Date of Award

12-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Degree Statement

Doctor of Philosophy in Indigenous Studies

Department

Center for Cross Cultural Studies

Granting Institution

University of Alaska Fairbanks

Committee Chair

Topkok, Sean Asikłuk

Committee Member

Black, Jessica

Committee Member

Jackson, Gordon

Committee Member

Shorty, Norma

Committee Member

Weiss, Bridget

Table of Contents

Chapter 1: Positionality (general introduction).

Foundation and purpose of research

Connections between Indigenous and Western education

Research question

Proposed contributions to the field of Indigenous education

Chapter 2: Literature review.

Our worlds hold power: policies and education systems

Indigenous healing lessons for education: plants, land, and being human

Indigenous knowledge systems: reciprocity of knowledge and frameworks

Lingít values for learning and ways of being

Chapter 3: Methodology.

Introduction

Grounded theory methodology

Ethical considerations

Documenting Indigenous knowledge

Indigenous cultural and intellectual property rights

Indigenous approach to sample size

Cultural documentation sources and assembling information

Trustworthiness and rigor

Cyclical data collection and analysis

Summary

Chapter 4: Oral history collection.

Process

Participants' portraits and transcripts of first memory of learning

Ancestors' profiles

Interwoven connections

Chapter 5: Data analysis and results

Summary

Data analysis procedures

Overview grounded theory methodology

Data analysis overview

Iterative coding process

Results: a Lingít cultural learning theory, framework, and model identified

Reflections on research

Chapter 6: Summation and recommendations

Summation of findings

Implications

Recommendations

Final reflection.

Abstract

This dissertation develops a Lingít cultural learning theory grounded in ancestral knowledge, cultural values, and intergenerational oral histories. Rooted in Indigenous methodologies and guided by Grounded Theory, the study explores how Lingít ways of knowing, centered on relationships, reciprocity, and respect can inform and transform educational practices for all learners and teachers. Through open-ended interviews and archival transcripts, participants recalled their earliest learning experiences using sensory memory and each identified emotional safety as a key factor for engagement in the learning process. These narratives revealed four foundational themes: processes, patterns, principles, and purposes of learning. The resulting theory honors the cyclical nature of Lingít education, where learners observe, participate, gain independence, and become teachers while continuing the rhythms of cultural transmission of knowledge across generations. The research question, “How can we meaningfully develop a Lingít cultural learning theory which honors Lingít ancestors’ authentic teaching practices across generations to initiate change in teaching practices for future generations?” guided the creation of a learning framework and model that centers Lingít values: Wooch Yáx (balance and harmony), Haa Shuká (past, present, and future generations), Haa Latseen (strength of body, mind, and spirit), and Haa Aaní (honoring land and water). Findings suggest that healing from colonized education systems begins with honoring Indigenous knowledge systems and building respectful relationships between schools and tribal communities. This work contributes to Indigenous education by offering a culturally grounded theory that uplifts Lingít voices, supports curriculum development, and inspires educational sovereignty.

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