual and group sharing circles comprised of seven amazing Indigenous undergraduate students from five public and private colleges and universities across the southwestern region of the united states. In alignment with the Decolonizing Arts-based Methodology, developed by combining the brilliance of Decolonizing Methodologies with the creativity of Arts-based Research, descriptions and interpretations of settler colonialism and refusal were shared through seven data poems. Through poetic inquiry, the love and frustrations of being an Indigenous student are expressed and experienced furthering our own understandings of settler colonialism and refusal. The collegiate experiences of these seven amazing Indigenous undergraduate students remind us that they know what settler colonialism is and are capable of refusing settler colonialism throughout their educational pathways because of community, home, and family. Their experiences indicate a need for us as researchers, scholars, faculty, and university staff to develop further systems of support on college and university campuses that honor, affirm, and uplift Indigenous students and continue to support and cultivate the practices of refusal of Indigenous undergraduate students and their communities.
Copyright Date
8-2024
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Rights Holder
Charlie Amáyá Scott
Provenance
Received from Author
File Format
application/pdf
Language
English (eng)
Extent
253 pgs
File Size
6.0 MB
Recommended Citation
Scott, Charlie Amáyá, "Settler Colonialism and Refusal Through Indigenous Eyes" (2024). Electronic Theses and Dissertations. 2470.
https://digitalcommons.du.edu/etd/2470
Included in
American Studies Commons, Applied Ethics Commons, Bilingual, Multilingual, and Multicultural Education Commons, Higher Education Commons, History Commons, Indigenous Studies Commons, Native American Studies Commons