Nicholas Rink
Biographic Data
| ID | 6513680 |
|---|---|
| NAME | Nicholas Rink |
| GIVEN NAMES | Nicholas |
| FAMILY NAME | Rink |
| SIGNATURE | RINK N |
| AFFILIATIONS | University of Missouri |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Native Youth Re-Learning Their Language to Story the Future Examining Indigenous Language Revitalization, Relationality, and Temporalities
This article reports the findings of a long-term qualitative study that examines the experiences and perspectives of Native youth re-learning their tribal community’s language. Situated within notions of Indigenous relationality, “identity resources” from the learning sciences, and Indigenous futurisms, findings reveal that, through learning their ancestral language, Native youth: (a) develop a deeper sense of their cultural identity, (b) imagine…
Toward an Indigenizing, Anti-Colonial Framework for Adolescent Development Research
As a means to disrupt the historical and present narratives of adolescence and adolescent development, which often build upon and reify settler colonialism and white supremacy, this article calls for theoretical and methodological reconsiderations of colonial-centered developmental science, particularly regarding Native American youth. Thus situated, this article has two purposes. The first is to illuminate the constitutive nature of settler colo…
From Talking about to Talking with
In this article, Robert Petrone and Nicholas Rink propose a repositioning pedagogy framework for teacher education. They maintain that a repositioning pedagogy disrupts power dynamics by bringing secondary-aged youth into teacher education courses as compensated consultants and experts to teach future teachers about learning, classroom management, teaching, and other issues pertinent to schooling and the development of pedagogical practices. A re…
No prominent works on this page.
From Talking about to Talking with
In this article, Robert Petrone and Nicholas Rink propose a repositioning pedagogy framework for teacher education. They maintain that a repositioning pedagogy disrupts power dynamics by bringing secondary-aged youth into teacher education courses as compensated consultants and experts to teach future teachers about learning, classroom management, teaching, and other issues pertinent to schooling and the development of pedagogical practices. A re…
Toward an Indigenizing, Anti-Colonial Framework for Adolescent Development Research
As a means to disrupt the historical and present narratives of adolescence and adolescent development, which often build upon and reify settler colonialism and white supremacy, this article calls for theoretical and methodological reconsiderations of colonial-centered developmental science, particularly regarding Native American youth. Thus situated, this article has two purposes. The first is to illuminate the constitutive nature of settler colo…
Native Youth Re-Learning Their Language to Story the Future Examining Indigenous Language Revitalization, Relationality, and Temporalities
This article reports the findings of a long-term qualitative study that examines the experiences and perspectives of Native youth re-learning their tribal community’s language. Situated within notions of Indigenous relationality, “identity resources” from the learning sciences, and Indigenous futurisms, findings reveal that, through learning their ancestral language, Native youth: (a) develop a deeper sense of their cultural identity, (b) imagine…
Colonialism (2 works) · Indigenous (2 works) · Indigenous Health, Education, and Rights (2 works) · Political science (2 works) · Psychology (2 works) · Situated (2 works) · Sociology (2 works) · Australian Indigenous Culture and History (1 work) · Continuance (1 work) · Curriculum (1 work)