Increasing Higher Education Access for Underrepresented Students
Date: 5:00pm - 8:00pm PST October 23, 2013 PDT Location: South Chapel, Graduate Campus
South Chapel, Graduate Campus
Without grounding in the issues and needs of our contemporary communities, higher education will merely serve to perpetuate patterns of colonization, isolation, and appropriation that alienate students and disrupt communities.
An approach that goes beyond typical college preparation coursework and fosters critical thinking around the issues present in marginalized communities is required to fully understand and address the barriers to higher education achievement members of these communities face.
Participants in this workshop will explore the IWOK Summer Academy, a project of the Indigenous Ways of Knowing program at Lewis & Clark, as a model program that has successfully increased higher education access and achievement for students traditionally underrepresented in higher education.
In our exploration, we will discuss what applying this empowerment model might look and feel like for all communities, and how educators, administrators, counselors, and parents can contribute to higher education achievement for all students, including being able to articulate and address the emergent needs of all of the communities we serve.
This workshop is part of our 2013-2014 Workshop Series
Workshop Details & Registration
Date: Wednesday, October 23, 2013
Time: 5-8 p.m.
Instructor: Se-ah-dom Edmo
Fee: $30, includes CEUs/PDUs
About the Instructor
Se-ah-dom’s ancestors are from Celilo, a fishing village along the Columbia River. Throughout her work she has been part of creating and expanding two AmeriCorps Programs, OMSI’s Salmon Camp, The International Research Institute for Maori and Indigenous Education (NZ), OHSU’s School of Medicine Diversity Achievement Programs, and currently, the Indigenous Ways of Knowing Program at Lewis & Clark College.
Her recent publications and work are centered around action research and engagement that benefits and builds capacity for Tribes and communities she works with and include: the Tribal Equity Toolkit: Tribal Resolutions and Codes to Support Two Spirit and LGBT Justice in Indian Country (November 2012) the first of its kind, providing sample legal language for adapting tribal codes to recognize the rights of all tribal citizens; and Identity Wars: A Comparative Ethical Critique of the Debate Over Indian Identity (July 2012). She was instrumental in Oregon’s successful ban of race-based Native American sports names in K-12 schools as well as the campaign to win the Freedom to Marry in Washington State.
Se-ah-dom is the Director for the Oregon Tribal Histories and Sovereignty Curriculum Design Project, which will develop a state-wide Indian Histories and Sovereignty curricula aligned to Oregon curriculum standards. The project will use an Indigenous conceptual framework for curriculum development and content development that involves working with a wide cross-section of Tribal people and Tribal Governments. She is co-author of American Indian Identity: Citizenship, Membership and Blood, a book to be published by Praeger Publishers in 2014.
She currently serves as the Vice-President of the Oregon Indian Education Association and serves on the Affiliated Tribes of Northwest Indians Education Committee, Portland Inter-Tribal Canoe Club and the National Indian Women’s Health Resource Center Boards. Her past board service positions have included Columbia Riverkeeper, the Nak-Nu-Wit (Systems of Care Program) at NARA Northwest and Northwest Indian Storytellers Association as well as many others. She lives in Portland, Oregon with her husband, James and their children: Siale, Imasees and Miyosiwin.
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