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Color Blindness and Basket Making Are Not the Answers: Confronting the Dilemmas of Race, Culture, and Language Diversity in Teacher 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.
Girls Breaking Boundaries: Acculturation and Self-Advocacy at Chemawa Indian School, 1900-1930s
Improving Kindergarten and Grade One Indigenous Students' On-Task Behavior With the Use of Movement Integration
Looks at the benefits of Movement Integration, or physically activity, for young Indigenous students.
Indigenizing the Curriculum: Putting the “Native” into Native American Content Instruction Mandates
An introduction to the this special issue on educational pedagogy.
Indigenous Children's Survivance in Public School
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.
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.
Navajo Youth and Anglo Racism: Cultural Integrity and Resistance
New Paper Words: Historical Images of Navajo Language Literacy
nîpawistamâsowin: We Will Stand Up [Classroom Version]
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.
Retention Factors for First Nations Students in the Public School System of British Columbia
The Spell of the Midnight Sun
Toward Comprehensive Obesity Prevention Programs in Native American Communities
Ways of Seeing and Responding to a School in Santee Sioux Country
Using the example of the Santee Community Schools on the Santee Sioux reservation to examine the failure of external interventions in addressing Indigenous educational needs.
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.