Bibliography: #BIB30837

web link	bahai-library.com/bibliography/BIB30837
reference type	Thesis
title	Transgressing White Supremacy in Education : A Lakota Baha’i Approach
author	Bighorn, Jelana
year	2026
date	April 2006
place published	Vancouver, BC
abstract	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 antiracism 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. This research investigates the behaviors and attitudes of white students and staff members towards anti-racist and decolonization teaching practices in British Columbia public schools. The research approach weaves together three different worldviews that also have similarities. The first comes from the traditional teachings of the Lakota people. The second emerges from spiritual beliefs promoted by the Baha’i Faith. Finally, the third perspective incorporates principles of critical education. The study seeks to elaborate on explanations for white teacher resistance to antiracism and decolonization initiatives. The focus of the study is primarily on white teachers as they comprise the highest percentage of public school teachers in British Columbia. The successful implementation of anti-racism and decolonization efforts within schools depends to what degree white teachers accept and promote these initiatives. 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 its call and when.
language	English
keywords	SCHOOLS; BRITISH COLUMBIA; CANADA; ATTITUDES; DECOLONIZATION; ANTI-RACISM; LAKOTA; INDIGENOUS PEOPLES; WHITE SUPREMACY
number of pages	xi, 130
thesis type	Masters
academic department	Faculty of Graduate and Postdoctoral Studies (Education Studies)
university	University of British Columbia
degree	M.A.
advisor	Gill, Hartej, Rorick, Chuutsqa and Brown, Lee

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