Indigenous Learning Environments

A learning environment incorporates the physical location, context, and cultures in which students learn. The term implicitly acknowledges that learning takes place in a multitude of ways and locations. The implication is that certain learning environments are better suited for certain individuals, cultures, subjects, or content. Indigneous students are often underserved in higher education. Few educational institutions, outside of tribally controlled institutions, have a critical mass of Indigenous students, resulting in a lack of Indigenous courses, content, programs, dialogue, and space. An additional consequence is that research solely dedicated to Indigenous postsecondary education is limited. To account for this gap, it is necessary to pull from secondary, and sometimes primary, academic research. Cultural differences between dominant higher education models and traditional ways of learning work to widen the education gap and reduce Indigenous students’ future opportunities. In 2016, approximately, 20 percent of American Indians/Alaska Native and Pacific Islander students enrolled in higher education, yet their graduation rate was 39 percent and 51 percent, respectively, compared to 64 percent for white students. Creating an Indigenous learning environment can serve to improve Indigneous student knowledge acquisition, increase recruitment and retention, and facilitate increased on-campus intercultural dialogue. Curating a space where Indigneous students can thrive and where non-Indigenous students are able to learn about the unique sociohistorical relationship betwen Indigneous people and the United States facilitates the bridging of a cultural gap in larger society. After providing a General Overview, the literature is divided into five sub-themes: Curriculum, Indigenous Knowledge, Indigenous Pedagogy, Indigenous-Focused Assessment, and Culturally Appropriate Safe Space.