Southern Plains Region

Anagali Duncan, 21, Cherokee, Oklahoma

School: Junior, Stanford University; Major: Ethnic Studies and Minor in Public Policy

Platform: The Indigenous Literature Book Drop Initiative is dedicated to promoting cultural awareness and empowering indigenous youth by providing access to books authored by indigenous writers. The project will include purchasing books, preparing presentation materials, and organizing book drop events at local schools. Over the course of a month, I will lead efforts to secure funding, collaborate with schools and UNITY, and deliver presentations on the significance of indigenous literature. This initiative aims to foster pride in indigenous heritage, encourage reading, and enrich the educational experience by highlighting indigenous voices and stories within the school community.

Georgia Harjo, 17, Muscogee (Creek), Oklahoma

School: Senior, Southeast High School

Platform: I plan to launch a series of cultural gatherings aimed at revitalizing and connecting our community to its Native identity in an urban setting. These events will cover a range of subjects including traditional crafts like ribbon skirts, moccasins, beadwork, and basketry, as well as cultural practices such as powwow and princess etiquette, dance classes, and language lessons. The goal is to offer hands-on learning experiences in a central location, with sessions tailored to the interests of 10-15 participants. I will facilitate and manage the project, including advertising, registration, and securing venues such as The Muscogee Nation Resource Center and We the People Consulting LLC. With support from local organizations and artists, I aim to begin this initiative after June 1st, when I will have more availability.

Jenna Makes Good, 22, Dakota Sioux, Kansas

School: Senior, Haskell Indian Nations University; Major: Indigenous Studies; Associate’s Degree in Communications (2021)

Platform: I envision creating an Indigenous Youth and Elders Community Center to foster intergenerational connection, cultural revitalization, and wellness. This center will be a dynamic space for youth to engage with their heritage through language lessons, cultural workshops, and holistic wellness activities. Surrounding the center, I imagine fruit trees, berry bushes, a community garden, and a space for horses to support youth programs and enhance their connection with nature. The center will offer language immersion programs led by fluent elders, cultural workshops on traditional arts and crafts, sustainable living initiatives, and mental health support tailored to Indigenous youth. With a projected timeline of about one year for implementation, I plan to oversee the development as a project manager, balancing this role with my full-time college studies while ensuring the hiring of qualified staff to positively impact the community.

Jori Cowley, 23, Cherokee/Shawnee, Oklahoma

School: Bachelor’s in Sociology and Native American Studies (2022), University of Oklahoma

Platform: I propose establishing an Indigenous Leadership Institute in Tulsa, aimed at nurturing and empowering future leaders within the Indigenous community. With a projected budget of $80,000 and a timeline of 2-3 years for full implementation, this institute will focus on developing leadership skills, cultural knowledge, and community engagement. As the Program Manager, I will oversee the project’s development and execution, working closely with Leadership Tulsa to finalize the proposal and ensure the institute’s success.