Giving Voice to Our First Nations: Creating a Framework for Indigenous Interpretation at Cultural Heritage Sites

Autor/inn/en	Runnels, Chay; Abbott, Judy; Laird, Shelby Gull; Causin, Gina; Stephens-Williams, Pat; Coble, Theresa; Ross, Sara
Titel	Giving Voice to Our First Nations: Creating a Framework for Indigenous Interpretation at Cultural Heritage Sites
Quelle	In: Tribal College Journal of American Indian Higher Education, 29 (2018) 3 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-5505
Schlagwörter	American Indian Education; Cultural Background; Museums; Cultural Pluralism; Inclusion; Indigenous Populations; Indigenous Knowledge; Historical Interpretation; Barriers; Tourism; Curriculum Development; American Indians; Tribes; Tribally Controlled Education; Partnerships in Education; Course Content; Educational Planning; Stakeholders; South Dakota; Missouri (Saint Louis); Texas + Suchen Sie Ihr Suchwort? Museum; Museumswesen; Museen; Kulturpluralismus; Inklusion; Sinti und Roma; Historische Interpretation; Tourismus; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; American Indian; Indianer; Tribal society; Stammesgesellschaft; Hochschulpartnerschaft; Kursprogramm; Bildungsplanung; South-Dakota
Abstract	The Indigenous voice may be muted or lost at complex and controversial cultural heritage sites, but barriers to interpreting these sites can be bridged through collaboration and co-creation. This process necessitates a long-term investment by both the sites and stakeholders. Lessons learned from this experience can serve as a framework for developing an interpretive strategy that embraces cultural diversity and inclusion. Researchers at Stephen F. Austin State University (SFA) and University of Missouri-St. Louis (UMSL) worked with the National Park Service (NPS) and Oglala Lakota College (OLC) in Pine Ridge, South Dakota, to develop Indigenous interpretive curriculum that provided the tools for Indigenous students to tell their own stories and market their own heritage to visitors seeking an authentic experience. This project combined interpretation and tourism curriculum development within an existing framework at OLC. Stakeholders from the tribal college, national parks, other tourism destinations, and SFA and UMSL worked side by side to build pathways to engage student participation in interpretation and tourism. (ERIC).
Anmerkungen	Tribal College Journal of American Indian Higher Education. P.O. Box 720, Mancos, CO 81328. Tel: 888-899-6693; Fax: 970-533-9145; Web site: http://www.tribalcollegejournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01