Indigenous Children’s Survivance in Public Schools

Item

Title

Indigenous Children’s Survivance in Public Schools

Abstract/Description

Indigenous Children’s Survivance in Public Schools examines the cultural, social, and political terrain of Indigenous education by providing accounts of Indigenous students and educators creatively navigating the colonial dynamics within public schools. Through a series of survivance stories, the book surveys a range of educational issues, including implementation of Native-themed curriculum, teachers’ attempts to support Native students in their classrooms, and efforts to claim physical and cultural space in a school district, among others. As a collective, these stories highlight the ways that colonization continues to shape Native students’ experiences in schools. By documenting the nuanced intelligence, courage, artfulness, and survivance of Native students, families, and educators, the book counters deficit framings of Indigenous students. The goal is also to develop educators’ anticolonial literacy so that teachers can counter colonialism and better support Indigenous students in public schools.

Author/creator

Sabzalian, Leilani

Tuck, Eve

Yang, K. Wayne

Date

2019

Publisher

Routledge

Resource type

en Background/Context

Medium

en Print

Background/context type

en Conceptual

Open access/free-text available

en No

Peer reviewed

en No

ISBN

978-0-429-42750-3

DOI

10.4324/9780429427503

URL

Official Publisher's Webpage (Taylor & Francis)

Citation

Sabzalian, L., Tuck, E., & Yang, K. W. (2019). Indigenous Children’s Survivance in Public Schools. Routledge. https://doi.org/10.4324/9780429427503

Cited in

Community-Based Partnerships: Advancing Epistemic Rights through Improvement Research

Resource status/form

en Published Text

Scholarship genre

en Textbook

Place

New York

Item sets

Handbook Chapter 9 Citations

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