Keywords

instructional design

Abstract

In 2018, the BYU ARTS Partnership Native American Curriculum Initiative (NACI) was developed in response to teacher questions regarding the teaching of Native topics. Despite increased movements towards reconciliation, Native groups continue to be marginalized in Westernized educational settings. Additionally, teachers lack clear guidelines regarding the respectful teaching of Native topics. Describing the challenges we, the NACI team members, faced in our six-year journey partnering with Native groups in Utah, we outline key instructional design decisions we made and identify the culturally responsive principles that guided those decisions. We also advocate for the application of culturally responsive principles and practices in education including the amplification of Native voices in the classroom.

Original Publication Citation

West, S., Francis, H., Flox, C., Beyal, B., Soderborg, E., & McDonald, J. K. (2024). The NACI way: Connecting native groups and teachers through culturally responsive instructional design. International Journal of Designs for Learning. 15(2), 26-40. https://doi.org/10.14434/ijdl.v15i2.36081

Document Type

Peer-Reviewed Article

Publication Date

2024

Publisher

Association for Educational Communications and Technology

Language

English

College

David O. McKay School of Education

Department

Instructional Psychology and Technology

University Standing at Time of Publication

Full Professor

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