Dates: January 3 - 17, 2025
Times: Required in-person meeting on January 11th from 12:00 - 5:00pm ET and live Zoom sessions on
- January 4th from 12:00 - 5:00pm ET
- January 8th from 4:00 - 9:00pm ET
- January 15th from 4:00 - 9:00pm ET
Format: Hybrid - Both in person and online meetings are required
Price: $885
For more information, questions or to register: Email tcacademy@tc.columbia.edu
Please Note: This course is offered on a non-credit basis or for up to 3 credits. Registration for this course through TC Academy is for the non-credit offering and Academic Credits will not be awarded. For instructions on how to register for the credit offering see below.
This course can be taken for credit in accordance with TC's enrollment policies. If you are not a current student and would like to take this course for credit, please review the Non-Degree Application Instructions page on our website and proceed accordingly. Also, please note that if you plan to take this on a for-credit basis, college tuition and fees will apply. If you are a continuing student in a degree program and have approval from your advisor, you can register for this course beginning on December 4th. Winter session courses will follow spring registration and payment deadlines.
TC Cooperating Teachers
TC Cooperating Teachers may be able to take this course for up to 3 graduate credits, using a valid Cooperating Teacher tuition voucher. To learn whether you have a valid CT voucher, reach out to ote@tc.edu. From there, you must follow the OTE Cooperating Teacher Policies and Procedures to be able to register for C&T 4199 via the TC course registration portal. Note that vouchers can only be applied toward graduate for-credit coursework, and cannot be applied toward the non-credit version of this course.
Instructor(s)
Rachel Talbert is a lecturer in the Curriculum and Teaching department Teachers College Columbia University, a Research Fellow at TC’s Gordon Institute for Advanced Studies and a Spencer Foundation Research Development Awardee. Her teaching and research center survivance (Vizenor, 2008), an active sense of Native presence over absence. She is committed to a curriculum that supports all students learning about Native American sovereignty and self-determination. Her community engaged scholarship focuses on curriculum development with the Lenape Center in NYC and seeks to understand the impact of PreK-12 Lenape curriculum centering sovereignty and survivance on students, and what curricular supports teachers in public schools in NYC need to move toward unsettling as meaningful decolonial praxis. Her research with urban Indigenous youth in public schools focuses on civic identity negotiation and its relationship to Tribal sovereignty and self-determination. In addition to research, Rachel teaches classes for masters students in curriculum theory and technology integration as well as a course for advanced masters and doctoral students titled Indigenous Curriculum & Teaching: Sustaining Survivance through Theory & Practice.
Joe Baker is the Executive Director and Co-founder of the Lenape Center and an enrolled member of Delaware Tribe of Indians, as well as a direct line descendent of notable Lenape leaders, including Simon Whiteturkey, Captain Anderson Sarcoxie (Treaty of Greenville 1795), Captain White Eyes (Treaty of Fort Pitt 1778), Netawatwees or King Newcomer (Treaty of Conestoga 1763), Tamanend, King Tammany (1625-1701), Chief Nutimus (signed the confirmation deed, Walking Purchase 1737). Baker is an artist, educator, and curator who has been working in the field of Native Arts for the past 30 years. Baker is an adjunct professor at Columbia University's School of Social Work in New York, and was recently Visiting Professor of Museum Studies at Colorado College in Colorado Springs, Colorado. He serves as a board member for The Endangered Language Fund, CUNY, and is on the Advisory Committee for the National Public Art Consortium, New York. Baker has guided, in his capacity as executive director for Lenape Center, partnerships with the Metropolitan Museum of Art (his work is currently on exhibit there), Brooklyn Museum of Art, American Ballet Theater, Moulin Rouge on Broadway, The Whitney Museum of Art, and others. He served as a consultant for BKSK Architects for the renovation of the international award-winning Tammany Hall in New York, and is cultural consultant for Inwood Scared Sites for the development and conceptual design of a project in the Inwood community, Manhattan. In partnership with Farm Hub in the Hudson River Valley, Baker and Lenape Center are championing the return of ancestral seeds in the homeland through a seed rematriation project. This seed saving project, now in its second year, has done much to contribute to the cultural foodways of the Lenape diaspora. In partnership with the Brooklyn Public Library, Baker is the curator of the first ever Lenape exhibition of cultural arts in the city of New York, opening January 2021. Baker graduated from the University of Tulsa with a BFA degree in Design and an MFA in painting and drawing, and completed postgraduate study, Harvard University, Graduate School of Education, MDP Program.
Learning Objectives
Participants will develop the ability to:
- Engage with curriculum and theory and practice that supports Indigenous futurity in Lenapehoking and elsewhere in the United States
- Evaluate how educational spaces they work in or visit can play a role in supporting and sustaining Indigenous sovereignty.
- Understand how the Transformational Indigenous Praxis Model (Pewewardy et al., 2018) provides a framework to understand curriculum, teaching and thinking towards culturally sustaining work
- Create a project that examines the complexity of sovereignty and supports Indigenous futurity
Who Should Attend
This course is open to teachers (CTLE credit is available), educators in public facing spaces such as museums, parks and historical sites, graduate students for variable credits and TC alumni interested in the content area.
No previous background is needed in Indigenous education or theory - those who are new to this content are encouraged to attend.
Upon Completion
Participants who successfully complete this course will receive a Certificate of Participation. This course can be completed for professional development hours or as a 1, 2 or 3 credit graduate course. Students enrolled for graduate credit will complete more coursework than students enrolled for PD hours.
Licensed educators in NY state are eligible for a Continuing Teacher Leader Education (CTLE) certificate for a total of 30 CTLE hours.