Tiffany M. Locklear and Frances D. Hunt, UNC-Pembroke

https://doi.org/10.46767/kfp.2016-0033

ABSTRACT

Using an interpretive analysis of digital storytelling, we advance the conversation on ways Indian communities can rethink educational design. From an ethnohistorical context, we interrupt traditional pedagogy to grant voice and perspective to the Indigenous community. In this paper, we blend constructivism and personal digital stories to bring forth critical consciousness concerning mainstream educational practices. As an alternate, yet, innovative approach, we employ Unlocking Silent Histories, an educational design that aims to couple culture and learning. It does so by opening a space for teaching and learning that illuminates the Indigenous way. Our analysis reveals emerging themes of the Lumber River, community, and resilience.

Keywords

American Indian education, Indigenous, Native, Lumbee History, Digital Storytelling

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