Indigenous Education Commons^™

Oak Savanna Expansion: Indigenizing Psu's Urban Landscape, Ash Herb

University Honors Theses

Since time immemorial Indigenous Peoples have resided in what is now named Portland of the Pacific Northwest in the Willamette Valley. For hundreds of years, this forested Land has been colonized, razed to stumps and covered in cement in order to build the urban landscape. Due to such destruction on a broad scale, we are experiencing the results of climate catastrophe. By finding ways to reclaim our relationship with Land and returning to Indigenous epistemologies, our urban landscape has the opportunity to shift towards restoration and prosperity. Indigenous plants have existed here, supporting humans in a reciprocal relationship, for thousands …

Undergraduate Stem Student Reflections On The Academic Support Ecosystem At A Rural Minority Serving Institution: The Importance Of Relationship, Stephany Runninghawk Johnson, Jessica L. Black, Karolynn Tom

Northwest Journal of Teacher Education

This paper presents a research project with a group of STEM majoring undergraduates attending a Hispanic Serving Institution participating in the CRESCENT program intended to support undergraduates through their basic math and science courses. The research questions addressed in this paper include: What part of CRESCENT were students utilizing the most and how were they helpful? How did CRESCENT support students through COVID? What can we learn from this data to make future programs more responsive and relevant to STEM majoring students? We found that during COVID students were missing in person contact, had heightened responsibilities and distractions at home, …

Towards A Healing Curriculum: Addressing Cultural Inclusion For The Indigenous Sadri Community In Bangladesh, Jurana Aziz

Northwest Journal of Teacher Education

Bangladesh is a Southeast Asian country where the indigenous people of the northern and southeastern region speak a variety of native languages. But none of their languages is included in the main curriculum for teaching or learning. As a result, these people are often not motivated to send their children to school. The language policy of the country does not include these indigenous languages in the core curriculum. Though the government of Bangladesh has started an initial plan to introduce education in mother tongues of five major indigenous languages in the country, they are not yet implemented. A large number …

Regenerating Teacher Education Programs With Indigenous Knowledge In Idaho, Vanessa Anthony-Stevens, Johanna Jones, Victor Begay

Northwest Journal of Teacher Education

This paper examines movements in educational policy to address the inequitable schooling experiences of American Indian youth. We look specifically at recent policy revisions to teacher education standards in the state of Idaho which intend to address preservice teachers’ knowledge and dispositions to build understanding and respect for Indigenous ways of knowing and tribal sovereignty in classrooms and schools. We argue that critical, culturally based teacher training programs can prepare competent, equity conscious teachers to address the unique challenges of schools, especially those serving Indigenous youth. Such frameworks are vital acts of social justice education which benefit all students.

Social Emotional Learning For Social Emotional Justice: A Conceptual Framework For Education In The Midst Of Pandemics, Zoe Higheagle Strong, Emma M. Mcmain

Northwest Journal of Teacher Education

US education is situated not only in the midst of the novel coronavirus pandemic but also in longstanding “pandemics” of oppression, including but not limited to systemic racism. In this paper, the authors critique the oppressive aspects of traditional SEL and introduce the concept of Social Emotional Learning for Social Emotional Justice (SEL-SEJ). An emergent concept for re-imagining SEL, SEL-SEJ is explicitly oriented toward social justice. Drawing on a decolonial understanding of “resilience,” SEL-SEJ builds from principles of reciprocity and relationships. SEL-SEJ can help educators support students, communities support educators, and school systems support communities.

A Personal, Indigenous Feminist Experience With Centering Relationships During Covid-19, Stephany Runninghawk Johnson

Northwest Journal of Teacher Education

I am an Indigenous woman, a mother, a researcher, a scholar, a partner, a daughter. In the midst of the COVID-19 crisis, the value and consequence connection with others has on my life has become more apparent. During this time, I am finding that technology can both help and hinder in building and maintaining relationships. Perhaps I can illuminate a bit for others who are struggling with the same things I am. I share Indigenous feminist theories and I believe these ways of knowing and being in the world help us to reclaim our past and to reimagine our futures.

Developing A Common Language Of Ethical Engagement In Teaching: Lessons For And From A Time Of Crisis, Richard D. Sawyer

Northwest Journal of Teacher Education

This article explores how educators may develop and contribute to a common language of ethical engagement, a language that rises above specific actions but is grounded in ethical practice and scholarship. Questions are raised about how online education may further the patterns educational inequities in the United States. An ethics framework is explored through a comparison. The author explores the educational principles--not standards—that educators can surface in their teaching practice. A discussion is included of recent dilemmas and problems with online teaching environments, underscoring the need for ethical principles helping to frame practice.

Universal Design For Learning (Udl) As A Structure For Culturally Responsive Practice, Krista James

Northwest Journal of Teacher Education

Alaska is rich with cultural and ethnic diversity. In fact, it is one of the three most diverse parts of the country. Culturally relevant practice both needed and required in Alaskan schools. Universal Design for Learning (UDL) is a framework that may assist educators in this endeavor. While UDL provides a framework for implementing instruction, the Alaska Cultural Standards for Educators tell us what best practice looks like for our diverse student population, especially our Alaska Native students. This article explores examples of implementation of the Alaska Cultural Standards for Educators within a UDL framework.

Healthy & Empowered Youth: A Positive Youth Development Program For Native Youth, Stephanie N. Craig Rushing, Nichole L. Hildebrandt, Carol J. Grimes, Amanda J. Roswell, Benjamin C. Christensen, William E. Lambert

OHSU-PSU School of Public Health Faculty Publications and Presentations

Introduction: During 2010–2012, Oregon Health & Science University’s Prevention Research Center, a Northwest Tribe, and the Northwest Portland Area Indian Health Board, collaborated to evaluate the Healthy & Empowered Youth Project, a school- and community-based positive youth development program for American Indian and Alaska Native high school students.

Methods: The Native STAND (Students Together Against Negative Decisions) curriculum was enhanced with hands-on learning activities in media design to engage students in sexual and reproductive health topics covered by the curriculum. Guest speakers, field trips, and extracurricular activities were added to provide academic enrichment, engage students in cultural activities, and offer …

"Minority And The Media Workshop", Portland State University, Wendy Gordon, John Gosselin, Marilyn James

Special Collections: Oregon Public Speakers

No abstract provided.