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Centering Latine/Hispanic, Native American, and Indigenous Students' Ways of Knowing in Curriculum and Pedagogy
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Author(s): Lauren Rebekkah Contreras (Northern Arizona University, USA), Renee C. White Eyes (Northern Arizona University, USA), Susana H. Hernández (Northern Arizona University, USA), Alana Kennedy (Northern Arizona University, USA)and Cynthia D. Villarreal (Northern Arizona University, USA)
Copyright: 2025
Pages: 30
Source title:
Developing Culturally Responsive Curriculum in Higher Education
Source Author(s)/Editor(s): Rick Rantz (Allan Hancock College, USA)and LeeAnne McNulty (Allan Hancock College, USA)
DOI: 10.4018/979-8-3373-2955-0.ch013
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Abstract
The authors of this chapter all work at a Hispanic-serving institution (HSI) and an emerging Native American Serving Non-Tribal Institution (NASNTI) committed to educating Latine/Hispanic, Native American, and Indigenous (AI/AN) students. In this chapter, we weave together critical ideologies and approaches that inform our culturally responsive curricular and pedagogical development. The authors focus on student learning, developing cultural competence, and supporting students' critical consciousness in our courses and seek to move away from normative teaching. We first describe the education histories for Latine/Hispanic and AI/AN students. Next, we explain the foundations and frameworks of serving and educating these communities. Lastly, we discuss pedagogical approaches that we individually employ to teach students from Latine/Hispanic and AI/AN communities. Finally, we synthesize key takeaways from our individual approaches to describe a collective pedagogical commitment.
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