Toward Curriculum of (Re)Newal: Na:tinixwe Approaches From/for the Language, Land, and People

• In Event: Indigenous and Justice World-Remaking: Curriculum of Bodies and Land

Abstract

Prior to settler colonialism, education for Na:tinixwe (Hupa people) was a life-long process guided by the land and ancestors. Following the conversion of the boarding school to a public school, Hupa knowledge continues to be suppressed, while settler curriculum remains at the center. Using Na:tinixwe methodologies, this paper draws on two examples of a larger project toward a Na:tinixwe curriculum of (re)newal that reasserts the vitality of Na:tinixwe knowledge from/for our language, land and people. These approaches are counter to settler-capitalist notions of time-space. When we look to this grounded curriculum we are able to open-up possibilities of curriculum along a cyclical timeline of (re)newal through, against and outside of settler colonialism.

Author

• Sara L. Chase Merrick, Humboldt State University