Rachel L Talbert
Biographic Data
| ID | 208039 |
|---|---|
| NAME | Rachel L Talbert |
| GIVEN NAMES | Rachel L |
| FAMILY NAME | Talbert |
| SIGNATURE | TALBERT R L |
| AFFILIATIONS | Columbia University |
| ORCID | 0000-0002-1360-2268 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Wrong Rocks Counterstorying a Curriculum of Erasure in Manahatta/n
This study examines the public curriculum of settler colonial mythology told by monuments and memorials in New York City. We discuss the role these monuments play in the normalization of settler ignorance (Pewewardy et. al., 2018), of particular relevance now as teachers prepare to teach students in 2024 about what happened in 1624, celebrating Dutch settlement of New York City. Curriculum is not limited to schools and other sites of formal educa…
To Know There's Other Indigenous People in Your School is Nice
This critical participatory ethnographic study examines the negotiation of civic identity by eight Indigenous students in an urban public high school. Using Tribal Critical Race Theory to understand the experiences of students, stories from observations, participant interviews, and focus groups were employed as data. This study, examines data from a larger study and finds the studied school was vital as a civic site for these negotiations and a Z…
Pulling together
Researchers and practitioners in social studies education have not often taken up responsibilities to Indigenous communities on whose Lands they work and live. Drawing on Indigenous research methodologies, along with specific Indigenous stories and artwork, four authors of varied positionalities, contexts, and regions offer conceptual and methodological insight into disrupting settler colonial research habits and sustaining commitments with Indig…
Accountable to whom? Relational accountability in social research
This paper explores research in the always already colonized spaces of academia with people in what is now the United States. In research projects, Wilson (2008) reminds us to begin with community relationships. Through ethnographic work, we trouble the idea of beginning research via local powerbrokers, who may privilege particular narratives and individuals. We offer reflections reconsidering power dynamics in community-based ethnographic studie…
Civic Sovereignty
Context: This study examines how urban American Indian high school students negotiate their civic identities within the settler colonial structures of urban American public schools. Research Question: How do urban American Indian students negotiate civic identities in spaces where civic concepts are taught, such as American history classes in an urban public high school and a Native Youth Council (Native YC)? Research Design: This critical partic…
Pulling together
Researchers and practitioners in social studies education have not often taken up responsibilities to Indigenous communities on whose Lands they work and live. Drawing on Indigenous research methodologies, along with specific Indigenous stories and artwork, four authors of varied positionalities, contexts, and regions offer conceptual and methodological insight into disrupting settler colonial research habits and sustaining commitments with Indig…
Accountable to whom? Relational accountability in social research
This paper explores research in the always already colonized spaces of academia with people in what is now the United States. In research projects, Wilson (2008) reminds us to begin with community relationships. Through ethnographic work, we trouble the idea of beginning research via local powerbrokers, who may privilege particular narratives and individuals. We offer reflections reconsidering power dynamics in community-based ethnographic studie…
Civic Sovereignty
Context: This study examines how urban American Indian high school students negotiate their civic identities within the settler colonial structures of urban American public schools. Research Question: How do urban American Indian students negotiate civic identities in spaces where civic concepts are taught, such as American history classes in an urban public high school and a Native Youth Council (Native YC)? Research Design: This critical partic…
Pulling together
Researchers and practitioners in social studies education have not often taken up responsibilities to Indigenous communities on whose Lands they work and live. Drawing on Indigenous research methodologies, along with specific Indigenous stories and artwork, four authors of varied positionalities, contexts, and regions offer conceptual and methodological insight into disrupting settler colonial research habits and sustaining commitments with Indig…
Accountable to whom? Relational accountability in social research
This paper explores research in the always already colonized spaces of academia with people in what is now the United States. In research projects, Wilson (2008) reminds us to begin with community relationships. Through ethnographic work, we trouble the idea of beginning research via local powerbrokers, who may privilege particular narratives and individuals. We offer reflections reconsidering power dynamics in community-based ethnographic studie…
To Know There's Other Indigenous People in Your School is Nice
This critical participatory ethnographic study examines the negotiation of civic identity by eight Indigenous students in an urban public high school. Using Tribal Critical Race Theory to understand the experiences of students, stories from observations, participant interviews, and focus groups were employed as data. This study, examines data from a larger study and finds the studied school was vital as a civic site for these negotiations and a Z…
Wrong Rocks Counterstorying a Curriculum of Erasure in Manahatta/n
This study examines the public curriculum of settler colonial mythology told by monuments and memorials in New York City. We discuss the role these monuments play in the normalization of settler ignorance (Pewewardy et. al., 2018), of particular relevance now as teachers prepare to teach students in 2024 about what happened in 1624, celebrating Dutch settlement of New York City. Curriculum is not limited to schools and other sites of formal educa…
Indigenous Health, Education, and Rights (5 works) · Law (4 works) · Political science (4 works) · Social science (4 works) · Sociology (4 works) · Educator Training and Historical Pedagogy (3 works) · Indigenous (3 works) · Anthropology (2 works) · Citizen journalism (2 works) · Colonialism (2 works)