Dartmouth's Native American Program Attends the 56th Annual NIEA Convention and Trade Show

Three Dartmouth undergraduate students Bailey Nez '26, Samantha Pehl '27, and Kailani Sirois '27, along with the Assistant Director of the Native American Program (NAP) Nicole Smoke, attended the 56th Annual National Indian Education Association (NIEA) Convention and Trade Show in Spokane, Washington this October.

This year's convention, themed "Empowering Sovereignty: Our Legacies, Our Futures," honored the strength and resilience of Native nations, celebrating where we've been while looking boldly toward the future. The theme emphasized the importance of culture, language, and community in shaping the next generation of Native education.

Throughout this event, attendees participated in hands-on workshops, cultural events, and a vibrant exhibit hall, offering countless opportunities to engage with thousands of Native educators, students, Tribal leaders, and advocates from across the country. Nicole Smoke represented Dartmouth by tabling for the Native American Program, sharing information about Dartmouth's initiatives supporting Indigenous students, and networking with educators and community leaders dedicated to advancing Native education.

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Reflections from Bailey Nez '26

"The NIEA Conference was such a meaningful experience for me in every way imaginable. I thoroughly enjoyed getting to be in Spokane with so much cultural history and Indigenous resilience. The conference itself was very inspiring and I was able to learn so much. I attended sessions whose lessons I would never have been exposed to had it not been for this conference and its incredible attendees. I was amazed at the volume of passionate, talented Indigenous scholars. I felt so honored to be able to be in this area of expertise and get the chance to learn from people like this. As a college student, especially at a place like Dartmouth, it can be hard to feel connected to the broader world. During the NIEA conference, I felt that I was able to restore that connection. Through meeting new people, learning new things, and overall gaining new experiences, I feel not only fulfilled but empowered to continue the work I do. For example, I was touched to attend workshops that felt reflective of my own experiences and my community´s. This was the first time since I left my home community that I felt I was represented, seen, and cared for in the workshops and curriculum. I attended a workshop that focused on components of psychology intended to create safe spaces for Native children to process their emotions in productive ways. Additionally, in another workshop I learned about ways of targeting historical trauma and healing generational trauma by creating safety for Indigenous students in and out of school. Each of these workshops touched on real issues Native children face in education and I was extremely excited to see a new path forward for Native people to heal and grow. Now that I've returned from the conference, I feel a new sense of hope and inspiration for Indian education and Indian Country as a whole. I am so grateful for the opportunity to represent my community and be around amazing scholars."

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Reflections from Samantha Pehl '27

"Attending this year's National Indian Education Association (NIEA) Conference was an incredibly meaningful and inspiring experience. I had the opportunity to learn from Native educators, researchers, and artists who are doing powerful work to strengthen Indigenous education and community wellness.

One of the most impactful sessions I attended was Decolonizing PBIS: Healing Native Students through Culturally Responsive Practices, led by Dr. Jessica Swain-Bradway and Margaret Lee Peters (Yurok/Karuk). Before this workshop, I knew little about Positive Behavioral Interventions and Supports (PBIS), but learning how it can be reframed through Indigenous values and community healing opened my eyes to new approaches in education and behavioral health. I was especially moved by Margaret Lee Peters' integration of her traditional knowledge as a basketweaver. Her discussion of weaving as both a cultural practice and a metaphor for community care deeply resonated with me.

Another workshop that stood out focused on children's literature, specifically how picture books support youth identity development. I hadn't initially seen this as an area explicitly connected to my own interests, but I am so glad I attended. I found it interesting how they integrated psychological research on how identity development begins as early as age three, and that reading helps young children develop empathy and self-awareness. As a psychology student myself, this connection between storytelling, learning, and emotional development really expanded how I think about Indigenous approaches to education and wellbeing.

Throughout the conference, I also learned about various Indigenous language revitalization and learning initiatives from dedicated educators. In addition, visiting the exhibit hall allowed me to connect with organizations like the National Native Children's Trauma Center, whose work aligns closely with my interests in psychology and behavioral health. I also had the joy of meeting Indigenous artists who were incredibly generous in sharing their creative journeys, knowledge, and craft.

Overall, NIEA gave me a sense of belonging and renewed motivation toward my academic pursuits. It was powerful to be surrounded by people who share a commitment to uplifting Native students, preserving culture, and advancing our sovereignty. I left the conference with new ideas, new connections, and a deeper appreciation for the strides being made across Indian Country to heal and transform Indigenous education."

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Reflections from Kailani Sirois '27

"The National Indian Education Association (NIEA) Conference in Spokane, WA, was a deeply meaningful and inspiring experience. I am incredibly grateful to have had the opportunity to participate in such an important gathering of educators, authors, advocates, and community leaders who are all working toward advancing Indigenous education. Each session offered valuable insights and reinforced the importance of centering Native voices, culture, and knowledge in our schools and institutions.

From the session Native Voices for Healing and Action in Higher Education, I gained a deeper understanding of how true healing and empowerment can take place when Indigenous students and faculty are not merely included but genuinely valued, supported, and given space to lead within academic environments. Hearing from the presenter, Pedro Cuevas, was especially impactful. His work in creating murals within Native classrooms as a way to build collective narratives stood out as one of the most inspiring, restorative, and healing practices shared. These murals aren't just art; they are a form of visual storytelling and community-building that reflect shared values and lived experiences. Pedro's approach to restorative practices can bring Native people together in a circle to share knowledge, stories, and cultural values, embodying a powerful model of healing rooted in tradition, community, and mutual respect.

The workshop on Building Intertribal Language Networks highlighted the powerful work being done to revitalize and sustain Indigenous languages through collaboration and community-based initiatives. It emphasized that language is more than communication; it is a living expression of culture, identity, and collective resilience. 

Furthermore, the literature-focused sessions, such as Indigenous Young Adult Literature and Native Authors Demonstrate Using Native Books in the Classroom/Library, were very impactful for me. The workshop on Indigenous young adult literature highlighted how Native-authored stories offer authentic representation for Native youth while serving as powerful and transformative teaching tools for all students. One idea that stayed with me was thinking of our collective stories and experiences as Native people, like the rings of a tree – each story adding depth, history, and growth. When we center Native stories, they don't exist in isolation; they ripple outward, encompassing and reflecting the shared human experience, allowing all readers to find connection and meaning.

Hearing directly from Native authors within the session, Native Authors Demonstrate Using Native Books in the Classroom/Library, about how to incorporate their work into classrooms and libraries, was both practical and inspiring. These books are not only stories; they are vessels of culture, resistance, and truth that help to reshape narratives and build understanding. The authors' discussion of the widespread lack of Native representation in school curriculum, literature, and among educators strongly resonated with me. Reflecting on my own K–12 experience, I witnessed and felt those disparities firsthand. As an undergraduate student, I am committed to continuing my education in Native literatures, languages, and storytelling so I can help address these gaps and contribute to bringing more Native voices, perspectives, and stories into classrooms and libraries where they rightfully belong.

Overall, these experiences had a profound impact on my own pursuit of Native literature and language revitalization. It strengthened my commitment to seeking out and promoting Native-authored materials and deepened my understanding of the role language plays in cultural renewal. I left NIEA feeling more grounded in my purpose and more motivated than ever to contribute to the preservation and revitalization of Indigenous language and storytelling. The conference reminded me that this work is not only necessary but sacred, and that by supporting and elevating Native voices, we help ensure that Indigenous knowledge, languages, and stories continue to thrive for generations to come."