LEADING & LEARNING FROM WITHIN: Leveraging Internal Experts to Build a Community of Practice

Abstract

This topic is significant for the Hualapai community and the students and families served by the district because there has been a history of the negative impact of schooling dating back to Indian boarding schools. In fact, there is a boarding school less than ten miles from the high school in Valentine, Arizona that impacted many residents of Peach Springs. Community members have spoken of how their grandparents were forcibly removed from their homes to attend there, forced into hard labor and harsh living conditions, and were punished for any sign of their Native traditions. As a result, most stopped speaking the language and did not pass on their customs to future generations. This trauma of the past continues to impact the mistrust the community has in the education system, and some are still hesitant to have assurance in the intentions of the “hiku/hikuwi”, the white man. Bringing in community experts and drawing from those who are most directly involved in impacting the outcomes of the students within the district allows for the further re-establishment of confidence in the education system that for so many years sought to oppress them as a people. Collaboration between stakeholders is key to building and maintaining a lasting relationship with the community and where the betterment of students is the priority. One way this can be achieved is through encouraging students and creating opportunities for them to become active participants in their communities