Deepening Engagement in Learning Traditional Practices Among Indigenous Youth Through Participation in Online Community: A Literature Review
For Indigenous youth, learning the practices of one’s own culture can nurture identity and community cohesion that may serve as protective factors for individual well-being and community resilience. Much of this learning happens with learners and elders together, yet many communities face declining youth engagement in traditional skills due to the impacts of competing economic obligations and geographic separation. As such, it may be worth considering the role of technology in facilitating collaborative environments where learners can share, build, and document knowledge. This literature review examines best practices for engaging Indigenous learners in online learning by considering insights from the intersections of organic online communities, formal online learning environments, and informal online learning spaces, to inform how participation in online communities can meaningfully support Indigenous youth engagement in learning traditional practices.
This thematic analysis of literature across Indigenous studies, education, communication, and educational technology offers insights for Native-serving institutions and organizations expanding services for online learning. Work in organic, informal Indigenous online communities demonstrates the significance of connection, cultural identity, and critical assessment of power dynamics in fostering community in both online and offline spaces. Best practices in formal online learning with Indigenous learners prioritizes connection to land and relationship-building with peers and instructors to allow for inclusive knowledge construction. However, persistent barriers such as unequal access to technology, language, and conflicts around ethical sharing of Indigenous knowledges underscore the need for flexible, community-governed design approaches. These findings suggest that online learning serving Indigenous learners must center place, Indigenous epistemologies, and relational practices to support meaningful engagement.
Corrin Barros, University of Hawaiʻi, US
Corrin Barros is a doctoral student in Learning Design and Technology at the University of Hawai‘i at Mānoa and an instructional designer with Outreach College. She is also the director of Kīpuka Strategies LLC, supporting grant writing and strategic initiatives for education programs across Hawai‘i and the Pacific Islands. With over 15 years of experience in education research and program development, Corrin’s work focuses on supporting Micronesian students and families, STEM education, and place-based learning. She has served as project director and principal investigator on multiple federally and locally-funded projects and holds prior academic training in biology and urban planning. No ka moku ʻo ʻEwa ʻo ia.
