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Indigenous course modules in development through partnerships


Pueblo Cohort image
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December 21, 2015

In partnership with Indigenous-serving universities and Indigenous communities, the Justice and Social Inquiry Program (JSI) at the ASU School of Social Transformation is expanding its development of an Indigenous course modules concept.

Initial development began during the Pueblo Cohort Project, which called for the creation of innovative course content focused on Justice Studies and Indigenous peoples. Since then, an intensive and field-based course module design has grown through increased collaboration with tribal institutions and communities — based on JSI Indigenous faculty-driven work led by Dr. Elizabeth Sumida Huaman and Dr. Bryan Brayboy.  

“The School of Social Transformation has formed beautiful relationships with diverse Indigenous places and peoples around the world,” said Sumida Huaman. “We are very proud of these connections as we are able to learn from Indigenous communities and institutions, share what we know and are interested in, maintain dialogue and build lasting relationships with community members, students and scholars/researchers.”

Module sites include community-based field experience opportunities for JSI students, and each module is themed according to particular Indigenous issues. Moreover, all course assignments require students to link their current work and research interests with what they have learned, ensuring direct application of classroom and real-world knowledge towards shared solutions. 

Modules include: Indigenous healthy families and communities in partnership with McGill University and Kahnawake Mohawk Territory; Indigenous law and governance with the Sami Centre, University of the Arctic (UiT), Tromsø, Norway and Coastal Sami; Indigenous community-based research with the University of Waikato, New Zealand and Māori peoples; and Indigenous research and sovereignty with the Universities of Hawai’i, Manoa and Hilo, and Kamehameha Schools. 

Upcoming modules include Indigenous education with Salish Kootenai College in Montana, and Indigenous lands and globalization with Quechua institutions and communities in Huancayo and Cusco, Peru.  

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