This course explores how outdoor educators can engage in culturally responsive incorporation of indigenous studies concepts into outdoor education curriculum and programming. Although originally developed for 5th and 6th grade outdoor school educators in Oregon, the course applies broadly to all outdoor and experiential education.
Created by Dr. Spirit Brooks and Dr. Leilani Sabzalian, this course introduces the following concepts:
The course will also discuss how these concepts can influence our knowledge, beliefs, and values about indigenous people in Oregon, surfaces problematic stereotypical representations of Indigenous peoples of Oregon in outdoor school curriculum.
This course is designed to surface some of the common assumptions and misinformation about Indigenous people and cultures, particularly as they relate to outdoor school in Oregon.
Of course, you do not have involved with 5th or 6th-grade outdoor school to access this course, and its information applies to a broader scope.
Dr. Spirit Brooks (Cheyenne/Arapaho) is the Research, Evaluation, and Assessment Coordinator for the OSU Extension Outdoor School Program. She earned her PhD from the University of Oregon in Critical Sociocultural Studies in Education in 2017, an M.A. in Anthropology and Women and Gender Studies from OSU, and a B.S. in Political Science with a focus on Environmental Justice from UO. As an educational researcher, Spirit is committed to anti-colonial research practices and committed to social and environmental justice. In her work with the OSU Extension Service Outdoor School Program, she has focused on culturally responsive research that highlights equity, diversity, and inclusion in Outdoor School in Oregon.
Dr. Leilani Sabzalian (Alutiiq) is an Assistant Professor of Indigenous Studies in Education and the Co-Director of the Sapsik'wałá (Teacher) Education Program at the University of Oregon. Her research focuses on creating spaces to support Indigenous students and Indigenous self-determination in public schools, and preparing teachers to challenge colonialism in curriculum, policy, and practice. She is also dedicated to improving Indigenous education in the state of Oregon by serving on the American Indian/Alaska Native State Advisory Committee and advocating for legislation such as Senate Bill 13, which mandates curriculum on tribal history and sovereignty in all K-12 public schools in Oregon.