Native Pedagogy in Education & Social Work

Students interested in recent Indigenous scholarship “best practices” in public, Tribal, and private education and in social work will be able to research, review, critique, and report on the perspective of Indigenous scholars in these fields. Students will prepare themselves to work effectively in institutions that have historically viewed Indians and their cultures as deficient and tried to force them into the mainstream. Students will research the laws and policies of Indian Education and Indian Child Welfare in North America from treaty time to present – selecting topics for in depth coverage. Using the River of Culture template to identify historical moments applying information to their research, documentary, and interactive timelines. Using the River of Culture timeline allows students in a collaborative learning environment to explore the laws, policy, and lived experience of American Indian Tribes and peoples – recent and past – as well as the significance of cultural traditions and ancestral wisdom. Students will examine how knowledge becomes a tool for social change.

While building a learning community, students will engage in academic work learning to effectively use research methods, ask essential questions to focus on independent projects, and move critical theory to praxis. The learner-centered environment will provide an opportunity for students to experience working in collaborative groups, write and record poetry, experience research methods to include ethnographic interviewing and interviewing techniques, writing workshops, an introduction to Indigenous arts, learn how to develop inquiry-based and place-based curriculum, and identify best practices in social work.

Individual research projects will pay special attention to “story making” by looking at Indian individuals attempting to make a difference in times of political encounters with laws meant to destroy Indian culture. Ethnographic study will include a review of historical and political implications of encounters, and cross-cultural communication. Students will American Indian perspectives and look at issues that are particularly relevant to Indigenous people of North America.  Historical and current world and political events will be explored each workshop session to acknowledge the lived experience and culture of each student.

Relying on a “sit spot” technique, students will initiate a study of environmental stewardship and identify ways to create a sustainable earth. As a learning community we will work to understand the past, act in the present, and contemplate a vision for the future of Indian education and Indian child welfare best practice. Through readings, movies, speakers, conference participation, and attending campus and longhouse events, job shadow opportunities at State and Tribal placements, and identifying program internships students will engage in program themes. Students will learn how the language of oppression is foundational for understanding how the impacts of historical events still reverberate in marginalized communities today.

This program is coordinated with Greener Foundations for first-year students. Greener Foundations is Evergreen’s in-person 2-quarter introductory student success course sequence, which provides first-year students with the skills and knowledge they need to thrive at Evergreen. Students expected to take Greener Foundations should use CRN 10182 to register for a 2-credit Greener Foundations course in addition to this program for 14-credit. 

First-year students who are not expected to take Greener Foundations or have been granted an exemption should use CRN 10181 to register for this program at 16-credits. Find more details about who isn't expected to take Greener Foundations on the Greener Foundations website.

Students should expect to earn credit in a combination of these areas: