Beyond Numbers, Colors, and Animals: Strengthening Lakota/Dakota Teaching on the Standing Rock Indian Reservation
Examines the evolution of the Standing Rock language programs to improve the learner's Lakota proficiency.
Examines the evolution of the Standing Rock language programs to improve the learner's Lakota proficiency.
Highlights the implementation of Oregon's Senate Bill 13, an effort to include more Indigenous history and perspectives into the state's schools curriculum.
Examines some of the challenges for Indigenous students, many whom are already marginalized in schools, in the post-pandemic era changes to the education system.
Looks at the ways that Mi'kmaw are engaging the educational process to support their own cultural values.
Looks at the lack of research in identifying Indigenous students aptitude for math.
Looks at the benefits of Movement Integration, or physically activity, for young Indigenous students.
An introduction to the this special issue on educational pedagogy.
Discusses the Wabananki Studies Law, calling for the teaching of the Indigenous people and communities in Maine.
Looks at the Mana Model, that uses cultural pride as a tool to improve student success.
Examines the shift towards a more inclusive California state history that incorporates Indigenous perspectives.
Looks at the need for a sense of belonging to achieve educational success for Indigenous students.
A reflection on the Indian Education for All (IEFA) Act, encouraging Montana educators to teach Indigenous perspectives and experiences.
Discuss the disparity between Indigenous and non-Indigenous students in the subject of math and the factors that may shape this disparity.
Examines the use of the German created Walfdorf education, that takes a holistic approach, to engage Indigenous students.
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.
Discusses the difference between Indigenous and Western education based on personal experiences of the learner.
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.
Examines the 2004 legislation that required Indigenous history for K-12 curriculum and what it can mean for self-determination and sovereignty.