Lesson 3: Approaches to Indigenous Education

1. Tribal History/Shared History (SB 13): A Model for All Students

• Mandated Inclusion. In 2017, Oregon enacted SB 13, directing the ODE to create and deliver a K–12 Native American curriculum informed by all nine federally recognized Tribes of Oregon, with place‐based specificity and accompanying professional development. Tribal History/Shared History
• “Shared History” for Every Student. The curriculum emphasizes: “How can we teach youth about Oregon history without including the voice of Oregon’s Native American peoples – both past and present?”–affirming that Indigenous history and presence is fundamental to the education of every Oregonian. Implementation of the Tribal History/Shared History Curriculum LESSONS LEARNED

2. Why Indigenous Education Benefits All Learners

• Equity & Achievement. SB 13 (Tribal History/Shared History) was passed to close persistent achievement gaps for Native students and to leverage Indigenous strengths in learning. TH/SH
• Cultural Literacy & Anti‐Racism.
  Incorporating Indigenous narratives challenges stereotypes, supports empathy, and enriches collective understanding of whose histories matter. https://ctsi.nsn.us.com
• Contemporary Relevance. Tribes of Oregon contribute current perspectives—from governance and resource management to language revitalization and art—underscoring that Indigenous peoples are neither historical footnotes nor monoliths. Tribal History/Shared History Essential Understandings

3. Best Practices from ODE & Indigenous Pedagogy

The following are best practices based on the ODE Educator Toolkit and pedagogical research:

• Learning from Indigenous Analyses. Shift from teaching about to learning from Indigenous perspectives and leadership Douglas County School. Implementation of the Tribal History/Shared History Curriculum LESSONS LEARNED
• Place‐Based, Community Collaboration. Build curriculum with Tribal partners to reflect local histories, languages, and cultures.
• Holistic and Land‐based Pedagogy. Incorporate land, language, ecological knowledge, and experiential learning rooted in Indigenous approaches.
• Critical Indigenous Pedagogy. Center decolonial perspectives that challenge colonial power dynamics and affirm sovereignty .
• Culturally Sustaining Methods. Build on student identity and cultural knowledge, fostering academic success and cultural pride.
• Ongoing Teacher Development. ODE provides trainings and support for educators to implement with fidelity and cultural responsibility.

4. Examples from Oregon Tribes

• Grand Ronde runs Chinuk Wawa immersion programs (K–1) and has a curriculum specialist guiding place‐based lessons under SB 13. Grande Ronde Wikipedia
• Confederated Tribes of Umatilla instruct tribal languages through immersion (Head Start to K-8) is reinforcing connection and sovereignty. Tribal History/Shared History Essential Understandings
• Tamástslikt Institute shares Cayuse-Umatilla-Walla Walla histories and contemporary cultural resurgence through exhibits and community events. Tamástslikt Institute Wikipedia

5. Teaching Indigenous Peoples Now, Not Just Then

• Contemporary Sovereignty & Governance. Lessons include modern treaties, environmental stewardship, political representation, land management, and economic development.
  Tribal History/Shared History Essential Understandings
• Revitalization Efforts. Tribal languages and cultural practices are actively being revitalized and integrated into schools and communities.

6. Theoretical Foundations from Academic Research

Culturally Sustaining Pedagogy

Definition and Purpose
Culturally Sustaining Pedagogy (CSP), first articulated by Django Paris (2012), extends beyond culturally relevant or responsive teaching. Its aim is to perpetuate and foster—that is, sustain—linguistic, literate, and cultural pluralism as part of the democratic mission of schooling. CSP seeks to counteract assimilationist, monocultural, and monolingual educational policies by actively supporting students in maintaining their cultural and linguistic identities over time. Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology

Core Principles.  Paris identifies key components:

• Asset-Based Orientation. Recognizes students’ cultural and linguistic backgrounds as valuable assets, not deficiencies Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology
• Pluralism & Continuity. Aims to sustain diverse cultural practices and identities within education as a “democratic project”. Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practice
• Critical Resistance. CSP explicitly resists educational norms that seek to erase or marginalize non-dominant cultures through assimilation.

Relevance to Indigenous Education

In Indigenous contexts, CSP aligns closely with Culturally Sustaining and Revitalizing Pedagogies (CSRP), which emphasize:

1. Reclaiming and revitalizing tribal languages, ceremonies, and knowledge systems.
2. Addressing power imbalances rooted in colonial histories.
3. Ensuring accountability to Indigenous communities and sovereignty. Indigenous Education Wikipedia.

Impact on All Learners

CSP benefits Indigenous students by affirming their identity and cultural heritage. Importantly, it also enriches non-Indigenous learners by:

• Promoting cultural literacy and respect for diversity.
• Enhancing critical thinking about cultural power dynamics.
• Preparing students to engage with a multicultural and multilingual world.

Implementation Strategies

• Collaborate with Tribal Elders and knowledge keepers to embed authentic languages, stories, and practices.
• Use multilingual resources and land-based experiences to anchor learning.
• Design curriculum that supports continuous cultural identity development across grade levels—not as isolated units, but as integral to learning.