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Indian Tribes and U. S. Territories Quality Frameworks

Service-learning occurring in Indian Tribes and U. S. Territories is unique in several ways and therefore has a multifaceted approach to attaining and sustaining deep and relevant service-learning. For example, members of Indian Tribes and U. S. Territories may engage in service-learning in K-12, community-based organization, or higher education settings; in traditional, reservation, or diffuse urban settings; or in indigenous-only or mixed settings. Additionally, service-learning in any of these settings may be approached through the leadership and initiative of members of Indian Tribes and U. S. Territories communities or may be undertaken by those from outside the community who may have differing levels of understanding of cultural relevance, dynamics, and politics.

Given this varying context, those engaging in service-learning in Indian Tribes and U. S. Territories settings may find great relevance in the K-12 and CBO Core Components (IPARDC), the K-12 Standards for Quality Service-Learning, and the Quality Practices for Individual and Institutional Service-Learning and Community Engagement in Higher Education.

Because the traditional values of Indian Tribes and U. S. Territories are already so connected to the values at the center of high-quality service-learning practice, programs in these settings can also be deepened and sustained by drawing on indigenous frameworks for their practice. For example, by incorporating the four traits of service-learning from Dawn Duncan and Joan Kopperud's Service-Learning Companion (2008) in combination with traditional values, a stronger, more supportive and relevant link can be formed with the people and programs of Indian Tribes and U.S. Territories.

Duncan and Kopperud describe service-learning as "…a teaching and learning method that upholds a commitment to appreciating the assets of and serving the needs of a community partner while enhancing student learning and academic practice through intentional reflection and responsible civic action." This definition of service-learning, juxtaposed with references to indigenous values drawn from Joseph Marshall's The Lakota Way: Stories and Lessons for Living (2001), provides a transitional link between school as we know it and the storytelling, service, reflection and place-based learning of indigenous communities.

Here is a basic and timeless service-learning framework for Indian Tribes and U. S. Territories:

Commitment to community partnership

  • Cantognake—Love: place and hold in one's heart
  • Icicupi—Sacrifice: to give of oneself, an offering

Intentional and reflective thinking

  • Wowicake—Truth: that which is real, the way the world is
  • Woksape—Wisdom: to understand what is right and true, to use knowledge wisely

Learning and academic practice

  • Wowacintanka—Perseverance: persistence, steadfastness, determination
  • Wayuonihan—Honor: integrity, honesty, upright character
  • Woohitike—Bravery: having or showing courage
  • Cantewasake—Fortitude: strength of heart and mind

Practice of civic responsibility and reciprocity

  • Unsiiciyapi—Humility: to be humble, modest, unpretentious
  • Wawoohola—Respect: to be considerate, to hold in high esteem
  • Waunsilapi—Compassion: to care, to sympathize/empathize
  • Canteyuke—Generosity: to give, to share, to have a heart

Each of the objectives, traits, and values presented in this framework underscores the connections, community relationships, personal growth, service-learning, and storytelling that are inherent in education. The safeguarding of traditional values by Indian Tribes and U. S. Territories peoples, the cultivation of those values in ways that address the needs and build upon the assets of the community, and the transmission of values between generations are the over-arching themes of service-learning programs within this sector.

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