- Elizabeth Jones, Â鶹ÉçÇø
- Dr. Camille Locklear Goins, Â鶹ÉçÇø Pembroke
- Dr. Scott Hicks, Â鶹ÉçÇø Pembroke
- Dr. Kelly J. Barber-Lest, Â鶹ÉçÇø Pembroke
- Dr. Jennifer Jones-Locklear, Â鶹ÉçÇø Pembroke
- Dr. Camille Locklear Goins, Â鶹ÉçÇø Pembroke
Abstract
Our initial impetus for this stems from the development of Â鶹ÉçÇøP’s Indigenous Cultures & Communities (ICC) graduation requirement and the efforts of individual faculty representing disciplines in the arts, education, humanities, library, and nursing to redesign class activities and courses and share models and templates for readers’ use and adaptation in incorporating Indigenous-centered pedagogies in their own courses. We have curated our practical and philosophical methods for engaging Indigenous knowledge and using Indigenous-centered pedagogies in college courses and curricula through the lens of faculty efforts to redesign their courses in support of a newly instituted graduation requirement focused on Indigenous cultures and communities.