The purpose of this research is to examine the behaviors, attitudes, and actions of white students and staff members towards decolonization and anti-racism praxis in public schools located in British Columbia. This thesis employs a spiritually based, Indigenous decolonizing methodological approach that emerges from a theoretical framework based on Lakota principles, Baha’i teachings and critical pedagogy. These three distinct paradigms comprise three separate tipi poles under which the sacred moments method is implemented. Sacred moments method creates a defined space for action, reflection and consultation with a cherished relative who has passed on. The imagined conversations examine personal experiences with white students and white teachers within educational settings to learn what understanding and/or awareness of systemic oppression is present. The intention of this research is to maintain a focus on the behaviors, attitudes, and actions of the oppressor rather than the oppressed. Decolonizing and anti-racism public educational praxis in British Columbia is largely delivered by white teachers yet there is limited research on the effectiveness of their engagement or their commitment to its goals. The four key themes in the findings include: (1) the centrality of truth telling, (2) the desire to dream, (3) from fragility to hostility, and (4) the specter of forgiveness. This research aims to contribute new insights into white teacher resistance towards decolonization and anti-racism suggesting that as long as white relatives refuse to meaningfully engage in their own spiritual healing, anti-racism and decolonization initiatives within educational settings will continue to fail. As such this study issues a call for relational accountability. It remains to be seen who will respond to this call and when…
Jelana Bighorn (Thu,) studied this question.