On this episode of the special series featuring Native Language Protectors and Carriers, we reflect on the legacy of the Native American Languages Act of 1990 through the stories of Michael Elizondo, Jr. and Chaz Meadows. They are two citizens of the Cheyenne and Arapaho Tribes who are reclaiming their languages, one word and one conversation at a time. From learning with elders and attending ceremonies to immersive master-apprentice programs and digital classes, they share how language connects to culture, humor, and identity—and why its survival is essential for future generations. 

Dr. Farina King narrates this episode, and special thanks to Brian D. King for editing the Language Protectors and Carriers series.

A Native of Oklahoma, Michael Elizondo, Jr. received his BFA from Oklahoma Baptist University (2008) and his MFA at the University of Oklahoma (2011). Elizondo has participated in numerous solo and group exhibits regionally and nationally. He has been a professor of fine art and art history at colleges and universities statewide, recently serving as the Director of the School of Art at Bacone College and Executive Director of Language and Culture with the Cheyenne and Arapaho Tribes. Elizondo is currently focusing on his studio practices full-time.

Jonathan (Chaz) Meadows is a citizen of the Cheyenne and Arapaho Tribes and a dedicated advocate for Indigenous cultural and linguistic revitalization. He earned dual bachelor's degrees in Native American & Indigenous Studies and Sociology from Fort Lewis College in Durango, Colorado, graduating with Cum Laude and Dean’s List honors. Jonathan is currently a graduate student at the University of Oklahoma, pursuing a master’s degree in Native American Studies. A former president of the Pujuta Tipi Society RSO, his academic and community work is deeply rooted in cultural preservation, language revitalization, and intergenerational knowledge transfer. He is an alumnus of the Wells Fargo, Indigenous Land & Language, American Indian Service, and Cheyenne & Arapaho Higher Education scholarship programs, and a former apprentice in the Cheyenne Language Master Apprenticeship Program. His work is grounded in a lifelong commitment to sustaining Indigenous lifeways for future generations.

Learn more about the efforts to protect and support the study of Native American languages (and all languages) at the University of Oklahoma through the following petitions:

Oppose the Removal of Foreign Language Gen Ed requirements at the University of Oklahoma

Keep Indigenous Languages Alive at OU

For more information about the Oklahoma Native American Youth Language Fair, see the hyperlink.

Learn more about Native American Languages at the University of Oklahoma.

We honor Cheyenne and Arapaho speakers of all generations of the past, present, and future such as Joyce Twins (1943-2020) who taught Cheyenne language for over 20 years, including for some time at the University of Oklahoma.

In this powerful conversation, Dr. Christine Ami shares her journey of navigating the cultural arts program and collaborating on the T’áá wołí bee exhibit at Diné College during the COVID-19 pandemic. Through the lens of Wołí Bee, a Diné concept of perseverance, she discusses how Indigenous cultural arts undergirds resilience, community connection, and healing. Christine explores the challenges of maintaining educational programs, supporting students, and preserving cultural practices while facing personal grief and professional transitions during an unprecedented global crisis.

Dr. Christine Ami is a Diné scholar, weaver, and educator at Diné College, specializing in cultural arts and Indigenous studies. With expertise in grant management, curriculum development, and Indigenous animal studies, she has dedicated her career to preserving and promoting Indigenous cultural practices. Christine is an NEH award recipient and continues to research and teach about the intersections of Indigenous culture, education, and community resilience.

Christine expresses appreciation for the many artists, partners, and supporters who made the T’áá wołí bee (“Permanent”) Exhibit possible.

Resources:

Christine Marie Ami, "Wołí bee: Diné Cultural Arts Amid Pandemics,"
in COVID-19 in Indian Country: Native American Memories and Experiences of the Pandemic, eds. Farina King and Wade Davies (Palgrave Macmillan, 2024).

Christine M. Ami website

Christine M. Ami, "Meet Our Faculty," School of Business and Social Science, Diné College website

Christine Ami, "Between the Loom and the Laptop: A Diné Sabbatical," Tribal College Journal (Summer 2025), tribalcollegejournal.org/between-the-loom-and-the-laptop-a-tribal-college-faculty-sabbatical/.

Christine Ami, "'When Waters Rise and Rocks Speak': An Analysis of Indigenous Research Credential Theft by an Ally,” Wicazo Sa Review. 34, 2 (2022), muse.jhu.edu/issue/48824.

Christine Ami, "Politics of Distrust: The Navajo Nation’s use of propaganda devices to recruit participants for COVID-19 trial vaccine," Indian Country Today (2020), https://ictnews.org/opinion/politics-of-distrust-the-navajo-nations-use-of-propaganda-devices-to-recruit-participants-for-covid-19-trial-vaccine/.

Christine Ami, "Review Essay: The Diné Reader: An Anthology of Navajo Literature (Esther G. Belin, Jeff Berglund, Connie A. Jacobs, Anthony Webster, and Sherwin Bitsui, eds.)," Transmotion 8, 1 (2022): 209-217, https://doi.org/10.22024/UniKent/03/tm.1064.

Christine Ami, "Playing Indian: Internal Colonization Seated at the Navajo Loom," Navajo Cultural Arts Program Blog (2020), https://lib.dinecollege.edu/NCAP_Blog/02-2020.

“T’áá awołí bee: Best of Show Panel,” T’áá awołí bee: Navajo Contemporary Arts Conversation Series, Navajo Cultural Arts Program, YouTube video (posted 2021)

In this episode, Dr. Farina King is joined by Dr. Gavin A. Healey, a contributing author of COVID-19 in Indian Country and Assistant Professor of Anthropology and Applied Indigenous Studies at Northern Arizona University (NAU). Gavin highlights how Indigenous graffiti and muralism emerged as vital tools of community care and resistance during the COVID-19 pandemic. Drawing from his chapter, “Native American Graffiti and Aerosol Muralism of the Pandemic,” Gavin addresses works by artists such as Ivan Lee (Diné), whose mural of a masked Diné woman sends a COVID-19 warning, and Jemez Pueblo artist Jaque Fragua, whose pieces amplify Indigenous sovereignty and survival. Photographer Kayla Jackson’s documentation of pandemic murals adds another dimension to the discussion. Gavin reflects on how these public art forms became acts of visual sovereignty, cultural expression, and collective healing in Indian Country, "demistifying" aerosol muralism.

Gavin A. Healey holds an interdisciplinary Ph.D. in American Indian Studies from the University of Arizona with an emphasis in Native Art and public art. His expertise in community-based participatory research and mixed method design aspires to provide agency to individual and community voices with a focus on Native graffiti muralism. This work with collaborators focuses on Native art and Native public art as dialectics of place-making and Native sovereignty. Coupled with his universities' duties, Gavin has spent his career working with Native artists and communities, urban and reservation, as an artist assistant on public murals, curator of museum and gallery exhibitions, and a conscientious ally in community wellbeing. His doctoral research produced the first empirical data collected on Native public art through public surveying. He is working on a forthcoming edited volume with Indigenous artists.

Resources:

Gavin A. Healey, “Native American Graffiti and Aerosol Muralism of the Pandemic: Alternative Messaging of Community Well-Being,” in COVID-19 in Indian Country: Native American Memories and Experiences of the Pandemic, eds. Farina King and Wade Davies (Palgrave Macmillan, 2024).

Gavin Alexander Healey, NAU Directory Webpage

Mural by Navajo graffiti artist, Ivan Lee in COVID-19 archive.

Jaque Fragua (Jemez Pueblo) featured on SODO Track Artists

Kayla Jackson photography, "Creative Cowboy."

NAU Applied Indigenous Studies

Hoka Skenandore (Oneida, Oglala Lakota, and Luiseno) artist website 

In this episode of Native Circles, Dr. Farina King, co-editor of COVID-19 in Indian Country, talks with co-authors Dr. Amoneeta Beckstein and Dr. Tapati Dutta about their chapter, exploring the lived experiences of eight Native American college students during the pandemic. Drawing from semi-structured interviews, the chapter centers the students' voices as they navigate the challenges of COVID-19—illuminating themes of historical trauma, mental health struggles, and educational disruptions rooted in colonial legacies. Yet, amid these hardships, stories of resilience or "reziliency," cultural strength, and community support arise. In this conversation, the authors reflect on their perspectives as researchers and underscore the students’ expressions of survivance, collectivistic coping, and cultural healing.

Dr. Beckstein is an Assistant Professor of Psychology at Fort Lewis College whose work focuses on multicultural counseling, mindfulness, and decolonizing psychology to promote healing for BIPOC and Indigenous communities. He previously directed the Counseling Center at Webster University Thailand and brings a creative approach to mental health, including poetry and advocacy. Dr. Dutta is an Assistant Professor of Public Health at Fort Lewis College with over 25 years of experience in global health, focusing on health disparities and community-based interventions for marginalized populations. She is a Master Certified Health Education Specialist and a TEDx speaker recognized for her work in HIV prevention and compassionate public health education.

Resources:

Amoneeta Beckstein and Tapati Dutta, "Lived Experiences of Native American College Students During the COVID-19 Pandemic," in COVID-19 in Indian Country: Native American Memories and Experiences of the Pandemic, eds. Farina King and Wade Davies (Palgrave Macmillan, 2024), 121-143.

Amoneeta Beckstein professional profile website; and Amoneeta's Researchgate

TEDx Talk "Life Lessons via Cannibals, Sex Workers & Marginalized People," TEDx Indianapolis Women.

Undergraduate Research Talk "The Radical Potential of Community Research by Tapati Dutta." 

"Translation and assessment of encultured meaning of the Multi-Dimensional Scale of Perceived Social Support in Diné bizaad (Navajo) using community-based participatory action research methods."

"Students’ COVID-19 vaccine behaviors, intentions, and beliefs at a US Native American-Serving Nontribal Institution (NASNTI)."

"College leadership decisions and experiences during the COVID-19 pandemic: an elite interview study."

Spotlight on COVID-19: An Interview with Dr. Tapati Dutta, MCHES®, by the National Commission for Health Education Credentialing 

Evolution of storytelling pedagogy in global health course at a U.S. Native American-Serving Nontribal Institution from Fall 2019 to Spring 2023 

Fort Lewis College’s Virtual International Internships

In this episode, co-editor Dr. Farina King of COVID-19 in Indian Country: Native American Memories and Experiences of the Pandemic speaks with contributing author Dr. Shaina A. Nez about her chapter, “COVID-19 Memory Dreamscapes.” A Diné writer from Lukachukai, Arizona, Shaina reflects on the meanings of her dreams and memories during the pandemic while navigating the hardships of single motherhood and a child custody battle. Drawing from her deep connection to land and family, she explores how her dreamscapes became a source of guidance and resilience. Shaina, who holds an MFA in creative nonfiction from the Institute of American Indian Arts and a doctorate in Justice Studies from Arizona State University, shares how writing helped her reclaim her voice during a time of uncertainty and upheaval. This episode features a powerful conversation on memory, survival, and Indigenous storytelling. 

According to Diné clans, Shaina is ‘Áshįįhi born for Táchii’nii, with Ta’neeszahnii as her maternal grandfather’s clan and Kin łichii’nii as her paternal grandfather’s clan. She is the author of various publications, and her research also focuses on the experiences of emerging BIWOC authors in MFA creative nonfiction programs. She formerly taught creative writing at Diné College and continues to explore themes of memory, identity, and Indigenous storytelling in her work. Her writing often delves into personal and collective narratives, highlighting the resilience of Native communities.

Resources:

Special edition of Diné Poetics available on the Poetry Magazine website

Pre-order Beyond the Glittering World: An Anthology of Indigenous Feminisms and Futurisms (forthcoming November 2025 to be published by Torrey House Press), eds. Kinsale Drake, Stacie Shannon Denetsosie, Darcie Little Badger, et. al.

Shaina A. Nez, "This Land, Our Love," Green Linden Press (2022)

"10 Questions for Shaina A. Nez," The Massachusetts Review, March 5, 2021

Order COVID-19 in Indian Country: Native American Memories and Experiences of the Pandemic (Palgrave Macmillan, 2024) edited by Farina King and Wade Davies that includes Shaina A. Nez's chapter "COVID-19 Memory Dreamscapes" 

In this episode of Native Circles, Eva Bighorse and Dr. Farina King talk with Dr. Yvette Brown-Shirley, a Diné neurologist specializing in sports neurology and brain injury medicine at Barrow Neurological Institute. Dr. Brown-Shirley shares her experiences of becoming a neurologist and how her identity as a Diné woman healer informs her approach to medicine. She discusses the urgent need to address health inequities affecting Native communities, such as the lack of access to neurological care for Native American student-athletes facing risks of brain injuries. With a deep commitment to community engagement, she offers insights on fostering well-being and advocating for better recognition of brain health disparities.

Additional Resources:

Yvette Brown-Shirley, MD, Barrow Neurological Institute

"Here Before, Hear Now Podcast: Dr. Yvette Brown-Shirley," Arizona's Family (3TV/CBS 5), March 18, 2024

Boderra Joe, "Elevating neurological care: Diné female sports neurologist bringing light to brain health," Navajo Times, January 25, 2024.

Christine Armer is a Cherokee elder and language instructor of nearly 20 years at the University of Oklahoma who grew up in a Cherokee community where she wasn’t introduced to the English language until she attended grade school. This is the first of a new Native Circles podcast series featuring Native Language Protectors and Carriers, including Mrs. Armer. Listen to her story of teaching Cherokee language and why learning Native American languages at all levels of education is crucial. Dr. Farina King narrates this episode highlighting her distinguished colleague.

Learn more about the efforts to protect and support the study of Native American languages (and all languages) at the University of Oklahoma through the following petitions:

Oppose the Removal of Foreign Language Gen Ed requirements at the University of Oklahoma

Keep Indigenous Languages Alive at OU

For more information about the Oklahoma Native American Youth Language Fair, see the hyperlink.

Learn more about Native American Languages at the University of Oklahoma.

See Christine Armer cited in "Native American, other languages in jeopardy at OU," The Norman Transcript, November 21, 2024.

Special thanks to Brian D. King for editing the Language Protectors and Carriers series.

In this Native Circles episode, Eva Bighorse and Dr. Farina King sit down with Violet Duncan, an award-winning author, dancer, and storyteller from the Plains Cree of the Kehewin Cree Nation and of Taino descent. Together, they trace Violet's path as a creative force, diving into the themes of her National Book Award-nominated youth novel, Buffalo Dreamer (published by Nancy Paulsen Books in 2024), and her upcoming children's book, "Life is a Dance." The conversation touches on the impacts of the Indian residential school system, the power of storytelling in mental health and community healing, and the joys and challenges of family life. Violet's reflections on promoting Indigenous storytelling and arts through her work with Young Warriors, dedicated to cultivating spaces for Indigenous performance and practices, offer a powerful reminder of the resilience and vibrancy of Indigenous peoples.

Recommended Resources:

Violet Duncan, official website

Violent Duncan, About the Author webpage on Penguin Random House

Buffalo Dreamer by Violet Duncan webpage on Penguin Random House

"Buffalo Dreamer: An Interview with Author Violet Duncan [S7 Ep. 228]," Brave New Teaching podcast, October 10, 2024

I Am Not a Number by Jenny Kay Dupuis and Kathy Kacer Reviewed by Debbie Reese, Social Justice Books

"Violet Duncan- I Am Native," interview on KidLit in Color

"Guest Post: Recognizing Our Past, Awakening Our Future by Violet Duncan (Buffalo Dreamer)," School Library Journal, September 4, 2024

Violet Duncan on Instagram @violetduncan

In this episode, Dr. Davina Two Bears and Dr. Farina King are joined by Dr. Kaitlin Reed (Yurok/Hupa/Oneida) to discuss her groundbreaking first book, Settler Cannabis: From Gold Rush to Green Rush in Indigenous Northern California, published in 2023 by the University of Washington Press.

Dr. Reed is an Associate Professor of Native American Studies at Cal Poly Humboldt, where she serves as the Traditional Ecological Knowledge Faculty Fellow and Co-Director of the Rou Dalagurr Food Sovereignty Lab & Traditional Ecological Knowledges Institute. They talk with Dr. Reed about the histories of resource extraction and settler colonialism in California and examine the far-reaching impacts of the cannabis industry on Native Nations in northern California.

In addition to unpacking the themes of Settler Cannabis, this episode offers an introduction to Dr. Reed’s academic journey and her work in advancing food sovereignty and Indigenous ecological knowledge. This discussion features the intersections of environmental justice, sovereignty, and colonial legacies.

Recommended Resources:

Dr. Kaitlin Reed, Native American Studies, Cal Poly Humboldt webpage
Order Settler Cannabis: From Gold Rush to Green Rush in Indigenous Northern California (University of Washington Press, 2023)
Rou Dalagurr Food Sovereignty Lab and Traditional Ecological Knowledges Institute website
Dr. Kaitlin Reed presents on "From Gold Rush to Green Rush: Settler Colonialism & Natural Resources in Northern California" video recording (posted November 2023)
"Cal Poly Humboldt faculty member Kaitlin Reed wins 2024 award," the Labriola Center American Indian National Book Award

This episode features Dr. Kelly Berry, an enrolled citizen of the Apache Tribe of Oklahoma (Plains Apache) with affiliations to the Kiowa and Choctaw Nations. Dr. Berry is a Mellon Impact Post-Doctoral Fellow and Lecturer in the Department of Native American Studies at the University of Oklahoma. His groundbreaking research explores the intersections of eSports, Native American education, and technology, focusing on infusing Indigenous knowledge into classrooms and reimagining the possibilities of gaming through an Indigenous lens.

In this episode, Dr. Farina King and Dr. Davina Two Bears discuss Dr. Berry's work with him regarding Indigenizing eSports and game technologies. Dr. Berry shares his vision for education in Indigenous communities, considering how culture, technology, and education come together in innovative ways.

Dr. Berry earned a Master's of Public Health from the University of Oklahoma and then a Doctorate of Education in Educational Leadership from Kansas State University. Before his current position, Dr. Berry contributed as an Indigenous Initiatives Research Associate and curriculum advisor for Kansas State University’s Indigenous Education Leadership Certificate Graduate Program. His extensive teaching experience includes faculty appointments at Upper Iowa University, Bacone College, Cameron University, and Comanche Nation College, and he is a certified 5-12 social studies teacher in Oklahoma and Kansas.

A past fellow of Harvard University’s Management Development Program, he is also a current fellow in the University of Arizona’s Native Nations Institute Tribal Professional Governance Program and Arizona State University’s Indigenous Peoples Leadership Academy. Dr. Berry serves on the American Educational Research Association Indigenous Peoples of the Americas Special Interest Committee and is a University Council for Educational Administration Barbara L. Jackson Scholar.

Resources:

Dr. Kelly Berry, bio webpage for Esports and Co-Curriculuar Innovation at the University of Oklahoma

Berry, Kelly. "eSports in Indian Education: A Case Study." PhD diss., Kansas State University, 2024.

Berry, Kelly. "Using that Good Medicine: An Indigenous Autoethnographic Recount of Teaching and Learning with Elders during COVID." In F. King and W. Davies (Eds.) COVID-19 in Indian Country: Native American Memories and Experiences of the Pandemic (forthcoming).

NAS Mellon Impact Fellowship at University of Oklahoma website