At.oow/ Indigenous Storywork and the Teaching of Literacy in Indigenous Education

Abstract

The epistemological framework guiding Native-focused classrooms and curricula is rooted in representing and honoring diverse Indigenous and heritage languages such as Lushootseed, Tlingit, Haida, other Indigenous languages, and Spanish, reflecting the linguistic and cultural diversity of the student population. My educational leadership career started at Daybreak Star Preschool, located within Discovery Park on Bernie Whitebear Road. The natural landscape serves as both a classroom and a teacher. Through nature walks and place-based learning, students engage deeply with the land and its non-human communities, fostering an understanding of interconnectedness and respect. This research highlights how early learning integrates land-based knowledge systems as a foundation for social and emotional learning (SEL), aligning with Indigenous frameworks of relationality and responsibility. Furthermore, the study situates this work within broader Native education leadership initiatives, including participation in the Tlingit and Haida Washington Chapter’s Youth Initiatives and service as president of the Seattle School District’s Title VII (now Title VI) Indian Education program, as well as the Seattle Urban Native Education/Clear Sky programs. These roles underscore a sustained commitment to advancing Indigenous pedagogical models, community engagement, and culturally grounded approaches to education.