Content area
This dissertation develops a Lingít cultural learning theory grounded in ancestral knowledge, cultural values, and intergenerational oral histories. Rooted in Indigenous methodologies and guided by Grounded Theory, the study explores how Lingít ways of knowing, centered on relationships, reciprocity, and respect can inform and transform educational practices for all learners and teachers. Through open-ended interviews and archival transcripts, participants recalled their earliest learning experiences using sensory memory and each identified emotional safety as a key factor for engagement in the learning process. These narratives revealed four foundational themes: processes, patterns, principles, and purposes of learning. The resulting theory honors the cyclical nature of Lingít education, where learners observe, participate, gain independence, and become teachers while continuing the rhythms of cultural transmission of knowledge across generations. The research question, “How can we meaningfully develop a Lingít cultural learning theory which honors Lingít ancestors’ authentic teaching practices across generations to initiate change in teaching practices for future generations?” guided the creation of a learning framework and model that centers Lingít values: Wooch Yáx̱ (balance and harmony), Haa Shuká (past, present, and future generations), Haa Latseen (strength of body, mind, and spirit), and Haa Aaní (honoring land and water). Findings suggest that healing from colonized education systems begins with honoring Indigenous knowledge systems and building respectful relationships between schools and tribal communities. This work contributes to Indigenous education by offering a culturally grounded theory that uplifts Lingít voices, supports curriculum development, and inspires educational sovereignty.