Grandmother Cedar as Educator
Teacher Learning Through Native Knowledges and Sovereignty Curriculum
Bibliographic Data
| ID | 8224239 |
|---|---|
| Authors | J Conrad (0000-0002-8904-9091, Oregon State University Cascades, corresponding author), Dawn Hardison-Stevens (University of Washington Tacoma) |
| Year | 2024 |
| Volume | 61 |
| Issue | 2 |
| Pages | 211-247 |
| Publication date | 2024-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/00028312231214455 |
| OpenAlex | W4390268743 |
| Language | EN |
| Citations received | 4 |
| References cited | 62 |
As Indigenous-led education mandates proliferate globally, understanding how educators teach Indigenous perspectives and sovereignty remains urgent. Learning and integrating such knowledge proves difficult for non-Native teachers, given their lengthy participation in settler colonial schooling and society. What does learning to implement Native sovereignty curriculum entail? Codesigned with eight Native education leaders, this qualitative study examines five non-Native K–12 teachers’ learning processes with Washington’s Since Time Immemorial curriculum across three schools, using interviews, observations, and other data. Findings indicate six themes of learning supporting meaningful implementation, one potential catalyst for overall growth, and two distinct learning trajectories that suggest outward, rather than inbound, directionality. Implications for teacher education and educational leadership clarify needed steps for teacher learning and curriculum implementation
Colonialism · Curriculum · Curriculum development · Indigenous · Indigenous Education · Mathematics education · Pedagogy · Political science · Politics · Qualitative research · Social science · Sociology · Sovereignty · Traditional knowledge · Critical Race Theory in Education · Ecology · Indigenous and Place-Based Education · Indigenous Health, Education, and Rights · Law · Psychology
Mohawk Interruptus
Decolonizing Educational Research
Culturally Responsive Schooling for Indigenous Youth
Participatory Design Research and Educational Justice
R-Words
Desettling History
Grafting Indigenous Ways of Knowing onto Non-Indigenous Ways of Being
Persons in Structures of Social Practice
Constellations of Cultural Practices across Generations
Learning in Diversities of Structures of Social Practice
Social Practice Theory and the Historical Production of Persons
Critical Culturally Sustaining/Revitalizing Pedagogy and Indigenous Education Sovereignty
Teaching, as Learning, in Practice
Examining social studies teachers’ resistances towards teaching Aboriginal perspectives
Standardizing Indigenous erasure
Manifesting Destiny
How Do Our Values Inform Ethical Research? A Narrative of Recognizing Colonizing Practices
Design-Based Research
Braiding Histories
Uncovering Settler Grammars in Curriculum
The Interdependence of Social Identification and Learning
Writing Ethnographic Fieldnotes, Second Edition
From the Achievement Gap to the Education Debt
In Reciprocity
Indigenous knowledge, indigenous scholars, and narrating scientific selves
Muskrat theories, tobacco in the streets, and living Chicago as Indigenous land
Design Experiments in Educational Research
Race, Culture, and Researcher Positionality
Sociocultural and Constructivist Theories of Learning
Settler colonialism and the elimination of the native
Toward a Tribal Critical Race Theory in Education
Roles of Urban Indigenous Community Members in Collaborative Field-Based Teacher Preparation
As We Have Always Done
Indigenous Children's Survivance in Public Schools
Situated Learning
Decolonizing Methodologies
The Gift of Education
Indigenous Knowledge Systems and Alaska Native Ways of Knowing
Techniques to Identify Themes
Structures for Indigenous sovereignty in research
Becoming a Hurdler
Entangled sovereignties
Reciprocity in Indigenous Educational Research
Strategy and Resistance
| Unique citing works | 4 |
|---|---|
| Citations per year | 1,33 |
| Citation span | 2023 - 2025 (3) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |