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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.
Youth resistance has become a pressing global phenomenon, to which
many educators and researchers have looked for inspiration and/or
with chagrin. Although the topic of much discussion and debate, it
remains dramatically under-theorized, particularly in terms of
theories of change. Resistance has been a prominent concern of
educational research for several decades, yet understandings of
youth resistance frequently lack complexity, often seize upon
convenient examples to confirm entrenched ideas about social
change, and overly regulate what "counts" as progress. As this
comprehensive volume illustrates, understanding and researching
youth resistance requires much more than a one-dimensional theory.
Youth Resistance Research and Theories of Change provides readers
with new ways to see and engage youth resistance to educational
injustices. This volume features interviews with prominent
theorists, including Signithia Fordham, James C. Scott, Michelle
Fine, Robin D.G. Kelley, Gerald Vizenor, and Pedro Noguera,
reflecting on their own work in light of contemporary uprisings,
neoliberal crises, and the impact of new technologies globally.
Chapters presenting new studies in youth resistance exemplify
approaches which move beyond calcified theories of resistance.
Essays on needed interventions to youth resistance research provide
guidance for further study. As a whole, this rich volume challenges
current thinking on resistance, and extends new trajectories for
research, collaboration, and justice.
Toward What Justice? brings together compelling ideas from a wide
range of intellectual traditions in education to discuss
corresponding and sometimes competing definitions of justice.
Leading scholars articulate new ideas and challenge entrenched
views of what justice means when considered from the perspectives
of diverse communities. Their chapters, written boldly and pressing
directly into the difficult and even strained questions of justice,
reflect on the contingencies and incongruences at work when
considering what justice wants and requires. At its heart, Toward
What Justice? is a book about justice projects, and the
incommensurable investments that social justice projects can make.
It is a must-have volume for scholars and students working at the
intersection of education and Indigenous studies, critical
disability studies, climate change research, queer studies, and
more.
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.
Youth resistance has become a pressing global phenomenon, to which
many educators and researchers have looked for inspiration and/or
with chagrin. Although the topic of much discussion and debate, it
remains dramatically under-theorized, particularly in terms of
theories of change. Resistance has been a prominent concern of
educational research for several decades, yet understandings of
youth resistance frequently lack complexity, often seize upon
convenient examples to confirm entrenched ideas about social
change, and overly regulate what "counts" as progress. As this
comprehensive volume illustrates, understanding and researching
youth resistance requires much more than a one-dimensional theory.
Youth Resistance Research and Theories of Change provides readers
with new ways to see and engage youth resistance to educational
injustices. This volume features interviews with prominent
theorists, including Signithia Fordham, James C. Scott, Michelle
Fine, Robin D.G. Kelley, Gerald Vizenor, and Pedro Noguera,
reflecting on their own work in light of contemporary uprisings,
neoliberal crises, and the impact of new technologies globally.
Chapters presenting new studies in youth resistance exemplify
approaches which move beyond calcified theories of resistance.
Essays on needed interventions to youth resistance research provide
guidance for further study. As a whole, this rich volume challenges
current thinking on resistance, and extends new trajectories for
research, collaboration, and justice.
Indigenous and decolonizing perspectives on education have long
persisted alongside colonial models of education, yet too often
have been subsumed within the fields of multiculturalism, critical
race theory, and progressive education. Timely and compelling,
Indigenous and Decolonizing Studies in Education features research,
theory, and dynamic foundational readings for educators and
educational researchers who are looking for possibilities beyond
the limits of liberal democratic schooling. Featuring original
chapters by authors at the forefront of theorizing, practice,
research, and activism, this volume helps define and imagine the
exciting interstices between Indigenous and decolonizing studies
and education. Each chapter forwards Indigenous principles - such
as Land as literacy and water as life - that are grounded in
place-specific efforts of creating Indigenous universities and
schools, community organizing and social movements, trans and Two
Spirit practices, refusals of state policies, and land-based and
water-based pedagogies.
Toward What Justice? brings together compelling ideas from a wide
range of intellectual traditions in education to discuss
corresponding and sometimes competing definitions of justice.
Leading scholars articulate new ideas and challenge entrenched
views of what justice means when considered from the perspectives
of diverse communities. Their chapters, written boldly and pressing
directly into the difficult and even strained questions of justice,
reflect on the contingencies and incongruences at work when
considering what justice wants and requires. At its heart, Toward
What Justice? is a book about justice projects, and the
incommensurable investments that social justice projects can make.
It is a must-have volume for scholars and students working at the
intersection of education and Indigenous studies, critical
disability studies, climate change research, queer studies, and
more.
Indigenous and decolonizing perspectives on education have long
persisted alongside colonial models of education, yet too often
have been subsumed within the fields of multiculturalism, critical
race theory, and progressive education. Timely and compelling,
Indigenous and Decolonizing Studies in Education features research,
theory, and dynamic foundational readings for educators and
educational researchers who are looking for possibilities beyond
the limits of liberal democratic schooling. Featuring original
chapters by authors at the forefront of theorizing, practice,
research, and activism, this volume helps define and imagine the
exciting interstices between Indigenous and decolonizing studies
and education. Each chapter forwards Indigenous principles - such
as Land as literacy and water as life - that are grounded in
place-specific efforts of creating Indigenous universities and
schools, community organizing and social movements, trans and Two
Spirit practices, refusals of state policies, and land-based and
water-based pedagogies.
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