Gadugi: Reclaiming Native American Education through a Culturally Reflective Pedagogy

Abstract

The history of American Indian education has been one of colonialism and cultural erasure. From the first missionary educators who first came to the Indigenous nations of the Americas well into the twentieth century, Native children have been subjected to physical, mental and emotional abuse. This paper examines one program’s efforts at reclaiming the educational process for American Indian children and youth through an immersive, culturally relevant and reflective pedagogy. The Gadugi Partnership is a dual enrollment collaboration between Appalachian State University and Cherokee High School that endeavors to use traditional Cherokee values and practices within the classroom to promote Cherokee culture, history, and language. With particular focus on the ancient Cherokee ideal of gadugi—service—I argue that this model of education holds promise for making formal education responsive to the needs of Cherokee youth, as well as allowing them the chance to practice and promote this ideal within their community. The Cherokee people have always valued education; it is time education value the Cherokee people. I will argue that the methods and approach of the Gadugi Partnership is a step in that important direction. Keywords: indigenous education, history, culturally responsive pedagogy, Cherokee education, Gadugi, Native Americans