Cognitive dissonance in education for Indigenous learners

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Abstract

As Festinger (1957) described, cognitive dissonance is the mental discomfort of conflicting attitudes, beliefs, and values a person holds about themselves. Engaging portraiture, this study captures the self-image of an Iñupiat Alaska Native first-generation learner and her schooling experience to reveal conflicting thoughts of identity, intelligence, and success. Qualitative portraiture honours the sensitivity, legitimacy, complexities of opposing worldviews, and richness of personal lived experiences of Indigenous Alaska Native first-generation learners. This article explores a first-person account of the journey of a survivor of Alaska's residential boarding schools from abandonment to assimilation, self-awareness, and rebirthing of Indigenous ways of being through the methodology of storytelling and art. Similarly, the National Native American Boarding School Healing Coalition addresses the ongoing impact of residential boarding schools while creating a healing space for survivors and descendants using traditional practices and teachings (The National Native American Boarding School Healing Coalition, n.d.). The study provides an opportunity for non-Indigenous educators P12 through postsecondary and policymakers to gain insight into the fragile responsibility of honouring worldviews and self-identity in the schooling system. Socio-cultural learning and tribal critical race theory outlined the historical impact of education, faith communities, and political deficit models when schooling Indigenous learners based on Western philosophical perspectives of self-image, intelligence, and success. Walking forward, unforgetting our stories, to bring hope to a new generation of learners.

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Keywords

Alaska Native, cognitive dissonance, culturally responsive, portraiture, residential boarding school

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