S.D. Education Equity Coalition denounces exclusion of Indigenous perspectives at Civics and History Summit
The South Dakota Education Equity Coalition (SDEEC) is raising serious concerns about the recent South Dakota Department of Education’s (SDDOE) 2024 Civics and History Summit held in Sioux Falls. The summit, despite its expansive agenda, glaringly omitted substantial Indigenous representation, effectively marginalizing the largest minority group in the state’s public school system.
The two-day summit featured numerous sessions and speakers addressing a variety of historical and civic topics. However, Indigenous expertise was conspicuously limited to lunchtime performances, with no Indigenous-led sessions or exhibits. This exclusion is particularly troubling in a state home to nine federally recognized Tribal Nations, each with rich histories and qualified education experts.
The summit’s lack of Indigenous voices meant that when Indigenous histories were discussed, it was often by non-Indigenous presenters, leading to inaccurate and problematic portrayals. For instance, Dr. Ben Jones’ session, “How South Dakota and the Reservations Got Their Shapes,” failed to critically address the Doctrine of Discovery, a concept essential to understanding Indigenous dispossession.
This oversight exemplifies the cultural gatekeeping perpetuated by the SDDOE, controlling the narrative and access to cultural knowledge while excluding those most qualified to speak on these topics.
Steven Rokusek of South Dakota Public Broadcasting attempted cultural responsiveness in his session by referencing “winter counts,” yet the predominantly white audience and the absence of Indigenous experts underscored a lack of genuine engagement. This tokenistic inclusion does little to foster authentic understanding or respect for Indigenous cultures and histories.
Fred Osborne, director of the Office of Indian Education under the Department of Tribal Relations, presented a session on the Oceti Sakowin Essential Understandings (OSEUs) training course.
While the course itself is a positive step, Osborne's remark that “Native American educators don’t feel confident enough to teach culture” highlights a deeper issue of systemic exclusion and lack of support for Indigenous educators. This comment, paired with the session’s focus on online modules rather than direct engagement with Indigenous experts, further marginalized Indigenous educational leadership.
The SDEEC strongly advocates for a bilateral approach to education in South Dakota, emphasizing the need for state-Tribal partnerships to address the unique educational, cultural, and linguistic needs of Indigenous students. At a time when state-Tribal relations are strained, fostering a cooperative environment is essential to ensure that Indigenous students feel safe, respected, and supported in their educational journeys.
Excluding Indigenous educators and experts from the SDDOE Civics and History Summit is not just an oversight; it is a significant setback for educational equity in South Dakota. Our Indigenous students deserve to see their histories and cultures represented accurately and respectfully.
We call on the South Dakota Department of Education to actively involve Indigenous voices in all aspects of education planning and implementation to create a truly inclusive environment for all students.
“The omission of Indigenous perspectives at this summit is deeply troubling and indicative of a broader issue within our state's education system,” said Dr. Sherry Johnson, tribal education director of the Sisseton-Wahpeton Oyate. “Indigenous students need to see themselves and their histories reflected in their education. We must ensure that their voices and the voices of Indigenous educators are integral to educational discussions and decisions.”
SDEEC (its logo is seen above) urges the South Dakota Department of Education to take immediate action by:
Including Indigenous educators and experts: Actively recruiting and involving Indigenous educators and Tribal education experts in planning and presenting at educational summits and events.
Implementing genuine cultural responsiveness: Ensuring that all educational content related to Indigenous histories and cultures is led by Indigenous voices to provide authentic and accurate perspectives.
Strengthening state-Tribal partnerships: Formalizing partnerships between State and Tribal educational authorities to create a collaborative, inclusive, and respectful educational environment for all students.
The South Dakota Education Equity Coalition remains committed to advocating for equitable, inclusive, and culturally responsive education for Indigenous youth. We invite educators, parents, guardians and community members to join us in this critical endeavor.
Sarah White of Rapid City is the founder and executive director of the South Dakota Education Equity Coalition. The South Dakota Education Equity Coalition is dedicated to creating educational environments that are innovative, equitable, and inclusive for Indigenous youth. Its work focuses on promoting the Oceti Sakowin Essential Understandings, advocating for educational access based on language, culture, and traditional ways of being, and supporting treaty rights for students, families, and communities.
