Document Type

Dissertation

Degree

Doctor of Philosophy

Major

Education, Teaching-Learning Processes

Date of Defense

11-21-2025

Graduate Advisor

Dr. Theresa Coble

Committee

Dr. Shea Kerkhoff

Dr. Phyllis Blacerzak

Dr. Christina Cid

Abstract

The diverse experiences, perspectives, and identities of people across groups shape history. Educators and heritage professionals bear the responsibility of teaching historical content in ways that ensure all feel represented, valued, and safe. Despite these aims, the experiences and contributions of women and Indigenous Peoples have long been underrepresented in social studies curricula and heritage programming.

This dissertation integrates two complementary studies that examine how harnessing the power of place and centering the narratives and oral histories of underrepresented groups can advance connection and empowerment through educational experiences. The first study utilized focus group interviews with educators and heritage professionals to investigate the transformative potential of collaboration in designing place-based education experiences that deepen students’ sense of place, foster historical and critical civic empathy, and promote connection and empowerment. The second study draws on Indigenous oral histories and interviews about Federal Indian Policy and Native American boarding schools to explore their history and the role of storytelling in social healing.

Through three interrelated components—two scholarly articles suitable for peer-reviewed publication and a creative nonfiction chapter—this dissertation examines the impacts of place-based education pedagogies with learners and the actions non-Indigenous individuals must cultivate to create conditions for social healing. This research applies a place-based education framework, focusing on women’s histories and stories, to understand how these approaches foster connection and empowerment. Further, it uses a four-truth framework from the South African Truth and Reconciliation Commission to reveal the layered truths of Indigenous boarding school history and illuminate ongoing truth-telling and resurgence efforts led by Indigenous communities and heritage sites.

Findings from both studies underscore the essential role of educators, heritage professionals, and community partners in fostering inclusive, place-based environments that acknowledge diverse perspectives, elevate voices, and encourage social healing. Collectively, this research argues that student- and audience-driven experiences, centered in place and grounded in inclusive narratives, cultivate historical and critical civic empathy, nurturing community connection and empowerment among learners. This work positions place-based education as a transformative approach capable of bridging past and present, fostering intergenerational understanding, and advancing educational justice.

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