Duwamish Tribe

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We are the People of the Inside, dxʷdəwʔabš

We are the host tribe for Seattle.

“The Duwamish people have been in the Seattle/Greater King County area since time immemorial. Our stories, such as “North Wind, South Wind”, tell of the last Ice Age, and an Ice Weir breaking over the Duwamish River.

We were the first signatories on the Treaty of Point Elliott in 1855, signed by Chief Si’ahl, who was chief of the Duwamish and Suquamish tribes.

Our longhouse today stands across the street from where one of our largest villages was located before it was burned down by settlers in 1895.”

The Heron’s Nest on Marginal Way

Open Volunteer Land Restoration Mondays 10-12pm
there is no rush, no late, and no amount too small to give
show up with an open heart ready to learn

“Located in the heart of Seattle, along the Duwamish Greenbelt, the Heron’s Nest is a place to find solace in ever growing surroundings. Perched on the hills along the Duwamish River, and located in the largest contiguous forest left in the city, we are a place to stay, learn, grow, and build together.

The Heron’s Nest Outdoor Education Center began as a community building project amidst a global pandemic in June 2020. A group of dedicated West Seattle community members joined together to create an outdoor education facility to allow all members and visitors of the community to have a space to share together while working outdoors in a safe capacity. The goal of this project is to provide a safe place for youth and adults to learn skills, trades and outdoor stewardship.

This project is the first ever rematriation attempt with respect to the Duwamish Tribe and would have significant impacts on the Tribe’s recognition claims. Now that the property has been cleaned up and new facilities have been created, there is ample space for meaningful community programming, education, social events, traditional practices, gardening/farming, and more.”

Philosophical Teachers

Indigenous vs Dominant Worldview

This chart is not intended as a rigid binary, but a true dichotomy best viewed as a continuum. It is meant to encourage seeking complementarity and dialogue. Absolutism is discouraged with the realization we are all participating in “Dominant Worldview” (DW) precepts to some degree. The chart assumes that all diverse cultures, religions, and philosophies can be grouped under one of the two worldviews. “Indigenous Worldview” (IW) does not belong to a race or group of people, but Indigenous cultures who still hold on to their traditional place-based knowledge are the wisdom keepers of this original Nature-based worldview. All people are indigenous to Earth and have the right and the responsibility to practice and teach the IW precepts. All have the responsibility to support Indigenous sovereignty, dignity, and use of traditional lands. source

Page 7: Gwawaenuk Nation member Bob Joseph, founder of the award-winning company, Indigenous Corporate Training, Inc. and co-author with his wife Cynthia of Working Effectively with Indigenous Peoples (2017) help clarify the blurry distinction between Indigenizing and decolonizing. They write that “Indigenizing” is about helping non-Indigenous people become aware of the validity of Indigenous worldviews, knowledge and perspectives and respecting them as being equal to other views. It involves incorporating Indigenous ways of knowing and doing into the education system. This contrasts with “decolonization” that also restores the Indigenous worldview, but instead of “teaching it” it merely exposing the false interpretations of history and the harmful perspectives.

Page 9: The more non-Indigenous allies participate in Indigenizing education, the more likely we can preserve existing Indigenous cultures. […] We are all in the same sinking boat and we must work together.

Page 11: Generally speaking, traditional Indigenous education learning emphasizes that which works best for all of us. It includes: (a) cooperative environments, (b) use of imagery, metaphor, and storytelling with emphasis on visual learning, (c) integrative learning (valorizing intuition and bodily knowing along with other modes of cognition) (d) opportunities for independent (solo) reflection, and (e) holistic perspectives that are historically generated, problem-solving, and mutual interdependent. Learning relates to significant observation of another followed by private practice leading to confidence for public performance. It is best if classroom communication speaks around the subject rather than directly to it, leaving room for students to come to their own conclusions rather than that of the instructor per se. Wait time and silence are important. Students must also learn to “move comfortably among different cultures while valuing the unique cultural assumptions of their home, community and heritage” (Jacobs & Reyhner, 2002).

Wider Organizations

Amnesty International

“Through our detailed research and determined campaigning, we help fight abuses of human rights worldwide. We bring torturers to justice. Change oppressive laws. And free people jailed just for voicing their opinion.“

There are more than 5,000 different Indigenous Peoples around the world comprising 476 million people – around 6.2% of the global population. They are spread across more than 90 countries in every region and speak more than 4,000 languages.  

Although their customs and cultures may differ, Indigenous Peoples experience the same harsh realities the world over. Their human rights are routinely violated by state authorities, and they face high levels of marginalization and discrimination.  

Indigenous Peoples face eviction from the ancestral lands they have inhabited for generations, as well as restricted access to education, health care and housing. Indigenous human rights defenders are intimidated, attacked, and sometimes even killed, often with the support of the state. 

Indigenous people are more likely to live in extreme poverty and suffer higher rates of landlessness, malnutrition and internal displacement than other groups. They often rank highest for prison inmates, illiteracy and unemployment, while their life expectancy is up to 20 years lower compared to non-Indigenous people.