Bringing Indigenous Recipes to School Food Menus

Located on the Allegany Territory of the Seneca Nation of Indians in New York, Salamanca City Central School District serves a large Native American student population and works to incorporate Indigenous language, history, and culture into school curriculum, operations, and cafeterias.

Situated among the forests of western New York, south of Buffalo, Salamanca is the only city in the country that lies primarily on Native American territory. Once a member of the Iroquois Confederacy of Six Nations (a democratic government that predates the United States Constitution), the Seneca Nation today has an enrolled population of over 8,500 citizens, many of whom reside on the Allegheny Territory.

Since 2021, Salamanca City Central’s food service program has focused on increasing both scratch-cooked meals and dishes that celebrate Seneca culture under the guidance of the district’s Native American Curriculum Team, which helps build bridges between the Indigenous community and the school district. 

Central to this work was the creation of the district’s Native American Curriculum Team – three dedicated individuals who provide professional development for staff and students, integrate lessons into existing curriculum, support respectful and informed communication with the community, and operate broadly as a resource for the district. The team provides key training to the district’s school food professionals in preparing Indigenous recipes using traditional Seneca cooking methods, such as nixtamalization — a process of cooking, soaking, and grinding maize — for dishes like Seneca corn bread. 

The team also facilitates a variety of fruitful partnerships with Indigenous community members. Local Indigenous chefs now assist the food service staff in creating Indigenous recipes, such as Three Sisters Salad (featuring corn, beans, and squash), and incorporating Indigenous ingredients like venison. Seneca Nation-owned and operated Gakwi:yo:h Farms has become an essential partner, supplying bison, nixtamalized corn, maple syrup, and a variety of produce to the district, as well as planting the school garden and designing a new composting program. Meanwhile, the Native American Curriculum Team ensures that all new foods, recipes, and their marketing are culturally appropriate.

“In order to incorporate Indigenous foods into your program, you must fully understand their history and use within the Indigenous community,” John noted while reflecting on the progress his district has made. He believes that having informed school staff leads to better educating all students on the benefits and cultural relevance of Indigenous foods. 

For other school districts interested in incorporating Indigenous recipes into their menus, John advises deferring to those who know those dishes best. “Districts should always work with their local Indigenous community or the Indigenous community nearest their district and allow that community to guide them.” 

Schools across the nation are working to make their meals more reflective of the diverse cultural backgrounds of their students. While there’s a lot of work to do, districts like Salamanca City Central School District demonstrate how school food professionals can leverage community leadership to make school meals more culturally relevant to students – a key ingredient for truly nourishing school food.