Abstract
This study focused on the implementations of the Lakota culture in reservation schools through the perspectives of the parents of students and any supportive artifacts. The study is important considering the mistrust and fear of schools that developed over time as a result of boarding schools. School leaders and educators on reservation-based schools have been challenged to overcome educational gaps experienced by Lakota students. In an attempt to improve educational outcomes, some reservation-based schools have implemented aspects of Lakota cultural into the curriculum. The research question of this qualitative case study was, “What are the perspectives of parents regarding their child’s experiences with the implementation of the Lakota culture in a reservation-based school setting?” A sampling approach was used to recruit and interview 10 participants who resided on a reservation and whose child attended a reservation-based school for two years. The participants’ children attended either a private immersion, public, or Bureau of Indian Education-affiliated/Tribally controlled school. Four themes emerged from this study: Lakota cultural implementation in schools positively and holistically impacted participants’ children and their development; sub-theme: Wolakota (Lakota way of life that includes ceremonies, protocols, language, spirituality, kinship, celebrations, history); full Lakota language immersion, culturally relevant teaching, and culturally specific teachings are needed to support students; generational differences in cultural implementation in school; and differences in implementation of Lakota culture in public, BIE-affiliated/tribal-based schools, and private schools. This study offers schools meaningful perspectives supported by sufficient artifacts that should motivate reservation-based schools to begin implementing the culture in deep, meaningful ways.