Indigenizing Education with the Game “When Rivers Were Trails”

Bibliographic Data

ID22910143
AuthorsElizabeth A Lapensée (0000-0002-8241-4295), E LaPensée, Nichlas Emmons (0000-0003-0155-3080)
Year2019
Volume64
Issue1
Pages75-93
Publication date2019-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueAmerikastudien/American Studies (JOURNAL)
Journal identifiersISSN: 0340-2827 • E-ISSN: 2625-2155
PublisherUniversitatverlag WINTER Heidelberg (PUBLISHER)
DOI10.33675/amst/2019/1/8
OpenAlexW3031859027
LanguageEN
Citations received2

When the Indian Land Tenure Foundation saw the need to actively respond to concerns regarding the lack of Indigenous-led land-centered knowledge in schools, they collaborated with Indigenous educators and knowledge carriers on the Lessons of Our Land curriculum. With the goal of supplementing this curriculum with an interactive way of engaging in knowledge, they collaborated with the Games for Entertainment and Learning Lab at Michigan State University to design and develop a game aimed at middle-school and high-school students in both public and tribally-owned schools. The resulting 2D adventure game When Rivers Were Trails has since been play-tested by middle-school and high-school youth across the United States during a pilot study. Results indicate best practices for implementation, including specific discussion topics as well as the role of the game as part of an Indigenization of education. Figure 1. Scenario by Elizabeth LaPense, When Rivers Were Trails (2019)

Adventure · Curriculum · Entertainment · Game design · Indigenization · Indigenous · Multimedia · Pedagogy · Political science · Public relations · Sociology · Traditional knowledge · Computer Science · Diverse Educational Innovations Studies · Ecology · History · Indigenous and Place-Based Education · Teaching and Learning Programming

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