Indigenous students deserve Indigenous teachers.

This philosophy drives the Sapsikwawa Education Program at the University of Oregon, led by Leilani Subzarian of the Artik Nation of South Central Alaska, along with Professor Michelle Jacob of the Yakama Nation of Washington State. Working with nine federally recognized tribal nations in Oregon and master’s degree programs at the College of Education, indigenous students are trained to teach in indigenous communities along the Columbia River in southern Washington. Means “teacher” in the language spoken in Ichshkin/Sakhaptin. )

“Our motto is ‘Education makes people stronger,'” says Subzarian. “We model how we put indigenous pedagogy and knowledge at the center of our education. , encourages us to look to our communities and to the way we live in radiance.”

One of the time-honored Indigenous teaching methods is storytelling. Subzarian shared stories of Indigenous youth attending public schools. His absence resulted in a misunderstanding of laziness and indifference from the principal. In fact, young people were performing their ceremonial duties in the community. This is an admirable sign of maturity.

“Public schools typically do not value the knowledge and culture of Indigenous youth,” says Subzarian. “It is important that students see their own knowledge and culture as a source of power before they become teachers.”

ancient wisdom

Another Aboriginal Education Method: Learn from Elders.

A new program feature called Grow Your Own prioritizes multigenerational instruction by bringing together interested high school students with UO undergraduates, masters students, alumni, and seniors. One of her esteemed mentors, Yakama linguist Virginia Beavert, PhD ’12 (Linguistics), turned 100 last November.

“Having students in the community with elders is invaluable,” says Subzarian. “But these young people’s perspectives are just as important. they teach we Whether what we consider important is actually relevant to them. ”

Triple Duck became a teacher

Subzarian was adopted by a white couple in the Eugene area. Although she was loved, she says she grew up feeling disconnected from her Indigenous identity, community and culture.

That changed at UO after Subzarian entered college to become a teacher. In the course of her bachelor’s, master’s and doctoral degrees, she embraced indigenous studies and her own identity. She eventually visited her hometown, the indigenous village of Chignik, to meet relatives of her biological mother.

“I had to work hard to gain knowledge about indigenous studies and feel good about being indigenous,” Subzarian says. “I thought it was a deficit, that I was not as indigenous as other people. Now I realize that is my strength. .”

Personal project, professional value

Subzarian explores his life and his ongoing journey to reconnect with his homeland, language and roots.

“It’s a personal project, but it’s worth it for the future teachers I work with,” she says. “It takes courage and humility to reconnect with the community. Modeling that shows that I will always have time to go back and talk to my aunt or connect with other relatives. Your You have time to learn your language and your home country, they are your source of strength.”