from 70 strong applications – including submissions from six tribal colleges and universities (tcus) and from across 30 states – the ten students comprising this year’s icp cohort stood out for their commitment to bettering their communities alongside strengthening their communication skills. 

this year’s students come from seven tribal nations, including the navajo nation, nenana native association, tohono o’odham nation, pascua yaqui tribe, the oglala lakota nation, cherokee nation, and choctaw nation of oklahoma, bringing unique perspectives from across turtle island. from the banks of the salmon-filled tanana and nenana rivers in northern alaska, to the sun-baked sonoran desert in the southwest, each student brings a skillset shaped by land, language, and lived experiences.

we’re also excited by the variety of academic backgrounds represented in this year’s program – from studio art and painting to nutrition and food systems. across their respective programs, this year’s students all strive to support their communities through their academic pursuits. for example, avery tilley (cherokee nation) is studying veterinary medicine with the goal of helping indigenous communities better monitor and mitigate diseases among culturally important species, like wolves, whereas camille leihulu slagle (kanaka maoli) hopes to apply her foundation in chemistry to assist hawaiian communities in monitoring toxic gases released from volcanoes in her homelands. whether in science, humanities, and/or art-centered programs, each student brings an important skill set that will shape who they are as a storyteller, and we can’t wait to experience their stories!

over the course of the next 10 months, the icp correspondents will be covering topics of their choosing, all while participating in indigenous-led workshops, peer-review sessions, editorial meetings with icp’s story mentor & editor, and social gatherings to connect with each other, learn, and grow. we look forward to sharing their stories – stories that celebrate tradition alongside innovation, the work of youth alongside elders, the teachings of plants and animals alongside insights from scientists, and so much more. 

we encourage you to click on their profiles below to read each correspondent’s biography, and we hope you’ll stay tuned as their stories unfold!

2025-2026 ilíiaitchik: indigenous correspondents

russell conti

montana state university | ilíiaitchik: indigenous correspondents program (icp)

laylalanai gocobachi

university of arizona, ilíiaitchik: indigenous correspondents program (icp)

derrick gonzales

tohono o’odham community college | ilíiaitchik: indigenous correspondents program (icp)

lori huck

portland state university | ilíiaitchik: indigenous correspondents program (icp)

tommey jodie

university of arizona, ilíiaitchik: indigenous correspondents program (icp)

dani kouyoumdjian

university of arizona, ilíiaitchik: indigenous correspondents program (icp)

lindsey maillard

institute of american indian arts | ilíiaitchik: indigenous correspondents program (icp)

camille slagle

dartmouth college | ilíiaitchik: indigenous correspondents program (icp)

avery tilley

university of georgia, ilíiaitchik: indigenous correspondents program (icp)

tru west

institute of american indian arts | ilíiaitchik: indigenous correspondents program (icp)

this year, the students in the ilíiaitchik program truly embody the meaning of the program’s namesake, which roughly translates to “speak good things” from apsáalooke. they aim to tell stories that bring awareness to local issues with far-reaching impacts, such as proposals to construct acid-generating mines along the biologically rich chilkat river watershed and the hard-fought battles wildland firefighters have undertaken to protect traditional cultural practices for tribes in the southwest.

beyond highlighting the causes and consequences of these issues, the students are excited to showcase the resilience and ingenuity of local communities. they are drawing from cultural practices, ancestral knowledge, and technology to address challenges ranging from habitat degradation to pollution and human health risks. in doing so, the students tell stories that truly do “good things” for the world—providing inspiration and examples of how we can create a more vibrant, resilient, and equitable future.

members of planet forward’s ilíiaitchik: indigenous correspondents program undergo an application process that encourages them to reflect on their passions, aspirations for storytelling, and the topics they hope to explore. while many students come from non-media and non-journalism backgrounds, a shared commitment to storytelling unites them. this storytelling takes many forms, including song, poetry, education, and on-the-ground outreach, all with the goal of uplifting their communities and connecting them to the wider world.

throughout this year’s program, the indigenous correspondents will receive one-on-one mentorship from award-winning diné filmmaker, producer, director, scriptwriter, and actor ivey camille manybeads-tso. they will also participate in a series of eight monthly workshops led by indigenous creatives working in fields ranging from healing-informed storytelling to music and podcast creation.

we eagerly anticipate the storytelling journey ahead and invite you to tune in to read, watch, and listen to these students’ inspiring works.

p.s. click check out the students’ profiles below to read their bio, and stay tuned for their stories!

correspondents

taliyah medicine horse

chief dull knife college | ilíiaitchik: indigenous correspondents program (icp)

shawna hotch

north dakota state university | ilíiaitchik: indigenous correspondents program (icp)

robyn iron

university of montana | ilíiaitchik: indigenous correspondents program (icp)

chase kamikawa

dartmouth college | ilíiaitchik: indigenous correspondents program (icp)

joshua massey

arizona state university, ilíiaitchik: indigenous correspondents program (icp)

karli moore

stanford university | ilíiaitchik: indigenous correspondents program (icp)

sydney neel

institute of american indian arts | ilíiaitchik: indigenous correspondents program (icp)

trinity norris

university of arizona, ilíiaitchik: indigenous correspondents program (icp)

sagen lily quale

ilíiaitchik: indigenous correspondents program (icp), university of wisconsin-madison

angel stickman

university of oklahoma college of law | ilíiaitchik: indigenous correspondents program (icp)

1. how to find the “right” person/ people to speak with for telling a story.

2. how to prepare for a successful interview and how to create a comfortable environment for interviewees.

3. how to take notes during interviews that best capture the essence of a conversation.

4. how to prepare questions suited for different interview types, such as celebratory interviews, informational interviews, investigative interviews, etc. 

5. how to navigate interviews with different indigenous community members, including tribal elders, elected officials, knowledge-holders, etc.

listen and learn

for the first half of the workshop, valerie shared with the indigenous correspondents the importance of being attuned to local needs, cultural values, and ethics when interviewing indigenous community members. 

“whether you are speaking with a tribal elder, a tribal historic preservation officer, or a knowledge-holder, you need to listen and learn before you start asking questions” advised valerie. as she explained, being sensitive to cultural nuances and knowing when not to ask questions is just as important as knowing when and what to ask, especially when working within indigenous communities. 

striking a balance between asking and listening, as well as knowing when to record and when not to record or share information, is especially critical in indigenous spaces when access to knowledge is oftentimes dependent upon cultural values unique to each community. for example, knowledge about the precise location of sacred or ceremonial sites might only be considered suitable for particular individuals to know, based upon their age, gender identity, and/or status within the community. with well over 574 tribes across the united states – many with different languages, unique cultural values, customs, and governance structures – journalists need to approach each meeting with humility to learn who has authority to speak on a given topic and what can be shared and discussed.

avoiding the extractive model

as valerie noted, knowing when to ask and when to slow down all comes down to building a space for comfortable dialogue to take place. as reporters and storytellers, we can show respect to the knowledge and experiences shared during conversations, as well as our interviewees’ time and energy, by asking the person or people with whom we are speaking what they are comfortable sharing, moving at their pace, and confirming precisely what information can be shared beyond the conversation (ideally at several points throughout the editing process before publication). 

unfortunately, journalism far too often runs on an extractive model wherein journalists are positioned as interrogators of sorts, seeking to extract information from interviewees with little or no regard for how sharing peoples’ stories might impact, or benefit the person themselves or those around them. as valerie acknowledged, a harmful power imbalance often exists between the interviewer, with their perceived ability to steer conversations through targeted questions, and the interviewee, whose stories, experiences, and knowledge are being taken and shared for profit. these power imbalances and extractive practices are rooted in western storytelling  practices, which historically are unidirectional transactions as opposed to two-way dialogues aimed at building mutual understanding and support.

in addition to western media’s focus on profitability, the extractive nature of most interviews is attributable to a mix of factors, including the demand for fast-paced, sensationalized stories, thirst for exposés that catch interviewees off guard, devaluation of non-academic and non-scientific forms of knowledge, and the decline of locally-based print media and journalists who historically served as a continued presence within their communities. these extractive and colonial journalism tactics not only produce less compelling narratives – but they can also harm indigenous communities. for example, when conducting interviews with a tribal historic preservation officer or other tribal officials, speeding through an interview and then rushing the content through to publication limits the ability of community members to respond in a culturally-appropriate review process that may require discussions to be had and approval to be gained by tribal leaders and elders.

providing ample opportunities for interviewees to ask clarifying questions, such as the intent behind asking a question, publishing a story, and who the interview information will be made available to – helps protect indigenous data sovereignty, which the university of arizona’s native nations institute defines as “the right of a nation to govern the collection, ownership, and application of its own data. it derives from tribes’ inherent right to govern their peoples, lands, and resources.” 

a good interview requires intense interest

valerie noted that long before conducting interviews, “reporters need to give of themselves, and spend time in a community… such as going to basketball games and community events, and just listening, before ever asking a single question for a story.” building connections and relationships with communities takes time well in advance of reporting, but is critical for building trust, greater understanding, and humility. by volunteering at a community event or being fully present to celebrate local accomplishments and meet with community members, storytellers also give of their time, energy, and/or expertise in return for the time and expertise community members give during interviews. doing so can help make reporting less extractive and more reciprocal. 

frank sesno provided complementary advice during the second half of the workshop, noting “you have to approach interviews with an intense interest in what the other person has to share – not just in the questions you hope to have answered. even if you don’t share perspectives or you’re not particularly fascinated by your interviewee’s area of work or study, find something about their story that you are compelled to learn more about and hold onto that interest throughout the conversation.” by focusing both on the interviewee’s story and the story you envision telling, stories are better able to evolve organically. 

frank explained how approaching an interview with a conscious goal or outcome helps frame the questions and the conversation. some interviews, he noted, are meant to gather factual information. others seek a personal perspective or analysis. still others may revolve around the accomplishments or impact of a featured personality and require the kind of detail and storytelling that makes for a great profile story. frank said that if interviewers have a sense of what they’re looking for – while still listening for surprises and pursuing the unexpected – they will prompt rich, focused conversations that can be respectful and genuine, inviting people to open up. that approach, frank pointed out, also supports active listening, genuine curiosity, and relevant follow-up questions that an interviewer should bring to every assignment. 

building skills to create meaningful stories

one of the core takeaways from the second ilíiaitchik: indigenous correspondents program workshop was the need for storytellers – especially those planning to work within and for native communities –  to approach interviews with humility, transparency, and clear intent.  rather than approaching interviews as unilateral opportunities for asking questions and note-taking, we need to see interviews for what they should be – balanced, multidirectional conversations where both parties have sufficient opportunities for listening and learning.

since many indigenous correspondents aspire to tell stories from their own communities, conducting balanced interviews takes on even greater importance. as indigenous storytellers, we hope to build and maintain relationships grounded in trust, respect, and reciprocity when doing communication work. to do this, we need to be aware and respectful of each community’s cultural and governance structures surrounding sharing information, as well as when it isn’t appropriate to ask questions. knowing when to listen is just as important as knowing when to ask for more explanation or to delve deeper into an experience or perspective. 

as indigenous correspondents, we aspire to tell stories that benefit and uplift our interviewees and their communities, whether through exposing environmentally unjust conditions and holding offenders accountable, or celebrating local ingenuity, artistry, and accomplishments. to be effective storytellers, we should always ask our interviewees what they hope will come out of sharing their information – being sensitive to community needs helps restore balance between the interviewee and interviewer. to maintain this balance, we also need to make clear the intent behind asking questions, where and when the information will be published, and who the audience will be. all of this is to say that interviewing is about so much more than just asking questions – it’s an art that requires adequate time, humility, active listening, and balance.

we and our partners, university of arizona and planet forward, are thrilled to announce the inaugural cohort of 10 indigenous correspondents through the new ilíiaitchik: indigenous correspondents program (icp).

this new storytelling program is guided by indigenous mentors, and offers one-on-one feedback from indigenous writers, journalists, and media producers to our student correspondents. as co-founders, we wanted to build a space where indigenous students feel comfortable and confident telling stories about their communities and the issues that are important to them. these stories will help to bring broader awareness about indigenous communities and concerns, center traditional knowledge, amplify modern existence, show cultural resilience, and focus on solutions that uphold community values and responsibilities.

the 2022-2023 planet forward indigenous correspondents represent 10 tribes and seven universities from across the u.s., including both undergraduate and graduate students. the 10-month program culminates in all indigenous correspondents receiving a travel grant to attend 2023’s planet forward summit in washington, d.c., where they will engage in workshops led by global environmental leaders and meet with their cohort. correspondents also will have their work published right here on planetforward.org, and presented to sustainability experts, professionals, and thought leaders through planet forward and university of arizona events and partners.

meet our 2022-2023 planet forward indigenous correspondents: 

● alisa smith woodruff – evergreen state college. skokomish tribe. alisa is pursuing her master’s degree in environmental science. 

● troi madison newman – university of arizona. piscataway conoy tribe. troi is a first-year law student at the james e. rogers college of law. 

● shondiin mayo – university of alaska fairbanks. native village of stevens. shondiin is pursuing her graduate degree in rural development. 

● raylen bark – dartmouth college. cherokee, choctaw, hualapai, and hidatsa. raylen is in her junior year, studying native american and indigenous studies modified with linguistics. 

● darrien benally – northern arizona university. diné (navajo nation). darrien is a first-year graduate student enrolled in the master of arts communication program.

● nadira sage mitchell – university of arizona. diné (navajo nation). nadira is in her senior year, studying natural resources with an emphasis in wildlife conservation and management.

● carlie domingues – university of california, davis. chumash. carlie is a third year ph.d. student studying native american studies. 

● lokina kishoiyian – university of arizona. maasai tribe of kenya. lokina is a second year ph.d. student in the indigenous peoples law and policy program. 

● sara mae williams – university of arizona. tohono o’odham nation. sara is in their senior year, majoring in elementary education. 

● kaly arvizu – northern arizona university. diné (navajo nation). kaly is a senior majoring in social work and minoring in community engagement.

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stay tuned to planetfoward.org for more updates from our incredible students involved in this year’s program!