Small Indigenous Schools: Indigenous Resurgence and Education in the Americas

Abstract

Based on Indigenous education research in Canada, the U.S., and Peru, small Indigenous school founders and educators reveal visions and tensions emerging through commitment to community‐based Indigenous schooling. Major themes encompass connections to histories, relationships with the environment, and navigation of local and state pressures. Anchoring each school are efforts to protect Indigenous lands and cultural practices, and the article asserts that small Indigenous schools are vital representations of resurgence in and beyond Indigenous communities.

Indigenous Mexican Teachers and Decolonial Thinking: Enacting Pedagogies of Reclamation

“…But what most interests me is that the children, the parents are convinced that their home knowledge, what their elders know, that which our people have taught us for thousands of years is our truth, is the truth that will ensure that we are alive each day. (Felipe, May 2016, interview)Felipe's statement, “that which our people have taught us for thousands of years is our truth, is the truth that will ensure that we are alive each day,” speaks profoundly to what Sumida Huaman (2020) calls a duality of remembrance among those involved in visioning personal and cultural sovereignty in the face of coloniality. The words of strength spoken by Ya'da'o's mother as he faced verbal harassment for his name are powerful assertions that Indigenous identity can been seen as capable in contemporary life and futures, and a disruption to the hegemonic history of schooling.…”

“…As allies, partners, and descendants of Indigenous communities in the Americas, our goal as researchers and writers is to support Indigenous teachers to enact their own Indigenous visions of cultural continuance and reclamation with youth. As Quecha and Wanka scholar Elizabeth Sumida Huaman (2020) states in her work on Indigenous education, acknowledging the agency, persistence, and adaptive responses of Indigenous peoples to hostile compulsory schooling matters; yet, supporting the wellbeing of expansive networks of Indigenous knowledge in practice within a particular environment and in relation with community, also matters.…”

Anti transcarceral grief pedagogy for pandemic times

“…In highlighting this important practice, we pull from decolonial and critical race approaches, which aim to chip away at dominant narratives, beliefs, and practices. Important decolonial work completed by Indigenous scholars has placed an emphasis on breaking down the dichotomous distance in teacher-student dynamics toward a focus on relationships, as well as the sharing of knowledge and power (Matilpi, 2012;Moore, 2016;Sumida Huaman, 2020;Sumida Huaman & Abeita, 2018).…”

Service Learning Science Camps Among Tribals as a Tool for Capacity Building Among Students – A Step Toward Inclusive Chemistry Education

“…To the best of our knowledge, reports show that the majority of the studies on service learning programs primarily focus on urban communities. The literature shows that educational outreach programs among indigenous communities across the world have been documented. ,− However, service learning activities among Indian tribal communities have not been documented or critically investigated.…”