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The author argues that an indigenous-centered, multidisciplinary approach enables critical examination of cultural tourism and popular media stereotypes. The discussion also addresses instructional challenges in helping students unlearn Eurocentric histories and dominant national narratives, drawing on teaching experience across multiple institutions over eight years.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-cea-forum-winterspring-2013-indigenous-centered-pedagogies-strategies-for-teaching-native-american-literature-and-culture/597585/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-cea-forum-winterspring-2013-indigenous-centered-pedagogies-strategies-for-teaching-native-american-literature-and-culture/597585.png","ImageObject",300,407,{"name":92,"@type":93},"pop out","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the essay’s main teaching purpose for non-native students?","Question",{"text":112,"@type":113},"To provide strategic tools for teaching Native American literature and culture while fostering critical examination of stereotypes and misconceptions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the author support students in “unlearning” Eurocentric narratives?",{"text":117,"@type":113},"By highlighting ongoing instructional challenges and designing activities that confront dominant national and Eurocentric histories through indigenous-centered perspectives.",{"name":119,"@type":110,"acceptedAnswer":120},"What classroom exercise does the author use to structure early-semester inquiry?",{"text":121,"@type":113},"A required “freewrite” in the first week, asking students to define the canon of “American” literature and extend their reflections on “American” identity, “Indianness,” and representation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597585,1792635616,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090760408,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","THE CEA FORUM  \nWinter/Spring 2013  \nIndigenous-Centered Pedagogies: Strategies for Teaching Native American Literature and Culture  \nAnnette Portillo  \nUniversity of Texas, San Antonio  \nAs a reflection on pedagogy, this essay seeks to provide strategic tools for teaching Native American literature and culture to non-native students.1 My teaching philosophy is informed by the indigenous-centered, decolonial methodologies as defined by Devon Mihesuah who calls for“indigenizing” the academy by challenging the status quo and debating the controversial issues that adversely affect the lives and representations of Native Americans (Indigenizing the Academy, 2004) . I argue that an indigenous-centered pedagogy and multidisciplinary approach gives students the opportunity to critically examine those instances of cultural tourism and popular media stereotypes that continue to perpetuate gross misconceptions about American Indian identity and culture. In addition, I highlight the ongoing challenges that instructors face when teaching students to “unlearn” Eurocentric histories and dominant national narratives. I have taught Native American Studies courses to a wide range of students from multiple backgrounds and thus, this essay will be based on the various experiences I have had in the classroom at five different institutions in the past eight years (i.e. Ivy League, small liberal arts college, state college, and university) .  \nTHE CEA FORUM  \nWinter/Spring 2013  \nInterdisciplinary Approaches: English, History, American Studies  \nAs a scholar of Comparative American Studies who currently teaches courses within a traditional department of English, one of the prevalent issues I face when teaching my interdisciplinary courses are students’ unwillingness to move beyond their assumptions about specific disciplines. Thus, it is critical to challenge students’ assumptions about traditional disciplines, such as History and English, by providing them the tools to critically examine rigid boundaries. I do this in part by asking students to consider the complexities of indigenous identity through a native-centered perspective and consider the importance of self-representation as we examine historical and contemporary representations of Indianness. In addition, I ask them to complicate and challenge generic and confining disciplinary boundaries by reading primary works within their appropriate historical and cultural contexts. I ask them to consider several primary questions throughout the semester:  \nWhat does it mean to tell a life story? Whose stories and histories are valued and legitimized and whose are forgotten? And how can we problematize the binary constructed between the oral and written traditions by complicating our notions of literacy?  \nIn my experience, one of the most useful exercises is a “freewrite” that I require during the first week of class. That is, I ask students to define the canon of “American” literature and then extend their responses to include reflections on how they have come to understand “American”identity and culture and the dominant national American narrative. They are then asked to define“Indianness,” that is, the ways in which they have come to understand and define Native American identity and culture. These core questions form the basis of my class and one of my primary objectives is to provide students historical, theoretical, and practical lenses through  \nTHE CEA FORUM  \nWinter/Spring 2013  \nwhich they can critically examine their worldviews and interactions with both real/lived and imagined/stereotyped perceptions of and about indigenous peoples. This exercise is extremely useful and is followed up at the end of the semester with a reflection essay that asks students to critically examine their own intellectual growth and their previous assumptions of American and Native American identity and culture.  \nThe students’ comments and dialogue that are generated from this initial freewrite can be character","cbCaindGB7MGxYgr","https://ap.wps.com/l/cbCaindGB7MGxYgr","pdf",179640,24,"English","# Indigenous-Centered Pedagogies: Strategies for Teaching Native American Literature and Culture\n## Non-native teaching goals and decolonial approach\n## Unlearning Eurocentric histories and dominant narratives\n# Interdisciplinary Approaches: English, History, American Studies\n## Challenging discipline boundaries and assumptions\n## Primary questions on storytelling, literacy, and representation\n## Classroom freewriting and reflective writing outcomes","[{\"question\":\"What is the essay’s main teaching purpose for non-native students?\",\"answer\":\"To provide strategic tools for teaching Native American literature and culture while fostering critical examination of stereotypes and misconceptions.\"},{\"question\":\"How does the author support students in “unlearning” Eurocentric narratives?\",\"answer\":\"By highlighting ongoing instructional challenges and designing activities that confront dominant national and Eurocentric histories through indigenous-centered perspectives.\"},{\"question\":\"What classroom exercise does the author use to structure early-semester inquiry?\",\"answer\":\"A required “freewrite” in the first week, asking students to define the canon of “American” literature and extend their reflections on “American” identity, “Indianness,” and representation.\"}]","THE CEA FORUM - Winter/Spring 2013 - Indigenous-Centered Pedagogies: Strategies for Teaching Native American Literature and Culture | PDF",1792085291,37]