EdD (Doctor of Education)
Date of Award
Committee Chair or Co-Chairs
Cecil Blankenship, Bill Flora, Stephanie Tweed
This qualitative study addresses teacher perceptions of indigenous peoples representation in United States history. This phenomenological study was conducted within a school district in East Tennessee. For the purpose of this study, teacher perceptions of indigenous representations in history were defined as teacher beliefs towards the inclusion and representation of indigenous peoples in United States history. To gather data, both one-on-one and focus group interviews were conducted from a purposeful sample of United States history teachers from the high schools in the school district. Through an analysis of data derived from interviews and qualitative documents the researcher was able to identify themes such as systemic challenges to multiculturalism within state course standards and textbooks, teachers’ perceived self-efficacy in teaching their students using indigenous perspectives, and the perpetuation of indigenous stereotypes. Furthermore, the qualitative data derived from the study reveals that U.S. history courses in the district perpetuate both the notion of indigenous peoples as historical bystanders and the racial stereotypes of Native Americans. Findings from this study will be useful in evaluating both teacher training and instructional practice in regard to indigenous representations in history.
Dissertation - unrestricted
Tipton, Joshua C., "Teacher Perceptions of Indigenous Representations in History: A Phenomenological Study" (2017). Electronic Theses and Dissertations. Paper 3180. https://dc.etsu.edu/etd/3180
Copyright by the authors.