Capstone/Dissertation Title

Northern Wisconsin educators and Wisconsin’s American Indian history, culture and tribal sovereignty social study curriculum requirements

Term

Summer 8-14-2014

Capstone

Thesis

Degree Name

MAED: NSEE

Primary Advisor/Dissertation Chair

Renee Wonser

Secondary Advisor/Reader One

Gene Larimore

Peer-Reviewer/Reader Two

Jim Audette

Abstract

The research questions in this capstone are: 1) What are Northern Wisconsin educators' perceptions and roles in implementing Act 31, Wisconsin’s American Indian history, culture and tribal sovereignty social study curriculum requirements? 2) Are personal biases interfering with adequate compliance with Act 31? The methodology used was an online survey and in-person interviews. Literature is presented outlining the history of Wisconsin's treaties, an overview of multicultural educational history and trends, the spearfishing conflict and the results of previous surveys of Wisconsin residents and educators on spearfishing, treaties and Act 31. Conclusions point out that Wisconsin's Department of Public Instruction has not provided leadership on this issue, but that individual teachers, tribal communities and school districts are creatively moving forward.

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