Creating campus-community relationships through academic service learning : decolonizing third-grade classes with indigenous children’s literature / Jane Haladay.

Format:

Book

Author/Creator:

Haladay, Jane, author.

Language:

English

Subjects (All):

Lumbee Indians--Study and teaching--Case studies.

Lumbee Indians.

Decolonization in literature--Study and teaching--Case studies.

Decolonization in literature.

Service learning--North Carolina--Case studies.

Service learning.

Physical Description:

1 online resource

Place of Publication:

London : SAGE Publications Ltd, 2026.

Summary:

The research in this case study is based on my 10 years of personal experience delivering one campus-community service-learning activity in American Indian Studies classes at the University of North Carolina, Pembroke (UNCP), which is in the homelands of the Lumbee Tribe of North Carolina. The case study details the service-learning activity I created for my Native American Literature classes that is implemented by UNCP students in third-grade classes at Union Elementary School (UES), a local public school near campus in Rowland, North Carolina. Privileging Indigenous Studies pedagogy that emphasizes place-based, experiential learning and cultural awareness, this service-learning activity allows UNCP students to interact with Native children in the Lumbee community and allows third graders to interact with UNCP students—Native and non-Native—who become role models for pursing higher education. The activity includes teaching contemporary Lumbee children’s books that highlight Indigenous culture, kinship, language, and community—themes in my Native Literature classes—in the lives of contemporary Lumbee children in Robeson County. Preparing for this service-learning activity develops cultural competencies in undergraduate students, who create a lesson plan before going to UES. Readers of this case study may modify the concept and design of this activity in other contexts to develop service-learning collaborations to meet the needs of their own specific communities. Occasional challenges with this collaboration have included negotiating disruptions from hurricanes and the COVID-19 pandemic. Decolonization theory provides an additional research framework for this case study, as well as personal qualitative experiences, including my own responses and reflections, and those of UNCP students and UES elementary educators. Finally, this case study illustrates how teaching Lumbee-authored children’s literature in the Lumbee community affirms cultural identity through authentic literary representation, while fostering positive intergeneration connections between elementary and university undergraduate students.

Notes:

Description based on XML content.

ISBN:

9781036252687

OCLC:

1594889267

Publisher Number:

T302962