Indigenous Knowledge The Relevance and Necessity of Indigenous Knowledge By Dione Smith Red Haircrow Construction of Curriculum University of Montana Bozeman Instructor: Robert Carson 1 Indigenous Knowledge Table of Contents Introduction Page 3 Overview of the History of Indigenous Knowledge Page 4 Five Transformative Events in the History of Indigenous Knowledge Page 7 Overview of Topic Page 10 Curriculum Map and Curriculum Plan Page 15 Analysis of Knowledge Types Page 19 Summary and Conclusions Page 23 Reflections Page 25 2 Indigenous Knowledge Introduction The definition of indigenous knowledge, and what it encompasses can differ depending on source, but UNESCO’s “Teaching and Learning for a Sustainable Future Website (2010) provides a succinct description: "Indigenous knowledge is the local knowledge that is unique to a culture or society," which demonstrates its potential variability. However, Dombrowski’s (2014) explanation more aptly describes what indigenous knowledge encompasses. It can be related to a specific culture, locality or identity, yet it is primarily about factoring in the living human processes of passing on knowledge, whatever knowledge type it happens to be, whether empirical, psychomotor or affective. Instead, like the remaining peoples themselves, “indigenous knowledge” as a concept is heavily stereotyped and misrepresented in the average American mind as being flora and fauna related, primitive and limited in scope, especially in relation to modern concepts and theories, so that inclusion of its principles and tenets in curriculum creation and in classrooms is largely absent. As an uncompartmentalized way of receiving, processing and acting upon data, with indigenous knowledge one learns by pointedly placing oneself in context with information received, and discerning how it can benefit oneself and all of one’s environment, not only abstractly for the information itself, but spiritually, emotionally and practically. In this, it is timeless and ever adaptive by necessity, even as our environment and populations continue to change. However, the lack of understanding of the scope and philosophy of indigenous knowledge by the European Americans who made themselves dominant on the North American continent and later created the educational system, was never more evident as during their instituting of residential or 3 Indigenous Knowledge boarding schools in order to assimilate indigenous children into European mindsets and society. Today, indigenous or “native” knowledge is selectively incorporated into lessons, modules or units in teaching certain subjects. The purpose is to help readers understand that for American society to ever have an “Ourstory”, not just another enforced narrative benefiting those of European heritage, it must first confront and address the history of violence, oppression and injustice to the original peoples of these lands and the effects on the entire society. The omission of accurate, unbiased history in US educational systems and methods has been central to this problem. Reformation and inclusiveness can be the solution. Dombrowski, E. (2014). Indigenous Knowledge: definition, implications, and controversy. Retrieved from https://blogs.osc-ib.com/2014/09/ib-teacherblogs/dp_tokglobal/indigenous-knowledge-definition-implications-and-controversy/. Overview of the History of Indigenous Knowledge Contrary to the created “Bering Strait Theory”, which knowledge keepers of the original peoples of what is now called North America have always disputed, and more non-Native scientists today are corroborating, the overwhelming majority of indigenous did not cross to these lands by some near Artic ice and land mass. Some have always been in these lands, since the original land mass Pangea was split, and portions drifted to where they are today (Tarbuck, et al, 2002), negating the Doctrine of Discovery, Manifest Destiny and the Papal Bulls, which were created to justify genocide, land theft and pillaging (Mann, 2016). This is one example of the flawed knowledge taught as fact in American schools, which has been deeply problematic and harmful for generations, 4 Indigenous Knowledge and prime example of why indigenous knowledge and practices with high integrity required should be a part of contemporary curriculum mapping practices. Despite destructive and destabilizing acts by non-Natives, indigenous knowledge and methodologies of teaching have survived in some tribes, in unbroken line and with tremendous depth of complex concepts, which is inculcated into their children along with necessities of life regarding interspecies and intercultural respect, and all disciplines being taught in contemporary American schools, but simply in a different way. “Traditional education processes were carefully constructed around observing natural processes, adapting modes of survival, obtaining sustenance from the plant and animal world, and using natural materials to make their tools and implements. All of this was made understandable through demonstration and observation accompanied by thoughtful stories in which the lessons were embedded” (Cajete 2000; Kawagley & Barnhardt, 2005). Western style educational systems are unconnected from the land and environment, and are compartmental in nature instead of relational, as is indigenous methodologies. When European descendants relocated surviving Native peoples then forcibly and systematically removed all their children from their homes for decades in facilitate their assimilation into European religion and systems, it completely disrupted Native communities on all levels (Bombay, Matheson & Anisman, 2014), in their insistence on submission to their educational styles. The issue remains that those from the immigrant society with self-bestowed control of the created US government and in turn the educational system, overall disregard indigenous peoples and knowledge except strategically for its own benefit, 5 Indigenous Knowledge which may only incidentally benefit indigenous peoples. Indigenous knowledge overall is seen as irrelevant in this 21st century, and since indigenous peoples were reduced to only 2% of the US population, many do not see why or how the study, research or usage of their concepts can serve American society as a whole. Yet “by documenting the integrity of locally situated cultural knowledge and skills and critiquing the learning processes by which such knowledge is transmitted, acquired and utilized...indigenous peoples engage in a form of self-determination that will not only benefit themselves but will also open opportunities to better understand learning in all its manifestations, thereby informing educational practices for the benefit of all (Kawagley & Barnhardt, 2005). My course project will expand on discussed way to incorporate indigenous knowledge into current curriculum planning. References Bombay, A., Matheson, K., & Anisman, H. (2014). The intergenerational effects of Indian Residential Schools: Implications for the concept of historical trauma. Transcultural Psychiatry, 51(3), 320–338. http://doi.org/10.1177/1363461513503380. Kawagley, A. & Barnhardt, R. (2005), Indigenous Knowledge Systems and Alaska Native Ways of Knowing. Anthropology & Education Quarterly, 36: 8–23. doi:10.1525/aeq.2005.36.1.008. Cajete, G. (2000). Native Science: Natural Laws of Interdependence. Santa Fe, NM: Clear Light Publishers. Mann, B. (2016). Spirits of Blood, Spirits of Breath. Oxford Press, print edition. Tarbuck, E., Frederick, D., Lutgens, K. & Tasa, D. (2002). Earth: An Introduction to Physical Geology. Retrieved from http://science.jrank.org/pages/1751/ContinentalDrift-Pangaea-splits.html#ixzz4xkVCK338. 6 Indigenous Knowledge Five Transformative Events in the History of Indigenous Knowledge Historically in the USA, curriculum was planned, designed and written by and for its main audience, European Americans. Although Pearlman (1992) opined that if “a person from the 1800s were to observe our culture now, the only thing that would look the same would be the schools”, and Hitchcock et al (2016) went further to say, “we now know a great deal about these students and the approaches, tools, and contexts that help them learn”, each continues a pattern of generalization, homogenization and erasure of other older and still living culture in favor of Eurocentrism. This generalized “our culture” is not my culture now, nor is it the culture of my People, African, Apache and Cherokee, and we are only given cursory inclusion in what is effectively, European American history and education. Therefore, the five transformative events in the history of indigenous knowledge systems are both exciting and necessary to present, and which with continued effort will become a part of the American school system or more fully be realized in alternative schooling methods. The ending of the residential schools, institutions created to assimilate Natives into white, Christian culture, which was and is mainstream America, was one of the most significant, transformative events for indigenous peoples and students. The last residential school was closed in the USA in the 1980’s (Pember, 2015), ending over a century of disruptive, traumatic abuse of indigenous children and families, caused by forcibly or coercively removing them from their homes and communities. Understandably, due to the widespread sexual, psychological and physical abuse multiple generations of Natives endured, and which thousands did not survive, in these “schools” in combination with the misinformation about these practices and apathy by 7 Indigenous Knowledge non-natives, distrust of and apathy towards the US school systems remains an issue, but healing projects continue (NNABSHC, 2017). The establishment of the American Indian Movement in 1968, and many of its subsequent actions is arguably the most transformative event for indigenous knowledge and education in contemporary history. One of its demands was for “Indian religious freedom and cultural integrity protection” (Wittstock & Salinas, 2006), which includes knowledge systems, as each and all are conveyed during the indigenous learning process. AIM has been instrumental in helping Native communities organize and work towards self-determination, which includes how Natives are presented and represented in American society, which includes its school systems. This mission continues to this day. Soon after AIM’s founding, in 1973 the American Indian Higher Education Consortium was founded, whose mission and purpose continues to be providing “a support network as they worked to influence federal policies on American Indian higher education”, and in 1975, former president Nixon signed the Indian Self-Determination Act (P.L. 93-638), which gave “tribal governments more authority over education, health, and social services” (AIHEC, 2017). This is important for Native students, and in turn to all students, because it helps correct misinformation that contributes to stereotyping and racism that heavily influence inequality. Supporters of the Native Culture, Language and Access for Success Act or CLASS (Tribal Selfgov, 2013) continue to press Congress into recognizing the need to help all students, especially those historically and strategically challenged. It recognizes the catastrophic treatment of Natives in the past by the US government and its office and 8 Indigenous Knowledge agencies, while also acknowledging that education “Education prepares Native children not only for active and equal participation in the global market, but also to be positive, involved members of their communities” (NCAI, 2017). Natives are “within” the American education system, and it is necessary to be so, but there are also unique, culturally important needs that also deserve and should be accepted as relevant and necessary. The National Congress of American Indians is working to ensure that CLASS will be included and ratified in Elementary and Secondary Education Act (ESEA) reauthorization (NCAI, 2017). References American Indian Higher Education Consortium (2017). About AIHEC. Retrieved from http://www.aihec.org/who-we-are/index.htm. Hitchock, C., Meyer, A., Rose, D., & Jackson, R. (2016). Providing New Access to the General Curriculum. Teaching Exceptional Children, Vol. 35, No.2, pp. 8-17. Pearlman, L. (1992). School's out: Hyper learning, the new technology, and the end of education. New York: William Morrow. Pember, M. (2015). When Will U.S. Apologize for Boarding School Genocide? Retrieved from https://indiancountrymedianetwork.com/news/first-nations/when-will-us-apologize-forboarding-school-genocide/. The National Native American Boarding School Healing Coalition (2017). Break The Silence, Begin the Healing. Retrieved from https://boardingschoolhealing.org/. Tribal Self Governance (2013). Native Education and the Elementary and Secondary Education Act. Retrieved from http://www.tribalselfgov.org/wp-content/uploads/2015/04/L8-ESEA2.pdf. Wittstock, L. & Salinas, E. (2006). A Brief History of the American Indian Movement. Retrieved from https://www.aimovement.org/ggc/history.html. 9 Indigenous Knowledge Overview of Topic Never a part of standard education in the USA, whatever the student’s background or the location of the school, and thus still widely unknown or only minimally so by the current adult population, residential schools were a transformative event for Natives of America. A curriculum unit on the period of residential schools in the USA would provide many discussions and assignment possibilities, and correlations could or would be made to similar events in other countries like New Zealand or Australia during their colonization phase. Among the objectives, students should learn is how past events can impact situations and conditions today. This may be considered a “cause and effect” lesson. They would also be introduced to or have expanded the concept of the duality of history, when comparing sources which describe events like residential schools. Indigenous descriptions and impact were downplayed or absent from mainstream American due to history being written in favor of European American accomplishment. For example, teaching units on the building of churches in California, and the “Mission Indians” (Blackmore, 2017).  Were Native rights violated by residential schools based on the statues in the Constitution and Amendments? How? If not, why not?  Why do Native Americans have high unemployment and lower school graduation rates, or issues with substance and alcohol abuse?  The consideration of possible answers to ethical questions such as, “If you have power, however it is gained, should you exert it over others against their wishes or objections?” 10 Indigenous Knowledge  In the complex, multi-cultural reality that is the USA, should western style or mainstream American created cultures take precedent over indigenous, original or other cultures?  Another concept students should consider is how important is the “freedom to be oneself”, even if it is a different religion, sexuality, way of expression. Are these things protected by law, why or why not?  Were the methods and means used to confine Native children to residential schools just or unjust?  How is minimization or erasure of Indigenous history connected to issues like stereotyping of Natives, school mascots and other forms of cultural appropriation? What are the effects? (APA, 2005). We will present some of the conflicts regarding the founding of the USA from indigenous perspective, as all students at this level should be aware of the main events and dates leading up to and following American Independence from Great Britain, and which has only been given from European perspective. One very effective means of engaging students on such topics, is by using short films, documentaries and other multi-media that features indigenous youth. This serves two purposes, 1) it presents those closer to the students age, so they may be more empathetic and interested, 2) doesn’t continue the unspoken rhetoric that Natives are extinct, nearly extinct or only primitives of the past. Students may provide a related topic and assigned to find one such source they can present in class, or which they can give their findings to the teacher who presents it for them. 11 Indigenous Knowledge We can reference and have a timeline of native populations, tribal networks and locations of large civilizations, then superimpose some of the massacres and the reasons behind them? Cause and effect. An example would be the Gold Rush Fever that created a determined stream of Europeans and new Americans westward (Miranda, 2015; Blackmore, 2017). It is a topic many students might recognize, even if not knowing specific details. What did this mean for the indigenous peoples in those areas? (For example: the slaughter of Californian tribes was especially brutal in a comparatively brief period of time). While some teachers have used activities such as debate teams to challenge students to better critical thinking, with one said challenging a topic, while the other side defends, this is a model I have never approved of for subjects such as this. When there are survivors or victims, or in this case, a whole demographic group being heavily, negatively affected by an event or series of events, it can be inadvertently lessen or minimize their current situation and retraumatize survivors and their descendants. Some teachers may argue that they have few or no Native students in their class or school, therefore such objections would not apply to them, but I strongly believe the opposite having experienced and observed the effect on those “few” Native students and other minorities. The National Indian Education Association (NIEA) and the National Native American Boarding School Healing Coalition (NABS) have gathered resources, and developed curriculum for teachers and other educators to use to convey this information and non-traumatizing methods to teach (2017). Ways of assessing how and what students have learned would including surveys. At the beginning of the unit, following a brief background and overview, students would 12 Indigenous Knowledge be asked to complete a simple, ungraded survey about the topic, which would be retained for the end of the unit. Following completion of teaching the unit, the same survey or one with changed wording but similar questions would again be taken, with both results then being returned to students. We would compare the answers of each, and students would not be required to share or show their answers to other students. In having students complete the survey at the beginning, it would also guide the teacher in what additional material or focuses might be needed. Otherwise, students would be required to complete a presentation of what they’ve learned detail-wise, but which must include how those events are affective today for both Natives and non-Native residents of the USA. The deadline would be at the end of the unit, but earlier they would have been expected to inform the teacher how and with whom they would complete a final project. They may use a medium of their choice, which would be presented to the class. It might be a short video of gathered data, photos or other images, or a video taken with their phone. They might do this individually, or they might be assigned or choose a partner. Some students might have a harder time vocalizing or sharing their feelings about the material, and wish to have more support in this way, or may need more assistance or direction, such as a student who might have Asperger’s Syndrome or another social, cognitive or physical situation. Each student in a duo might receive the same grade, depending on how they worked together. References American Psychological Association (2005). Summary of the APA Resolution Recommending Retirement of American Indian Mascots. Retrieved from http://www.apa.org/pi/oema/resources/indian-mascots.aspx. Blackmore, E. (2017). California’s Little-Known Genocide. Retrieved from http://www.history.com/news/californias-little-known-genocide. 13 Indigenous Knowledge Miranda, D. (2015). Lying to Children About the California Missions and the Indians. Retrieved from https://zinnedproject.org/2015/03/california-missions-and-indians/. National Native American Boarding School Healing Coalition (2017). Resources: Curriculum. Retrieved from https://boardingschoolhealing.org/education/resources/. 14 Indigenous Knowledge Curriculum Map and Curriculum Plan The following curriculum is a based on a lesson plan I frequently use teaching in Germany about specific aspects of Native American history or contemporary Native history, such as residential schools. The age group I most often work with are between the ages of 14-19, in Gymnasium, which is the equivalent of a US higher educational school combining middle and high school courses, so this is the target audience. While not formally trained as a teacher, some were already incorporated in my material in some form, from techniques and ways I’d learned from my indigenous mentors or elder relatives, but UdB principles helped further expand the previous outline and improve student understanding. Since information about residential schools has been strategically omitted by the US educational system, despite teaching about the European Jewish Holocaust, a standard inclusion, or the Irish Potato Famine, most of what was inflicted on the indigenous by those of European heritage, and its effects today, appears to still be low priority topics. UDL principles and methods are essential for conveying this important information. Both countries, the US and Germany individually have a history of genocide with continuing severe consequences to the survivors. For the Natives of North America, it was not only loss of life, but also loss of land and homes, and the continuing erasure of culture through forced assimilation. In Germany, it is the minimization, appropriation and discriminatory treatment and racism towards African peoples, such as the Nami and Herero peoples, who were subjected to attempted genocide during German’s colonial period, when many of the notable Nazis tested their torturous methods. These 15 Indigenous Knowledge are difficult but important topics where material must be carefully considered, and age appropriately presented. What we want children to know or develop: 1) How past events can have effects in the present, 2) how both individual choices or actions can have consequences for others, and 3) empathetic response that can include people who may have different cultures, religions and belief systems, or appearances than themselves. CURRICULUM MAP [for demonstrating alignment] Standards _______________ Essential Questions How do events of the past affect the present? Student Performance objectives: KNOWLEDGE Student performance objectives: SKILLS Instructional Strategies Materials, Equipment, Texts/Articles Assessments F= formative S= summative DA = district assessment The trauma and disconnection to sociocultural structures disrupted and harmed Native support and continuity. As Native cultural identity was being erased, pseudoNative stereotypes and identity was being appropriated by Non-Natives Ability to compare and contrast events, statements or concepts, draw then defend a conclusion. Sharing of individual profound experiences. Local news stories on major or memorable events students can readily identify. F Recognition of Native stereotypes and why they are not just descriptive terms or images Have students find media of their choice, such as YouTube videos, which will be shared with class. Supportive comments on their selection. Student choice. Short documentaries and video featuring commentary by survivors and descendants. S What is the definition and purpose of assimilation? Understanding of why this was objectionable to many Native families and nations. Critical thinking and Deductive reasoning. Development of empathetic response. Exercises and activities that produce emotional response when choice and free will is taken away. What was the purpose and aim of residential schools? The process of their creation, who was involved and what was their slogan. Native response. Ethical and moral decision making and criticism. What were the effects on Natives in the past? In the present? On NonNatives? DA The Healing Coalition on Boarding Schools Website. S Essential Questions: • • What was the purpose or aim of residential schools? What is assimilation? 16 Indigenous Knowledge • • • • • • Why did the US government feel assimilation of Native children was necessary? Why did colonized countries choose these methods for indigenous populations? What are those other colonized countries? What tactics were used in residential schools to facilitate assimilation? What was the slogan of the educator who designed the school format? What were conditions like for Native students in residential schools? What are the effects of residential schools on Natives today? On non-Natives? Teaching material: • • • • • Maps of schools, tribes affected. Methods of removal. Consequences of removal if parents objected. Statements from now adult former student survivors of the conditions. Photos (the pic of small handcuffs). Standards of life and focus of America during the period of residential schools, contrast with Native families. (photo) Short documentaries (age appropriate) or films on subject matter. If in the area nearby a native reservation or communities affected, a possible survivor or relative, a Skyped in call or a lecture by a documentary maker who filmed survivors and/or affected families, especially children or young adults on how their families were affected. By or following an assessment method, students should know: • • • • • Terminology related to US policies relating assimilation, residential schools and Native Americans (and define and identify similar endeavors.) Have an expanded view of US American history, especially relating to Natives past and present. A timeline of residential schools with non-Native management, and the effects on Natives past and present. A concise history of the USA that includes Native and other cultures perspectives. Deconstruction of the “Melting Pot Theory”. Additional points for discussion: 17 Indigenous Knowledge • • • • • • • • Why are these events not included in US history books? Should there be any reparations or apologies? Undocumented deaths, relatives still searching for family members. Continuing efforts to have remains returned from former residential schools. Survivors multiple psychological, cultural and personal disorders due to mistreatment and disconnection from their sociocultural structures and “scaffolding”. What other major actions or events had recently taken place and what other major events were taking place during the USA at this time? What was the standard of life and focus of America for non-Natives during the period of residential schools? What were the conditions for the Native parents and communities? Additional course material and media: • • • • • • • • • Unseen Tears: The Native American Boarding School Experience in Western New York Part 1 & 2 https://www.youtube.com/watch?v=ioAzggmes8c&index=6&list=PLg_5S93b xv70w-Bxn_pedPonIjrVyoCrc New Heritage Minute Reveals the Dark Secret of Residential Schools https://www.youtube.com/watch?v=TK483UHGd7k Alcatraz Has Some Surprising Prisoners: Hopi Men http://www.history.com/news/alcatraz-had-some-surprising-prisoners-hopimen “Kill the Indian, Save the Man” https://www.youtube.com/watch?v=DKozx9rQXZU How the US Suppressed Native Identity https://www.youtube.com/watch?v=FFAQBUCNEtg Assimilation through Education: Indian Boarding Schools in the Pacific Northwest. Ch. 1 & Conclusion - Education for Extinction. Colonization Effects from First Encounter Through Us-Federal Policy Federal Policy Activity: American Indian decimation by disease, violence, genocide and federal policy. “Native American Stereotypes and Realities” by Devon A. Mihesuah. 18 Indigenous Knowledge Analysis of Knowledge Like the pedagogical introduced in this unit, one of the major aspects often omitted from museum displays, especially those related ethnological or cultural edifices, is the phenomenal impressions of the viewer and considerations of what they bring to the visit, their own sociocultural scaffolding. The curator and staff must anticipate or factor in what knowledge, their likeliest forms and the beliefs visitors may bring with them. Through this awareness and research, they can design displays which accurately convey information so that the desired learning result is more likely to occur. If not considered in depth, misconceptions and reinforcement of misinformation takes place (Carson, 2017, p.10). So, too, in constructing curriculum, teachers must be cognizant of the different taxonomies of knowledge, how they might be (mis)interpreted, anticipating pathways where misdirection may occur and/or try to alleviate this possibility in the initial stages of design by more carefully preparing their unit. In my exemplary unit, or as I will detail more fully in the final project, following a brief description of the term “residential school”, and before introducing the essential questions, I use a descriptive illustration to engage student attention and ground them to the subject in a personal way. What if all the students, all children in the town were forcibly removed, and not allowed to return to their homes and families for years? What if they were denied their language, their siblings presence, their cultures, traditions and beliefs, and if discovered using them, were subjected to many forms of abuse? Thankfully, most young people have no firsthand experience in this way, but affective knowledge, “the intuitive knowledge of one’s felt state, the emotional and aesthetic dimensions of human experience” (Damasio, 1999) can supply this information to them. 19 Indigenous Knowledge This is often a very emotionally shocking and sobering experience for the classes I’ve taught, so that continuing with the same type of knowledge, can be draining or negatively affective. A change of knowledge type is critical at this point, so they can reengage with the more usual type of knowledge they are used to receiving and accessing. “What was the purpose or aim of residential schools? What were the principles and methods based on? What was the history of the US government’s treatment of Natives up to this point, what tactics had been used?” (Haircrow, 2017). Using short documentary films or excerpts, mixed media with images and written history about events and quotes by American educators and leaders involved, and mostly especially those of Natives who were former survivors or their descendants, since this perspective is often omitted from any narrative including the indigenous of North America. Narrative knowledge, the “human perspective” in this case, helps students then mentally, personally “step back” from the events, if they feel the need to do so. They can figuratively continue to place themselves and their families in the role of Natives separated, or immerse themselves in the voices of history. In the presentation of different viewpoints on the benefits or ills of assimilation, the opposing worldviews of natives and non-natives of what was civilized behavior, empirical knowledge can be employed, as the connection between US governmental goals regarding the remaining indigenous peoples is made is evident through the patterns of history, preceding the use of residential schools and since. “What other major actions or events had recently taken place and what other major events were taking place during the USA at this time?” (Haircrow, 2017). Using an illustrated 20 Indigenous Knowledge timeline of students are provided the information that Natives were not allowed to be citizens or to vote until 1924, although this has been a right for immigrants for centuries. Natives were forbidden to practice their religion, beliefs and traditions from the late 1800’s until 1978, on pain of further oppression and/or imprisonment (Legends of America, 2017). In utilizing teaching materials, researching or reviewing other resources, students will use conventional knowledge, whether it is using a call number to find a library book on these subjects, as these numeric symbols are associated and matched. In using the computer’s mouse, psychomotor knowledge and memory is present, as we do not consciously think of left or right clicking as necessary, to toggle through computer folders or tabbed webpage, but our body “remembers” how to do so, just as we do when we are typing on a computer keyboard without looking at the keys, yet spelling the words correctly on screen. Conventional knowledge may also be employed when a short video is projected onto a classroom screen, and students fall silent, because their experiences, direct and indirect has taught them this is a time where silence is appreciated and expected. In considering the more abstract and complex aspects of residential schools, there are questions like, “Was the decision by the US government to subject Native children and families to the effects of boarding school right or wrong?” Also, which I will need to expand in my final project, “How past events can have effects in the present?” Simulating students cognitive processing skills, so that they gain knowledge, experiences and observations that are transferable to their own lives today, and the society and events they see around themselves, in the hopes of them making good or 21 Indigenous Knowledge better choices now and in the future, in whatever capacity or position they serve, is the main point of the entire exercise and unit. References Carson, R. (2017). EDCI 536: Curriculum Project. Retrieved from file:///C:/Users/sumashetshi/Desktop/msu/00B%20-%20Course%20Project%20%20Instructions.pdf. Haircrow, R. (2017). Course Project Indigenous Knowledge Week 5. Legends of America (2017). Native American Timeline of Events. Retrieved from https://www.legendsofamerica.com/na-timeline/6/. 22 Indigenous Knowledge Summary and Conclusions The risk that the US school system runs, which they attempted to alleviate through the transformation of earlier models, method and curriculum, is that to systematically begin the inclusive of indigenous knowledge on those peoples’ terms, is to have to face the deliberate exclusion, systematic racism and Eurocentrism that is the foundation of the US educational system and society. It is having to answer the questions of why it was deliberately excluded in the first place, who did it serve to have it omitted or included without attribution. Yet including indigenous knowledge and concepts in curriculum serves the greater purpose and intention of UDL, to help all students learn, because indigenous knowledge is adaptive and inclusive. In fact, UDL principles and guidelines like UdB can be compared to indigenous knowledge methods, because the latter also recognizes that all beings cannot and do not learn or exist in the same ways, and it is incumbent upon educators, teachers and the average person to be able to recognize and change to meet that student’s need, whoever that student may be. Due to stereotyping of native or indigenous peoples and cultures, indigenous knowledge continues to primarily be relegated to the equivalent of a footnote, when our society and world needs indigenous perspective and knowledge, not only to help save the environment that sustains us all, but to reprogram the minds that allowed for and facilitated the destruction. Indigenous knowledge goes beyond subject and theme, to the formation of thought and action, principles can be incorporated into any subject and the redirection away from Eurocentric material and curriculum, which serves to reinforce white supremacist beliefs originally inculcated into methodologies. Shifting away from 23 Indigenous Knowledge this propensity in curriculum, incorporating indigenous knowledge and concepts with attributions, would be the next transformative event in education and society. 24