Honoring elder wisdom: In the classroom, in practice, in life.

Area of Science:

• Indigenous Education
• Decolonization Studies
• Psychology of Liberation

Background:

• Indigenous science and education offer unique worldviews, often marginalized by Eurocentric educational systems.
• Settler colonialism in education has historically subjugated Alaska Native peoples through assimilation.
• Decolonization requires dismantling these systems and embracing Indigenous knowledge.

Purpose of the Study:

• To discuss the intentional act of embedding Alaska Native Elders in the classroom.
• To explore how this practice facilitates decolonization and Indigenous psychologies of liberation.
• To identify barriers and domains of Indigenous liberation within higher education.

Main Methods:

• Utilized an Indigenous Inquiry Framework for research.
• Conducted interviews with Alaska Native graduates, a non-Native graduate, allies, and an Elder graduate.
• Analyzed data to identify barriers and themes related to Indigenous liberation.

Main Results:

• Identified four key domains of Indigenous liberation: transformative healing and love, Indigenous identity development, generative and holistic education, and allyship.
• Highlighted the importance of Alaska Native Elders as wisdom holders and culture bearers.
• Demonstrated how embedding Elders supports the reclamation of Indigenous education by Indigenous leaders and communities.

Conclusions:

• Integrating Alaska Native Elders into classrooms is a liberatory act that reinforces cultural practices and epistemologies.
• This initiative fosters healing, deepens knowledge sharing, and promotes a more holistic educational experience.
• It represents a significant step in the decolonization of the University of Alaska system and the broader educational landscape.