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Collapsing the Fear of Mathematics: A Study of the Effects of Navajo Culture on Navajo Student Performance in Mathematics
Cultivating Ignorance of Aboriginal Realities
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.
An Emerging Decolonizing Science Education in Canada
Implementing Montana's Indian-Education-for-All Initiative in a K-5 Public School: Implications for Classroom Teaching, Education Policy, and Native Communities
"In From the Margins": Government of Saskatchewan Policies to Support Métis Learning, 1969-1979
Indigenizing the Curriculum: Putting the “Native” into Native American Content Instruction Mandates
An introduction to the this special issue on educational pedagogy.
Indigenous Storywork: Educating the Heart, Mind, Body, and Spirit
Integrated Nursing Access Program: An Approach To Prepare Aboriginal Students For Nursing Careers
Knowing the Past, Facing the Future: Indigenous Education in Canada
Locating Citizenship: Curriculum, Social Class, and the 'Good' Citizen
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.
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.
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.
Snow Flakes and Science Agency: Empowering American Indian Students Through a Culturally-Based Science, Technology, Engineering, and Mathematics (STEM) Curriculum
Towards Improving the Social and Emotional Wellbeing of Indigenous Children: Mental Health Education in a Far North Queensland School
Where Does Policy Come From?: Exploring the Experiences of Non-Aboriginal Teachers Integrating Aboriginal Perspectives into the Curriculum
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.