2016-2020
In 2016, USH expanded to the Lumbee Tribe of North Carolina. Pictured here, youth are working together to create a film about the important Lumber River. USH leaders Chema, Carmen, and Carlos presented at the University of North Carolina, Pembroke, and helped set the stage for the Lumbee Tribe adoption of USH. The program is now a part of The Old Main STREAM charter school, and will be integrated into the school once the school expands its grade offerings.
Being Lumbee.
It is a long established fact that a reader will be distracted by the readable content of a page when looking at its layout. The point of using Lorem Ipsum is that it has a more-or-less normal distribution of letters, as opposed to using ‘Content here, content here’, making it look like readable English. Many desktop
Program Development
Refinement.
Two Lumbee Tribe doctoral candidates in Education at the time, developed the second iteration of USH. They worked to create an adaptive and flexible curriculum and leadership toolkit to expand USH into other communities.
Key Insigths.
Fostering Educational Sovereignty
Centering Place-Based and Relational Education
Cultivating Decolonial Leadership Practices
Select Videos
Women, Language, Place, Regalia
Writings.
Unlocking Silent Histories of the Lumbee Community: Supporting Educational Sovereignty through Video Ethnographies
Donna DeGennaro, Tiffany M. Locklear, & Susan C. Faircloth.
This manuscript draws on Tribal Critical Race Theory (TribalCrit) to explore how eurocentric education serves as a vehicle for the assimilation and acculturation of Indigenous peoples in the United States. Departing from deficit approaches to Indigenous education, we explore the implementation of a community-based youth participatory action initiative, Unlocking Silent Histories (USH), with the Lumbee Tribe of North Carolina. USH is a leadership and learning initiative grounded in critical pedagogy, media studies, and Indigenous transformative praxis. USH engages youth in setting learning goals, identifying the purpose of their research, interviewing elders, and ultimately creating short films. In this study, we examine how participating youth take up and transform USH based on the context in which it is being implemented. We illuminate moments of agency, social inclusion, and healing as emergent from this community-connected and youth-directed approach to learning through a grounded theory approach.