Tribally specific cultural learning: the Remember the Removal program

Lewis, Melissa E.; Myhra, Laurelle L.; Smith, Benny; Holcomb, Sarah; Erb, J.; Jimenez, Tyler

doi:10.1177/1177180120952897

Cited by 7 publications

(16 citation statements)

References 42 publications

(42 reference statements)

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“…It is situated within educational programs regarding the displacement of Indigenous communities which also aim to increase cultural learning. One such parallel effort is Remember the Removal, a program that was designed for Cherokee youth and young adults with the hope of advancing Cherokee knowledge, culture, and language while retracing the Trail of Tears (Lewis et al, 2020). An evaluation study indicated that themes from Cherokee values emerged as cultural lessons elicited by the program, including treating everyone with kindness, helping each other, working together, taking care of one another, treating each other as family, and being confident (Lewis et al, 2020).…”

Section: Comparative Researchmentioning

confidence: 99%

“…One such parallel effort is Remember the Removal, a program that was designed for Cherokee youth and young adults with the hope of advancing Cherokee knowledge, culture, and language while retracing the Trail of Tears (Lewis et al, 2020). An evaluation study indicated that themes from Cherokee values emerged as cultural lessons elicited by the program, including treating everyone with kindness, helping each other, working together, taking care of one another, treating each other as family, and being confident (Lewis et al, 2020). Along with showing that cultural learning is possible through the program, it related cultural knowledge and connection to health and well-being and implied long-term impact (Lewis et al, 2020).…”

Section: Comparative Researchmentioning

confidence: 99%

“…An evaluation study indicated that themes from Cherokee values emerged as cultural lessons elicited by the program, including treating everyone with kindness, helping each other, working together, taking care of one another, treating each other as family, and being confident (Lewis et al, 2020). Along with showing that cultural learning is possible through the program, it related cultural knowledge and connection to health and well-being and implied long-term impact (Lewis et al, 2020).…”

Section: Comparative Researchmentioning

confidence: 99%

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“I see my ancestors”: exploring tribal college student experiences playing When Rivers Were Trails

Emmons¹,

LaPensée

2021

AlterNative: An International Journal of Indigenous Peoples

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The educational video game, When Rivers Were Trails, was launched in 2019. The purpose of the game is to teach players about Indigenous perspectives of history, US federal allotment policies affecting tribal nations, and some of the effects of these policies on Indigenous peoples. This article explores tribal college student experiences playing When Rivers Were Trails in hopes that it provides the basis for further research into how tribal college faculty may be able to teach the game within their own classrooms. Tribal colleges and universities were created by tribal nations to provide for the higher education needs of their citizens. Using phenomenological research methods, seven college students volunteered to participate in a brief study about their experiences playing the video game. Upon transcription and analysis of the interview data, three themes were developed that capture how these students define their experience with When Rivers Were Trails: feelings of representation, histories of land dispossession, and resilience of communities.

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Section: Comparative Researchmentioning

confidence: 99%

Section: Comparative Researchmentioning

confidence: 99%

Section: Comparative Researchmentioning

confidence: 99%

See 1 more Smart Citation

“I see my ancestors”: exploring tribal college student experiences playing When Rivers Were Trails

Emmons¹,

LaPensée

2021

AlterNative: An International Journal of Indigenous Peoples

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“…In May, participants depart for three weeks and follow the Northern removal route on bicycles. They visit historical and cultural sites facilitated by Cherokee historians and cultural experts; they read historical, geo-located primary materials about the removal, and receive on-site, landbased cultural and historical education (see [35] for additional details on cultural training). This program continues today given its formidable reputation and support within the Cherokee community and has expanded to the Eastern Band of Cherokee Indians as well.…”

Section: Introductionmentioning

confidence: 99%

The Health Effects of a Cherokee Grounded Culture and Leadership Program

Lewis

Smith

Wildcat

et al. 2022

IJERPH

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Introduction: Indigenous youth and young adults endure some of the highest rates of physical and mental health problems in the United States compared to their non-Indigenous counterparts. Colonization, oppression, and discrimination play a substantial role in these inequitable disease rates. However, culture (e.g., identity, participation, and connection) relates to the prevention of and recovery from illness in Indigenous populations. The Remember the Removal program aims to teach Indigenous youth and young adults tribally specific culture, history, and language to put them on a trajectory to become informed and culturally connected community leaders. We examined the program’s effects on health. Method: Thirty Remember the Removal program participants, mainly young adults, completed surveys four times: before the program’s start, at the end of the training period, at the program’s end, and at a six-month follow-up. Various indicators of physical, mental, spiritual, and cultural health and well-being were measured at each time period. Paired t-tests were completed to compare baseline scores to each subsequent time interval. Results: At program completion, and as indicated with an asterisk at the six month follow-up, participants had statistically significantly improved diet and exercise measures (e.g., reduced sugary, salty, and fatty foods, reduced soda consumption, increased fruit consumption, and improved self-efficacy for exercise), improved mental health indicators (e.g., reduced stress, anxiety, depression*, anger*, post-traumatic stress disorder, and microaggressions*, and improved positive mental health) and improved social and cultural connection (e.g., social support, Cherokee identity*, Cherokee values). Discussion: This is one of the first quantitative studies to demonstrate the profound effects that cultural learning and connection have on the health and well-being of Indigenous people and practices. It also demonstrates the specificity and effectiveness of a program created by and for tribal citizens. Future programs with Indigenous populations should work to center cultural connection and ensure that programs are created and directed by tribal community members.

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“…Hampton & DeMartini, 2017, p. 263 There may be no demographic of youth more harmed by the constructs of adolescence and adolescent development within the context of Turtle Island (North America) than Indigenous youth. 1 For this reason, a recent line of inquiry focused on understanding the experiences of Native youth has called for "decolonizing" adolescent developmental research (Bird-Naytowhow et al, 2017;DuPré, 2019;Flicker et al, 2014;Johnston-Goodstar, 2020;Lewis et al, 2020). This scholarship notes that settler colonialism-as an ongoing system of power that seeks to physically, culturally, and spiritually erase Indigenous Peoples-has long been ingrained in and inextricably tied to the foundation of the settler nation state through policies, programs, practices, and ideologies (Dunbar-Ortiz, 2015;McKay et al, 2020;Wolfe, 2006)-including dominant ideas of adolescence and adolescent development (Johnston-Goodstar, 2020).…”

mentioning

confidence: 99%

Toward an Indigenizing, Anti-Colonial Framework for Adolescent Development Research

Petrone

Ybarra

Rink

2021

Journal of Adolescent Research

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As a means to disrupt the historical and present narratives of adolescence and adolescent development, which often build upon and reify settler colonialism and white supremacy, this article calls for theoretical and methodological reconsiderations of colonial-centered developmental science, particularly regarding Native American youth. Thus situated, this article has two purposes. The first is to illuminate the constitutive nature of settler colonialism, white supremacy, and the constructs of adolescence and adolescent development—and the ways these continue to adversely impact Indigenous youth. From this exigency, the second purpose is to articulate a framework designed to inform developmental science’s anti-racist aims, especially related to disrupting ongoing settler colonialism, engaging in culturally humble inquiry with Native youth and communities, and supporting Indigenous (youth) futurity. To elucidate this framework, this article brings together Native youth-focused developmental research, Indigenous methodologies scholarship, and experiences gained and lessons learned from a long-term research project with Native youth.

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Tribally specific cultural learning: the Remember the Removal program

Cited by 7 publications

References 42 publications

“I see my ancestors”: exploring tribal college student experiences playing When Rivers Were Trails

“I see my ancestors”: exploring tribal college student experiences playing When Rivers Were Trails

The Health Effects of a Cherokee Grounded Culture and Leadership Program

Toward an Indigenizing, Anti-Colonial Framework for Adolescent Development Research

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