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Considering a Framework for Inuit Child Care
Contemplating Kuleana: Reflections on the Rights and Responsibilities of Non-Indigenous Participants in Programmes for Indigenous Education
Deep Organizing and Indigenous Studies Legislation in Oregon
Highlights the implementation of Oregon's Senate Bill 13, an effort to include more Indigenous history and perspectives into the state's schools curriculum.
The Gifts Within: Carrying Each Other Forward in Aboriginal Education
Indigenizing the Curriculum: Putting the “Native” into Native American Content Instruction Mandates
An introduction to the this special issue on educational pedagogy.
The Influence of Family History on Learning Opportunities of Inuvialuit Youth
Introduction to the Special Issue on Indigenous Science Education From Place: Best Practices on Turtle Island
Inuit Education in Alberta and Nunavik (Canada)
Knowing the Past, Facing the Future: Indigenous Education in Canada
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.
A Model of School Change for Culturally and Linguistically Diverse Students in New Zealand: A Summary and Evidence from Systematic Replication
More Than Missions: Native Californians and Allies Changing the Story of California History
Examines the shift towards a more inclusive California state history that incorporates Indigenous perspectives.
On Indigenous Education
Outsider Teacher/Insider Knowledge: Fostering Mohawk Cultural Competency for Non-Native Teachers
Pedagogy of the Fort: Curriculum, Aboriginal-Canadian Relations, and Indigenous Métissage
Pilimmaksarniq: Working Together for the Common Good in Science Curriculum Development and Delivery in Nunavut
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.
Sticky Points: Teacher Educators Re-Examine Their Practice in Light of a New Alberta Social Studies Program and Its Inclusion of Aboriginal Perspectives
Tapping a Postcolonial Community's Cultural Capital: Empowering Native Artists to Engage More Fully With Traditional Culture and Their Children's Art Education
Teacher, Leadership, and Curriculum Factors Predictive of Student Achievement in Indian Education For All
Unsafe Waters, Stolen Sisters, and Social Studies: Troubling Democracy and the Meta-Narrative of Universal Citizenship
Urban Indigenous Youths' Perspectives on Identity, Place and Place-Base Learning and the Implications for Education
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.
“You Need to Go Beyond Creating a Policy”: Opportunities for Zones of Sovereignty in Native American History Instruction Policies in Arizona
Examines the 2004 legislation that required Indigenous history for K-12 curriculum and what it can mean for self-determination and sovereignty.