Finding Common Ground

This article assesses a collaborative digital storytelling project between Chief Leschi Schools, a Puyallup Tribal K-12 school, and University of Washington students, teachers, and institutional leaders. This assessment emphasizes the importance of and examines how to build trust and facilitate co-planning in digital storytelling workshops centering Indigenous voices. Collaboration between Indigenous and non-indigenous students and teachers offered unconventional learning experiences and community celebrations of Indigenous youth. Inductive, qualitative research drawing from personal memos, interviews, focus groups, and surveys revealed the significance of co-planning and trust-building between participants of distinct social and formal education backgrounds. This analysis showcases how these different factors shaped and sustained the project, resulting in what the authors hope will be an enduring commitment. Recommendations include: (1) Emphasis on consistent and ongoing participation to cultivate trust and facilitate continuous communication; (2) purposeful engagement of students’ fundamental skills, presenting digital narratives that align with their interests and competencies; and (3) adopting an approach for non-indigenous academics and academic institutions of prioritizing and actively engaging in collaborative partnerships with Indigenous communities. The article underscores the significance of recognizing and resolving complex power and cultural dynamics between universities and tribes for successful project co-planning and implementation

Common ground · Sociology · Communication