Keywords
cultural expertise, culturally responsive teaching, reconciliation, Native American education, reindigenization, reconciliatory education, ally-building, indigenous pedagogy, empathy, instructional design
Description
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 four-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.
BYU ScholarsArchive Citation
West, S., Francis, H., Flox, C., Beyal, B., Soderborg, E., & McDonald, J. (2023). The NACI Way: Connecting Native Groups and Teachers Through Culturally Responsive Instructional Design. Unpublished masters project manuscript, Department of Instructional Psychology and Technology, Brigham Young University, Provo, Utah. Retrieved from https://scholarsarchive.byu.edu/ipt_projects/55
Project Type
Design/Development Project
Publication Date
2023-04-13
College
David O. McKay School of Education
Department
Instructional Psychology and Technology
Client
College/University
Master's Project or PhD Project
Masters Project