Indigenous Cultural Resurgence Through Two-Spirit Teaching and Learning Practices

Abstract

Historically, Indigenous people who embodied diverse genders and sexualities (Two-Spirit) occupied sacred and integrated roles within their communities. A devastating impact of colonization is the attempted erasure of culturally situated expressions of gender and sexual diversity in Indigenous communities. The welcoming in of Two-Spirit people is part of a healing and decolonizing process. While LGBTQ+ community initiatives strive to increase Two-Spirit representation, it is representation of gender and sexual diversity within Indigenous communities that provides space for cultural healing to occur. This includes the representation of Two-Spirit knowledges in Indigenous education. Using a blend of Indigenous and Western methodologies, including storywork and narrative autoethnography, this thesis explores how Two-Spirit educators use cultural values to connect with Indigenous communities and revitalize Two-Spirit concepts. The findings in this research support integration of Two-Spirit knowledges into Indigenous education, further restoring the relationship between Indigeneity and gender and sexual diversity, thereby advancing Two-Spirit resurgence.