- Elizabeth Jones, 911±¬ÁÏÍø at Pembroke
- Dr. Camille Locklear Goins, 911±¬ÁÏÍø Pembroke
- Dr. Scott Hicks, 911±¬ÁÏÍø Pembroke
- Dr. Kelly J. Barber-Lest, 911±¬ÁÏÍø Pembroke
- Dr. Jennifer Jones-Locklear, 911±¬ÁÏÍø Pembroke
- Dr. Camille Locklear Goins, 911±¬ÁÏÍø Pembroke
Abstract
Our initial impetus for this stems from the development of 911±¬ÁÏÍøP’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.