Editor’s Note: Throughout America’s trajectory, communities that have experienced oppression have often found strength by standing together. From the multiracial coalition of the Poor People’s Campaign led by Dr. Martin Luther King Jr. and Rev. Ralph Abernathy, to labor movements, civil rights partnerships, and today’s collective advocacy for educational equity and voting rights, lasting progress has been built through solidarity.
Each community’s history is distinct and deserves to be honored on its own terms. The Black Lens is a space to center Black voices. There is, however, common ground in the pursuit of justice, equity, representation, dignity, and the opportunity to thrive. As we continue to amplify Black voices through The Black Lens, we also recognize that liberation is interconnected. Our common ground is the audacity to exist loudly. Justice belongs to all of us.
It’s no secret that across our nation, our Indigenous brothers and sisters have been mistreated, abused, and lied to for centuries. Government-sanctioned boarding schools, family separation programs, and the theft of land have caused more damage than we will ever be able to truly quantify.
Living in Spokane, on land that has been inhabited by the ancestors of the Spokane Tribe for more than 9,000 years, all you have to do is look at the representation in Spokane Public Schools to see the lasting effects of that history.
In Spokane Public Schools, as of the 2025-2026 school year, the Washington Office of Superintendent of Public Instruction (OSPI) reported that 333 students identified as American Indian or Alaska Native, representing just 1.1% of the district’s student population. The most recent OSPI data for teachers, from the 2024-2025 school year, shows that only 14 teachers identified as American Indian or Alaska Native, accounting for just 0.7% of all teachers.
Despite these numbers, Spokane Public Schools has made efforts to ensure that Native education and a sense of belonging for Native students remain priorities.
Tara Williams has served as the Student Support Specialist for Spokane Public Schools’ Native Education Program for the past three years. Williams, who is Koyukon Athabascan, Inupiaq, and Alaska Native, has focused much of her work on ensuring students feel a sense of community while strengthening their connections to their culture and heritage. She also serves as both an academic and cultural mentor.
“That looks different for each student,” Williams said. “I support students on the journey to graduation and serve as an advocate for them and their families. One of the main things I focus on is leadership development and self-advocacy so they can be successful after graduation.”
Another important part of Williams’ work is advising and coordinating Native Student Unions (NSU) and Indigenous Student Unions (ISU) at Rogers, North Central, and Lewis and Clark High Schools, as well as a Native Student Advisory at Rogers High School. Her work with these student organizations is largely guided by the wants and needs of the students themselves.
For example, Williams shared:
“The Lewis and Clark Indigenous Student Union started three years ago, and students there were looking for greater access to cultural connections, specifically beadwork and artwork. We spend time learning about different cultural experiences, and then they go back into their communities to share what they have learned, along with the skills and gifts they have developed, to celebrate different Native cultures.”
She continued:
“The Native Student Union at North Central started last year. North Central has one of the largest populations of Native students in the district, and the culture was already really strong there. They just needed some help organizing. These students have focused more on researching their family backgrounds and the tribes they come from. The students at North Central also do a lot of advocacy around Native rights, and this year they led a student-directed professional development day for teachers in their school.”
Williams grew up on her ancestral lands in Northern Alaska and says her upbringing and where she comes from continue to drive the work she does today. One conversation with her is enough to recognize the genuine care she has for her students and the passion she brings to her work.
For students interested in starting an Indigenous Student Union or Native Student Union, Williams encourages them to reach out to her for guidance at taraw@spokaneschools.org. You can also learn more about the Native Education Program by visiting the Spokane Public Schools website at https://www.spokaneschools.org/page/native-education.
You can also contact me at kenji@educationvoters.org to discuss issues within education. I am always looking for more incredible community members like Tara Williams to highlight.