Decolonizing: a pedagogy of healing through a warrior curriculum

Chamberlain, Jesus J (2023) Decolonizing: a pedagogy of healing through a warrior curriculum. Doctoral thesis, Northern Arizona University.

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Abstract

The American curriculum is a tool of warfare. Because actual all-out war against Indigenous Nations within what is now called the United States was too costly to wage throughout the centuries, a different strategy of land acquisition and power has been employed. The battleground has been, and remains, the school classroom, with Indigenous students as prisoners of war, encaged behind a desk. Suffering emotional and racial trauma through this psychological warfare system called western curriculum there is only one thing left to do – fight back. The battle plan is something that has been utilized in boxing to beat opponents who have all the advantages – the counter-hook. Focusing on Counter-Hook Methodology, the Warrior’s Curriculum brings in and carries out its own fight plan of decolonization. Focusing on re-building the Connection that makes Indigenous students Indigenous, is how the healing through this Curriculum begins. Strengthening and training takes shape with identity building, until We win back our title of rightful stewards of land.

Item Type:	Thesis (Doctoral)
Publisher’s Statement:	© Copyright is held by the author. Digital access to this material is made possible by the Cline Library, Northern Arizona University. Further transmission, reproduction or presentation of protected items is prohibited except with permission of the author.
Keywords:	Curriculum; Decolonization; Indian Education; Indigenous Pedagogy; Indigenous Research Methods; Pedagogy
Subjects:	L Education > LC Special aspects of education
NAU Depositing Author Academic Status:	Student
Department/Unit:	Graduate College > Theses and Dissertations College of Education > Educational Specialities
Date Deposited:	09 Jul 2026 17:36
Last Modified:	09 Jul 2026 17:36
URI:	https://openknowledge.nau.edu/id/eprint/6283

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