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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.
Engaging Students in Science Courses: Lessons of Change From the Arctic
First Nations, Métis, and Inuit Education: The Alberta Initiative for School Improvement Approach to Improve Indigenous Education in Alberta
Hawaiian Culture-Based Education and the Montessori Approach: Overlapping Teaching Practices, Values, and Worldview
Indigenizing the Curriculum: Putting the “Native” into Native American Content Instruction Mandates
An introduction to the this special issue on educational pedagogy.
Indigenous Student Perspectives on High School Retention: Education Experiences Grounded in Indigenous Epistemology and Western Epistemology
Integrating Aboriginal Perspectives into the School Curriculum: Purposes, Possibilities, and Challenges
Knowing the Past, Facing the Future: Indigenous Education in Canada
Leadership: A Story About William George Demmert, Jr.
Learning Culture In An Urban Tribe: An Indian School In Milwaukee
Anthropology Thesis (Ph.D.)--Indiana University, 2011.
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.
Perspectives on Sámi Mathematics Education
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.
Reparative Curriculum
Silencing Aboriginal Curricular Content and Perspectives Through
Multiculturalism: ‘‘There Are Other Children Here’’
The Status of Literacy Education for the San of Botswana
We Look More, Listen More, Notice More: Impact of Sustained Professional Development on Head Start Teachers' Inquiry-Based and Culturally-Relevant Science Teaching Practices
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.