This community-based participatory research case study demonstrates how Dakota Wicoḣaƞ utilized Indigenous and feminist epistemologies to create, implement, and evaluate a cultural intervention, the Mni Sota Makoce: Dakota Homelands Curriculum, to increase Native 6th- and 10th-grade social studies students’ peoplehood sense of belonging (Tachine et al., 2017). Findings demonstrate Native students liked the curriculum and reported an increase in support and a decrease in invalidation of their sense of belonging. While the curriculum provided a source of racial-ethnic socialization, some European American students criticized the curriculum, which likely negatively impacted 6th-grade students psychological sense of school membership (Goodenow, 1993). Results indicate Indigenous culture, epistemologies, and pedagogies should be infused throughout all curricula, teachers need to be prepared to effectively deal with racist and discriminatory behavior, and Indian education is important to Native students’ belonging. Implications and recommendations for funders, schools, researchers, teacher education programs, and Native communities are discussed.

中文翻译：

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达科他州文化干预对本土学生归属感的影响：CBPR 案例研究

这项基于社区的参与性研究案例研究展示了 Dakota Wicoḣaƞ 如何利用原住民和女权主义认识论来创建、实施和评估文化干预措施，即 Mni Sota Makoce：达科他家园课程，以提高原住民六年级和十年级社会研究学生的学习能力民族归属感（Tachine et al., 2017）。调查结果表明，原住民学生喜欢该课程，并表示支持增加，归属感失效减少。虽然课程提供了种族社会化的来源，但一些欧洲裔美国学生批评了课程，这可能对六年级学生的学校成员心理感觉产生了负面影响（Goodenow，1993）。结果表明，原住民文化、认识论和教学法应融入所有课程，教师需要做好有效应对种族主义和歧视行为的准备，印度教育对于原住民学生的归属感很重要。讨论了对资助者、学校、研究人员、教师教育项目和原住民社区的影响和建议。