Standardizing Indigenous erasure: A TribalCrit and QuantCrit analysis of K–12 U.S. civics and government standards

Sabzalian, Leilani; Shear, Sarah B.; Snyder, Jimmy

doi:10.1080/00933104.2021.1922322

Cited by 60 publications

(15 citation statements)

References 58 publications

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“…National policy and the technologies (e.g., large-scale exams) and institutions (e.g., schools) that enact and regulate it are signs of how state actors imagine community, belonging, and inclusion—in other words, citizenship (Khan, 2019; Schissel, 2019). They are also mechanisms for enforcing such visions (Sabzalian et al, 2021). Schools especially are “premiere sites” of citizenship (Paz, 2019, p. 78), where students learn how to become citizens and become more aware of how they are excluded from such ideals.…”

Section: Theoretical Framework For Studying Communication and Citizen...mentioning

confidence: 99%

Linguistic Registers and Citizenship Education: Divergent Approaches to Content, Instruction, Kichwa Use, and State Relationships in Ecuador’s Intercultural Bilingual Education

Limerick

2023

American Educational Research Journal

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Indigenous education increasingly seeks to reclaim the institutions of state assimilation as spaces for the dissemination and support of localized forms of knowledge and language use and the valorization of alternative citizenship identities. In this study, I compare two schools in Ecuador to show how divergent ways of teaching Kichwa promote or reject state policies of language standardization and the kinds of citizens foregrounded by them. By comparing the schools’ approaches to teaching Kichwa, I call attention to linguistic registers as they carry out or contest predominant forms of citizenship. These examples provide a pathway to study inclusive language policies and classrooms and to understand the multiplicity of ways that citizenship manifestsin communication.

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Section: Theoretical Framework For Studying Communication and Citizen...mentioning

confidence: 99%

Linguistic Registers and Citizenship Education: Divergent Approaches to Content, Instruction, Kichwa Use, and State Relationships in Ecuador’s Intercultural Bilingual Education

Limerick

2023

American Educational Research Journal

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“…The literature on citizenship education remains silent on concepts such as Indigenous nationhood, contemporary presence, and sovereignty (Sabzalian, Shear, & Snyder, 2021; Sabzalian, 2019b; Shear et al, 2018). Similarly, curricular materials privilege urban/suburban, national, and “whitestream” (i.e., white settler colonial + “mainstream”) (Grande, 2008) narratives.…”

Section: Review Of Literaturementioning

confidence: 99%

“…Community-centered and student-led inquiries have demonstrated effectiveness in terms of increasing learning and engagement for both students and teachers through expanded community partnerships and social-emotional connectivity (Bishop et al, 2017; DeMink-Carthew & Olofson, 2020). In particular, civics education that integrates place-consciousness and anti-colonial understandings benefits all learners, especially Indigenous students, by making Indigenous peoples and experiences visible (Stanton, 2014a; Sabzalian & Shear, 2018; Sabzalian, Shear, & Snyder, 2021).…”

Section: Review Of Literaturementioning

confidence: 99%

“…In particular, there is a need for greater attention to equity-oriented teacher education focusing on the assets of rural 2 places (Biddle & Azano, 2016; Corbett & White, 2014; NCSS, 2018; Pini & Bhopal, 2017), especially as those contexts intersect with Indigenous experiences (Adams & Farnsworth, 2020; RedCorn et al, 2021). 3 All education—including rural education—occurs on Indigenous lands, and all students should engage in civics learning that acknowledges Indigenous histories and presence as interwoven with place (Stanton, Hall, & Carjuzaa, 2019; Sabzalian, 2019a, 2019b; TISCC, 2019; Sabzalian, Shear, & Snyder, 2021). Expanding “critical consciousness of one's place and social identity as shaped by mainstream, dominant [i.e., settler-colonial] ideologies” requires rural education to “move students from a place of alienation, marginalization, and hopelessness to a space that allows students to maintain their ethnic, cultural, and socioeconomic identities” (Parmar, 2017, p. 158).…”

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confidence: 99%

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Planning Community-Centered Inquiries: (Re)Imagining K-8 Civics Teacher Education With/In Rural and Indigenous Communities

Stanton

Morrison

Hancock

2022

The Journal of Social Studies Research

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This phenomenological case study investigates how planning community-centered civics inquiries can prepare elementary pre-service teachers to better address inequities facing rural communities, including those located on Indigenous reservations. Specifically, the study addresses this research question: How does community-centered planning inform pre-service teacher readiness to support place-conscious and anti-colonial civics education within elementary contexts? Findings suggest that guided, community-centered planning leads to enhanced pre-service teacher confidence in preparing to facilitate equity-oriented elementary education, particularly as related to evolving understandings of civics content competence, relational commitments, and responsibilities of rural teachers.

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“…This discourse captures those states that acknowledge the presence of Tribes but do not mention any federally or state-recognized Tribes specifically by name. The practice of naming Tribes individually recognizes their inherent sovereignty, acknowledges the government-to-government relationship, and dismantles the fabrication of a Tribal monolith [114]. The absence of this Indigenous naming praxis furthers settler colonialism [11,115].…”

Section: Theme 3: Exclusionarymentioning

confidence: 99%

Sustaining Tribal Fisheries: U.S. Economic Relief Policies during COVID-19

Léonard

2021

Sustainability

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This article reviews the individual spend plans of U.S. states granted a funding allocation under Sec. 12005 of the Coronavirus Aid Relief and Economic Security (CARES) Act to identify consistency with legislative mandates to support Tribal commercial, subsistence, cultural, or ceremonial fisheries negatively impacted by the COVID-19 pandemic. Utilizing critical discourse analysis, this study identifies state discursive practices in supporting Tribal sovereignty in fisheries management for the advancement of Indigenous Ocean justice. State spending plans (n = 22) publicly available and submitted to the National Oceanic and Atmospheric Administration before July 2021 were reviewed. Few of the state spend plans listed impacts to Tribal fisheries due to the pandemic. Only two state plans included Tribal consultation and direct economic relief for commercial, subsistence, cultural, and/or ceremonial losses faced by neighboring Tribes and Tribal citizens. Overall, the protections within the CARES Act for Tribal fisheries were not integrated into state spend plans. The article identifies best practices for state fisheries relief policy content that is affirming of Tribal fishing rights and uses them to help address the ongoing pandemic crisis facing Tribal fisheries. These findings have relevance for future emergency relief programs that are inclusive of Tribal Nations. Honoring Tribal sovereignty and the federal trust responsibility must be the cornerstone of shared sustainable fisheries.

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Standardizing Indigenous erasure: A TribalCrit and QuantCrit analysis of K–12 U.S. civics and government standards

Cited by 60 publications

References 58 publications

Linguistic Registers and Citizenship Education: Divergent Approaches to Content, Instruction, Kichwa Use, and State Relationships in Ecuador’s Intercultural Bilingual Education

Linguistic Registers and Citizenship Education: Divergent Approaches to Content, Instruction, Kichwa Use, and State Relationships in Ecuador’s Intercultural Bilingual Education

Planning Community-Centered Inquiries: (Re)Imagining K-8 Civics Teacher Education With/In Rural and Indigenous Communities

Sustaining Tribal Fisheries: U.S. Economic Relief Policies during COVID-19

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