Recognizing Place: The Role of Land Acknowledgments at OREGON Colleges

Chiderah Edeh

The Advocate

At many college events today, a brief statement is often read before the program begins. It may last less than a minute, but it carries meaning beyond the moment. This statement, known as a land acknowledgment, names the Indigenous peoples connected to the land on which the campus is located. Across higher education, land acknowledgments have become a way for institutions to recognize local Indigenous histories and the relationship between place and learning. While the wording and placement of these statements differ from campus to campus, they are generally intended to provide historical context and promote awareness of Indigenous presence, past and present.

What is it?

A land acknowledgment is a formal statement that recognizes the Indigenous nations traditionally connected to a specific area. These statements often include the names of tribes whose ancestral lands include the location of a college or university. Land acknowledgments are commonly shared at public events, included on institutional websites, or printed in syllabi and program materials. They are not legal documents, treaties or official apologies. Instead, they function as recognition of place and history.

According to educational resources from Oregon State University Extension, land acknowledgments are meant to honor Indigenous stewardship of the land and make Indigenous histories more visible in contemporary spaces. For many students, these statements may be the first time they hear the names of tribes connected to their campus.

More importantly, land acknowledgements are meant to represent the the ongoing work of reconciliation.

Historical Context

The practice of acknowledging Indigenous land originates from Indigenous customs that recognize traditional caretakers of a place. In the United States, land acknowledgments have become more common in recent years, particularly within educational and cultural institutions.

In Oregon, Indigenous tribes experienced displacement through colonization, treaty violations and federal land policies. As a result, many colleges and universities were established on lands that once belonged to Indigenous nations. Land acknowledgments bring attention to this history by identifying tribes connected to the land and recognizing their continued presence today.

On college campuses, these statements often serve as a starting point for learning. They help place institutions within a broader historical context and encourage awareness of how education and land are connected.

USE IN OREGON COLLEGES

Several colleges and universities in Oregon include land acknowledgments as part of their institutional practices, though the format and detail vary.

Oregon State University features a land acknowledgment on its website that recognizes the Mary’s River, or Ampinefu Band of the Kalapuya people. The statement also notes the university’s status as a land-grant institution and reflects on the historical impact of federal land policies on Indigenous communities.

Southern Oregon University provides a land acknowledgment developed with tribal input that names the Shasta, Takelma and Latgawa peoples. The statement includes historical background related to displacement and settlement in the region. University of Oregon includes land acknowledgments for both its Eugene and Portland campuses. These statements recognize the Kalapuya people and other tribes connected to the area and are included in the university’s official messaging materials.

University of Portland also publishes a written land acknowledgment that identifies Indigenous tribes associated with the Portland metropolitan region and acknowledges their role as original caretakers of the land. These examples show how Oregon colleges use land acknowledgments to connect campus spaces with local Indigenous histories.

USE AT MHCC

The land where MHCC sits — specifically the Gresham campus and its surrounding areas — is the ancestral home of the Multnomah, Clackamas, and other Bands of Chinook. These tribes established villages along the Columbia and Willamette Rivers and utilized the surrounding forests and fields for seasonal harvesting.

Today, descendants of these original inhabitants are primarily members of The Confederated Tribes of Grand Ronde, The Confederated Tribes of Siletz Indians and The Confederated Tribes of the Warm Springs Reservation.

A common acknowledgment the East County area generally recognizes: “We occupy the traditional village sites of the Multnomah, Kathlamet, Clackamas, bands of Chinook, Tualatin Kalapuya, Molalla, and many other tribes who made their homes along the Columbia River.”

Another Mt. Hood connection – As of early 2026, the MHCC District Board of Education includes a representative with Indigenous heritage. Board member William Miller is a descendant of the Blackfeet and Cherokee Nations and has a history of advocating for Indigenous Peoples in Oregon.

Based on publicly available information, Mt. Hood Community College does not currently display a formal land acknowledgment prominently on its main website or in widely circulated public documents. A review of accessible board materials and institutional publications does not indicate the presence of an official land acknowledgment statement.

A conversation with MHCC President Lisa Skari, however, revealed that, as with many institutions, practices related to land acknowledgments are an evolutionary process, and MHCC land acknowledgment conversations have been on the table.

“We talked to the Confederated tribe, to the Grand Ronde. There were some other conversations, and the consensus out of that is land acknowledgements are fine, but it wasn’t as meaningful,” Skari explained. It’s more than just a document, “it’s what you are actually doing to build the relationships.”

It’s an ongoing conversation and one MHCC is taking seriously. There may not be an institution-wide standard operating practice or public facing land acknowledgement at this time, according to Maurice Nicholson, the Multicultural and Diversity Program Coordinator at MHCC, it is something that is actively being worked on.

“Right now, there are some things that we are missing. Of course, we are trying to update the tribes that are part of Multnomah and some of the counties nearby, and then also updating or adding to the labor and beyond land.” Nicholson said, referring to wa working document that he shared with The Advocate, “but we read these before every large program. If students are wanting one or want to have one, they are posted at the outside office or within our MDRC spaces.”

It is a work-in-progress and use is voluntary, but conversations are being had, and the work is being done.