The members examined their discipline system and designed a new system that is responsive to diverse and often conflicting histories, interests, resources, and goals. As decolonizing methodology, Indigenous Learning Lab honors the sovereignty of the Ojibwe Nation and followed three epistemological principles: Respect, revitalization, and reconciliation. Over the 11 meetings in the 2019-2020 academic year, eight Indigenous community members (three students, two parents, two teachers, and one government member) worked with six non-Indigenous school staff and a research team including Indigenous and non-Indigenous scholars from a local university. As a result, they decided to implement Indigenous Learning Lab in order to address discipline disparities with Ojibwe students, parents, and educators. In the last decade, the school administrators and teachers strived to develop positive and reciprocal relationships with the Ojibwe community, including indigenous cultural practices and addressing disparate academic outcomes that Indigenous youth experience at the school.
Save Two Walleye.” An Indigenous Learning Lab member remembers seeing his teachers at the boat landings, shouting and throwing objects at his family on the weekend–then having to face them on Monday morning in the high school.
As they harvested walleye fish, tribal members risked injury as they encountered hostile crowds of local White men, women, and children who threw rocks and other objects and held signs that said, “ Spear an Indian! Save a Walleye,” and “Spear a Pregnant Squaw. Tribal members were physically attacked or prevented from practicing their treaty-guaranteed harvesting rights on lands ceded in treaties with the U.S. The city where the school is located was the epicenter of Wisconsin’s Anti-Indian movement of the 1990s, refereed as Walleye War. The aim of the intervention was to design and implement a new, inclusive school-wide behavioral support systems where Indigenous students’ cultural identity, agency, ingenuity, and joy are fostered in order to address violence and disparities American Indian students faced at Northwoods High. Exclusionary discipline may result in adverse academic and life outcomes.Īt this seminar, we will present a longitudinal formative intervention study, Indigenous Learning Lab, implemented at Northwoods High School through a coalition of an Ojibwe Nation, the Wisconsin Department of Public Instruction, the Wisconsin Indian Education Association, and a research center at a local university. Today, Indigenous students are more likely to receive harsher discipline more frequently than white counterparts.
Settler colonialism strives for the dissolution of Indigenous societies by establishing a new colonial society on seized land with the elimination of Indigenous people as an organizing principle. In the United States, education has been used as a tool for downward assimilation with the widespread use of boarding schools until the late twentieth century that separated American Indian children from their families and communities, cut their hair and forbid them to speak their languages or practice customs, forced them to learn English and practice Christianity, leading to cultural genocide that current generations still carry.
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