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American Indian / Native American Studies and the American Indian Education Experience
The Cherokee Nation Immersion School as a Translanguaging Space
Looks at a Cherokee language immersion school in Tahlequah, Oklahoma.
Different from All the "Others": Mobility and Independence among Greenlandic Students in Denmark
Educating for Activism: The Gadugi Program
Looks at the Gadugi Program, which offers two university level classes to Indigenous high school students through Appalachian State University.
Embodying Indigenous Education and Intelletual Systems as a Framwork for Teaching and Learning
In response to the negative experiences of Indigenous populations within the Canadian education system this paper discusses the role of elders and knowledge keepers to help create a more positive educational experience for Indigenous students.
Free to Be Mohawk: Indigenous Education at the Akwesasne Freedom School
Free to Be Mohawk: Indigenous Education at the Akwesasne Freedom School
From JSTOR to Jiní: Incorporating Traditional Knowledge in Teaching Information Literacy at Tribal Colleges
Impact of an HIV Education Program for Youth in Southern Inuit Communities
Indigenous Children's Survivance in Public School
Indigenous Evaluation Frameworks: Can the Convention for the Safeguarding of the Intangible Cultural Heritage be a guide for recognizing Indigenous scholarship within tenure and promotion standards?
Indigenous Games and Sports in the Australian National Curriculum: Educational Benefits and Opportunities?
An Interrogation of Research on Caribbean Social Issues: Establishing the Need for an Indigenous Caribbean Research Approach
Anabel Fernandez-Santana
Knowing the Past, Facing the Future: Indigenous Education in Canada
Learning from Country
MAI Te Kupenga: Supporting Māori and Indigenous Doctoral Scholars within Higher Education
Sarah Jane Tiakiwai
Maine Indigenous Education Left Behind: A Call for Anti-Racist Conviction as Political Will Toward Decolonization
Discusses the Wabananki Studies Law, calling for the teaching of the Indigenous people and communities in Maine.
Mihumisang: Formosan Tribal Voices
Ngapartji Ngapartji: Finding Ethical Approaches to Research Involving Indigenous Peoples, Australian Perspectives
Perceptions and Practices of Principals: Supporting Positive Educational Experiences for Aboriginal Learners
The Promises, Purposes, and Possibilities of Montana's Indian Education for All
A reflection on the Indian Education for All (IEFA) Act, encouraging Montana educators to teach Indigenous perspectives and experiences.
Reflections on Métissage as an Indigenous Research Praxis
Authors discuss the possibilities and limitations inherent in their use of Métissage—assemblage through mixing, blending—as a research method in their PhD studies.
The Sharing of Indigenous Knowledge through Academic Means by Implementing Self-reflection and Story
Survivance, Sovereignty, and Story: Teaching American Indian Rhetorics
“There Is a Difference”: Mi'kmaw Students' Perceptions and Experiences in a Public School and in a Band-Operated School
Compares culturally responsive teaching between Mi'kma'ki run schools and public schools for Indigenous students.
“There Needs to Be Full Recognition of Who We Are Beyond Symbolic Gestures”: Indigenous People's Stories About Their Education and Experiences
Using the experiences of Indigenous university students to discuss the importance of using Indigenous ways of knowing within contemporary school pedagogy.
The Turtle Lodge: Sustainable Self-Determination in Practice
Use of Native Language and Culture (NLC) in Elementary and Middle School Instruction as a Predictor of Mathematics Achievement
Examines the correlation between Indigenous driven educational programs and a student's family context to asses the negative and positives effects of Native Language and Culture (NLC) within an educational setting.
What We Learned: Two Generations Reflect On Tsimshian Education And The Day Schools
Wisconsin Act 31 Compliance: Reflecting on Two Decades of American Indian Content in the Classroom
Reflects on the twenty years since the implementation of the Wisconsin Act 31, requiring schools to teach about Indigenous culture and tribal sovereignty, which the State still struggles to implement.