Q&A: Curriculum Supports Sustainable Agriculture on American Indian Lands

This Q&A features Staci Emm and Loretta Singletary, educators at the University of Nevada Cooperative Extension, discussing their curriculum “People of the Land.” The program addresses communication gaps between USDA professionals and Native American agricultural communities across Idaho, Nevada, Oregon, and Washington.

Understanding “The Indian Situation”

Tribal members identified what they called “the Indian situation”—a knowledge gap where agriculture professionals didn’t fully understand reservation-specific challenges. This gap prevented effective outreach and underutilized valuable federal and state assistance programs.

The People of the Land Curriculum

Emm and Singletary developed a research-based curriculum examining cultural, historical, social, political, and economic attributes of selected reservations. The curriculum received a gold medal from the Association of Natural Resource Extension Professionals, recognizing its innovative approach to professional education.

Curriculum Objectives

• Cultural competency: Understanding tribal perspectives on land and agriculture
• Historical context: How federal policies shaped current reservation conditions
• Political dynamics: Tribal sovereignty and government-to-government relationships
• Economic realities: Unique challenges facing reservation agriculture

Three Primary Barriers

The research identified specific obstacles to USDA program utilization on reservations:

1. Lack of USDA Professional Knowledge

Many agriculture professionals lacked understanding of:

• Tribal sovereignty and government structures
• Reservation history and its impact on current conditions
• Cultural perspectives on land use and agriculture
• Appropriate communication and engagement approaches

2. Insufficient Targeted Outreach

Generic outreach approaches often failed to reach Native farmers because:

• Communication channels didn’t align with tribal preferences
• Messaging didn’t address reservation-specific concerns
• Trust-building relationships were underdeveloped
• Cultural barriers weren’t acknowledged or addressed

3. Limited Awareness Among Native Farmers

Many Native farmers and ranchers weren’t aware of:

• Available USDA programs and resources
• Application processes and eligibility requirements
• Potential benefits for their operations
• Success stories from other tribal agricultural enterprises

The Land Tenure Challenge

Land tenure fractionation represents one of the most significant barriers to agricultural viability on reservations. This occurs when land has multiple co-owners with undivided interests, creating complex decision-making challenges.

How Fractionation Develops

Through inheritance over generations, individual land allotments subdivide among heirs without physical division. A single parcel might eventually have dozens or hundreds of co-owners, each with small percentage interests.

Agricultural Implications

• Decision-making paralysis: Unanimous consent requirements for land use decisions
• Economic inefficiency: Small individual interests don’t justify agricultural investment
• Administrative burden: Tracking and coordinating numerous owners
• Reduced productivity: Land may remain idle rather than face coordination challenges

USDA Program Opportunities

The curriculum emphasizes underutilized programs including:

• Farm loans: Operating and ownership loans for Native farmers
• Conservation initiatives: Environmental quality improvement programs
• Commodity programs: Price support and crop insurance
• Beginning farmer programs: Specialized support for new agricultural enterprises
• Value-added grants: Processing and marketing development

Sustainability Goals

Emm and Singletary aim to increase Native American participation in USDA programs, ultimately strengthening rural reservation economies. Success requires:

Improved Professional Capacity

USDA professionals need:

• Cultural competency training
• Historical knowledge of tribal-federal relationships
• Understanding of reservation-specific challenges
• Relationship-building skills

Enhanced Tribal Engagement

Tribal communities benefit from:

• Culturally appropriate outreach
• Success stories from other tribal agricultural enterprises
• Simplified application processes
• Dedicated technical assistance

Systemic Changes

Long-term solutions include:

• Policy reforms addressing land fractionation
• Increased USDA staff dedicated to tribal agriculture
• Sustained investment in tribal agricultural infrastructure
• Recognition of tribal sovereignty in program design

Broader Implications

The “People of the Land” curriculum demonstrates that effective professional education requires:

1. Community partnership: Developing curriculum with tribal input
2. Evidence-based approaches: Research informing educational content
3. Cultural humility: Recognizing knowledge gaps and learning from communities
4. Systems thinking: Addressing root causes rather than symptoms

These principles apply beyond tribal agriculture to any professional service delivery in diverse communities. Understanding historical, cultural, and political context is essential for effective engagement.

Measuring Success

Success will be evident when:

• USDA program participation increases on reservations
• Native farmers report improved access to resources
• Agricultural productivity strengthens reservation economies
• Professionals demonstrate cultural competency in tribal engagement
• Trust increases between USDA and tribal communities

The curriculum represents an important step toward agricultural sustainability and economic development on Native American lands.