Participants' Perceptions of the Ho-Chunk Nation Indigenous Arts and Sciences Institute
School of Education, University of Wisconsin-Stevens Point
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Native American culture or Indigenous ways of knowing and learning have been historically underrepresented in US public school classrooms. In this study, I claim that educators should participate in culturally influenced professional development (PD) opportunities to better serve all students. The Ho-Chunk Indigenous Arts & Sciences Institute (HIASI), a PD opportunity available since 2016, was created to assist educators in creating culturally inclusive, collaborative learning environments. In this qualitative, phenomenological study, I examined how HIASI participation influenced Indigenous Knowledge integration into classroom instruction and curriculum, as well as how innovative, Indigenized pedagogy impacted student-teacher relationships and created engaging, collaborative learning environments. The HIASI participants I interviewed for this study described how attending HIASI led them to incorporate more culturally relevant, Indigenized pedagogy into their classrooms, resulting in an increase in student interest and engagement.
Native American studies
Culturally Relevant Pedagogy