We are grateful to the 23 teachers who traveled from all over the country to participate in year’s NEH Summer Institute. In this two-week program, teachers were immersed in an exploration of human migration and identity. Interpretations from the perspectives of both Pueblo scholars and Western scientists were carefully examined to determine if and how the bodies of information are compatible, how multivocal interpretations of history may influence the understanding of human migrations, and how it is presented in today’s classrooms. This program was made possible in part by a major grant from the National Endowment for the Humanities.
“I will be returning to school with so much more knowledge and passion for this subject matter. Not only will I be able to share my memories with my students, but I can also pass along so much knowledge about Pueblo culture to them, so that they understand indigenous perspectives, and always consider those perspectives when studying history.” — Peter B.
“I learned so much about the history and culture of the Ancestral Puebloans. I will be more accurate, intentional, and in-depth with my teaching of the topics. I will also be able to explain the types of knowing and deepen my students’ knowledge and appreciation of different cultures.” — Payton D.
“This experience will greatly help me be a more effective educator when
teaching archeology and cultural history. Understanding multiple
perspectives and including Indigenous Scholars was transformative to my
understanding.” – Joan W.
Photos courtesy of Josie Chang-Order
