Reflection on the ASCCC Open Educational Resources Initiative: Native American Studies Learning Objectives

 

Reflection on the ASCCC Open Educational Resources Initiative: Native American Studies Learning Objectives

The ASCCC Open Educational Resources Initiative (OERI), developed by Dr. Melissa Leal and Dr. Tamara Cheshire, provides a powerful framework for understanding Native American and American Indian histories, knowledge systems, and ongoing struggles. The learning objectives of this initiative move beyond traditional textbook approaches and instead center Indigenous perspectives, lived experiences, and community-based knowledge. Through concepts such as decolonization, sovereignty, self-determination, and settler colonialism, the OERI encourages students to critically analyze history, power, and resistance while recognizing Native American agency. Reflecting on these learning objectives has deepened my understanding of how colonial systems continue to shape society and why Indigenous knowledge is essential for building a more just and equitable future.

One of the most important learning objectives is the ability to analyze and articulate key concepts such as decolonization, sovereignty, self-determination, imperialism, and settler colonialism. Before engaging with this material, these terms felt abstract or distant. Through Native American Studies, these concepts became real and grounded in lived experience. Settler colonialism is not just a historical event but an ongoing structure that continues to affect land ownership, political power, and cultural survival. Imperialism explains how Indigenous lands were taken and controlled for economic and political gain. Decolonization, in contrast, focuses on resisting these systems and reclaiming Indigenous identities, lands, and ways of knowing. Sovereignty and self-determination emphasize that Native nations are not simply minority groups but political entities with the right to govern themselves. Understanding these ideas reshaped how I view U.S. history and its present-day consequences.

Another key objective is recognizing Indigenous Ways of Knowing and valuing knowledge produced by Native American communities. Western education often prioritizes written texts, statistics, and academic theories while ignoring oral traditions, storytelling, spirituality, and community memory. The OERI challenges this hierarchy of knowledge. Indigenous Ways of Knowing are rooted in relationships—with land, ancestors, community, and future generations. Knowledge is passed down through stories, ceremonies, language, and daily practices. This approach emphasizes balance, responsibility, and interconnectedness rather than domination or control. Learning this made me realize that knowledge does not need to be validated by Western institutions to be legitimate. Indigenous knowledge has survived centuries of colonization because it is deeply connected to community and identity.

The learning objectives also stress the importance of analyzing intersectionality within Native American and American Indian communities. Intersectionality helps explain how race, class, gender, sexuality, tribal citizenship, sovereignty, and language interact to shape lived experiences. Native American communities are not homogeneous. Individuals experience colonial oppression differently depending on their gender, economic status, sexual orientation, and relationship to tribal citizenship. For example, Native women and Two-Spirit people often face both racial discrimination and gender-based violence, which is linked to colonial systems that devalued Indigenous bodies and identities. Language loss also intersects with identity and sovereignty, as language is deeply tied to cultural survival. Understanding intersectionality allows for a more nuanced and respectful approach to Native American Studies and prevents oversimplified narratives.

The historical and contemporary experiences of Native Americans are another central focus of the OERI learning objectives. U.S. history often presents Native Americans as figures of the past, ignoring their continued presence and resistance. This initiative corrects that narrative by highlighting both historical trauma and ongoing resilience. Forced removals, broken treaties, boarding schools, and land theft caused deep harm that continues to affect Native communities today. However, these histories are not only stories of victimization. They are also stories of resistance, survival, and strength. Contemporary Native movements for land protection, cultural revitalization, and political sovereignty show that Indigenous communities are actively shaping their futures. Recognizing this continuity between past and present helps dismantle stereotypes and promotes a more accurate understanding of Native American life.

The emphasis on struggle, resistance, solidarity, and liberation is particularly meaningful. Resistance is not limited to protests or legal battles. It includes everyday acts such as speaking Indigenous languages, practicing traditions, teaching history from Indigenous perspectives, and maintaining connections to land. Solidarity involves building relationships across communities while respecting Indigenous leadership and sovereignty. Liberation, in this context, is not only about freedom from oppression but also about the ability to live fully as Indigenous people according to their own values. This perspective challenges mainstream ideas of success and progress, which are often rooted in capitalist and colonial frameworks.

The final learning objective encourages active engagement with anti-racist and anti-colonial issues and movements. This objective moves learning beyond passive consumption of information. It calls for responsibility and action. Anti-racism and anti-colonialism require recognizing how colonial systems continue to benefit some groups while harming others. They also require unlearning harmful narratives and challenging institutions that maintain inequality. For Native American communities, this includes advocating for land rights, protecting sacred sites, supporting language revitalization, and respecting tribal sovereignty. Engaging with these issues is essential for creating a just and equitable society.

Reflecting on these learning objectives has changed how I think about education itself. Traditional education often presents knowledge as neutral and objective, but Native American Studies reveals that knowledge is shaped by power. Whose stories are told, whose voices are heard, and whose knowledge is valued all matter. The OERI’s use of open educational resources also supports educational equity by making learning materials accessible and inclusive. This aligns with the broader goals of decolonizing education and challenging systems that limit access to knowledge.

Personally, this learning has encouraged me to be more mindful of how I engage with history and culture. It has taught me to listen more carefully to Indigenous voices and to question dominant narratives. It has also helped me understand the importance of respecting Indigenous sovereignty in everyday contexts, from land acknowledgments to policy discussions. Rather than viewing Native American issues as separate from broader social justice movements, I now see them as deeply connected to struggles against racism, inequality, and environmental destruction.

In conclusion, the ASCCC Open Educational Resources Initiative provides a transformative approach to Native American Studies. Its learning objectives emphasize critical analysis, Indigenous knowledge, intersectionality, historical awareness, and active engagement with anti-racist and anti-colonial movements. This framework challenges students to rethink history, question power structures, and recognize Indigenous agency and resilience. By centering Native American voices and experiences, the OERI contributes to a more honest, inclusive, and just understanding of the world. Engaging with these learning objectives is not only an academic exercise but also a step toward meaningful social change.