CircleBridge bookBuild participation through relationship
The account shows how personal outreach can accomplish what a general email cannot. Conversations build relationships before a shared document is developed. Elders participate in shaping and approving the Essential Understandings, so the resulting knowledge is grounded in their contribution. The authors also emphasize invitations and useful resources for teachers rather than treating cultural learning as a box to check. Sustained leadership and material support help the work continue. The chapter’s comparison of state approaches is the book’s account of its experience, not a current statement of law or curriculum requirements.
A practice to try
Replace a general request with a personal conversation. Ask a potential partner what participation would mean to them and what support or authority they would need.
School or classroom
Use a North Dakota Elder’s interview in connection with the relevant NDNAEU and subject matter.
University or college
Design community learning with distinct Nations’ knowledge and perspectives represented.
Organization or community
Invite partners to shape the agenda and review the resulting materials.
Reflection questions from the book
Building Trust Through Personal Connection
In the development of the North Dakota Native American Essential Understandings (NDNAEU), personal phone calls and conversations helped build trust with elders. Think about a time when building trust required personal outreach in your life or work. How did forming personal connections change the outcome of that experience?
Cultural Preservation Through Storytelling
The elders’ storytelling played a central role in creating the NDNAEU. Reflect on a time when you learned something important through a story someone shared. How did that experience shape your understanding or perspective in ways that facts or data alone could not?
Collaborative Leadership and Shared Vision
The NDNAEU succeeded because of strong, consistent leadership and collaboration among educators, elders, and state leaders. Consider a time when you worked collaboratively toward a shared goal with people from different backgrounds or perspectives. What challenges did you face, and how did you overcome them?
Education Beyond Mandates
North Dakota’s approach focused on inviting teachers to incorporate Indigenous education, rather than mandating it. In your experience, how does an invitational approach to learning impact motivation and engagement? How might this idea be applied to education or leadership in your own community?
Companion guidance by Scott Simpson and Sharla Steever. Consult the book alongside these resources; activities and summaries do not replace the complete book.