What You'll Learn

In this micro-credential stack, topics covered include the impact of federal policy on American Indian/Alaska Native education, culturally responsive pedagogy and classroom management, and teaching culturally through content areas such as ELA, Social Studies, and STEM. While each course is free-standing, the courses are scaffolded to build an understanding of teaching for and about Native students as well as the historical contexts that still impact the modern Native education experience.

Who Should Apply

• This course is applicable to all educators who desire to be more culturally responsive. However, it is specially designed to support those who teach in communities with American Indian/Alaska Native students or teach Native culture or history in schools and other educational settings.

Description
While many educators may never teach a Native American or Alaska Native student directly, Native culture, history, and literature are critical components of curriculum across grades and content areas. All US History is essential Native history; however, the instructional materials and practices in our classrooms are rarely authentically and respectfully designed to teach about Native people or even for Native people. Though we understand that culturally responsive instruction is an educational best practice for all students, there are unique aspects when teaching for and about AI/NA people. This stack of micro-credentials invites educators to gain a more in-depth understanding of how federal policy and colonialism impacted the wellness and ways of life for Native communities today thus impacting how non-Native students even learn about the truths of Native trauma and resilience. Once that foundational knowledge is shared, the stack walks educators through an understanding of culturally responsive instruction and practice through the lens of Native students. This includes classroom management, relationship building, and instructional design across content areas. By completing this stack, an educator should be more confident and prepared to design respectful and impactful instructional experiences that are inclusive of AI/AN students as well as teach non-Native students the past and present stories of AI/AN people.