Toward a Tribal Critical Race Theory in Education

Brayboy, Bryan McKinley Jones

doi:10.1007/s11256-005-0018-y

Cited by 774 publications

(795 citation statements)

References 28 publications

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“…TribalCrit acknowledges that stories are the foundations on which Indigenous communities are built and are vehicles for the transmission of our culture and knowledge. Stories serve as guideposts for elders and policymakers in Indigenous communities, and can serve as powerful data in Indigenous educational research (Brayboy, 2005).…”

Section: Counterstorytelling Critical Race Theory and Tribalcritmentioning

confidence: 99%

Reconceptualizing Indigenous Parent Involvement in Early Educational Settings: Lessons from Native Hawaiian Preschool Families

Kaomea

2012

iipj

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Indigenous families are often perceived by teachers and school administrators as disinterested and uninvolved in their children's education. This article aims to complicate that longstanding stereotype. A detailed, qualitative case study of two Native Hawaiian preschool families reveals compelling counterstories of Indigenous parents who are deeply concerned about their children's education, but are limited in their familyschool involvement by a range of (post)colonial, social, psychological, and economic challenges that make it difficult for them to engage with schools in conventional ways. The study raises awareness of the skillful resolve with which Indigenous families employ their limited resources to support their children's education. It challenges educators and policy makers to imagine creative possibilities for drawing Indigenous families into collaborative activity with contemporary schools.

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Section: Counterstorytelling Critical Race Theory and Tribalcritmentioning

confidence: 99%

Reconceptualizing Indigenous Parent Involvement in Early Educational Settings: Lessons from Native Hawaiian Preschool Families

Kaomea

2012

iipj

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“…(p. 4) Our stories and words are, as well, offerings to non-Indigenous people so they may come to know and move into ally-ship with us for that needed transformative work. As Brayboy (2005) suggests, TribalCrit offers to nonIndigenous educators "a new and more culturally nuanced way of examining the lives and experiences of tribal peoples" (p. 430). Ladson-Billings and Tate (1995) assert that "the 'voice' component of critical race theory provides a way to communicate the experience and realities of the oppressed, a first step on the road to justice" (p. 58).…”

Section: Resultsmentioning

confidence: 99%

“…Indigenous scholars (Brayboy, 2005;Haynes Writer, 2002bHermes, 1999;Rains, 2003;Williams, 1997) began employing CRT to examine the effects of race, racism, and power in our communities and on ourselves and utilized CRT as a mechanism to perform truth-telling-to speak back to colonization and oppression. Lumbee scholar Bryan Brayboy (2005) introduced Tribal Critical Race Theory (TribalCrit) to examine the issues of Indigenous People in relationship to the United States and its laws and policies.…”

Section: The Offering Of Critical Race Theory and Tribal Critical Racmentioning

confidence: 99%

“…Lumbee scholar Bryan Brayboy (2005) introduced Tribal Critical Race Theory (TribalCrit) to examine the issues of Indigenous People in relationship to the United States and its laws and policies. Although a significant role is played by racism, a primary tenet within TribalCrit is the endemic nature of colonization and its processes in society.…”

Section: The Offering Of Critical Race Theory and Tribal Critical Racmentioning

confidence: 99%

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Unmasking, Exposing, and Confronting: Critical Race Theory, Tribal Critical Race Theory and Multicultural Education

Writer

2008

IJME

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Critical Race Theory (CRT) and Tribal Critical Race Theory (TribalCrit) offer the possibility of unmasking, exposing, and confronting continued colonization within educational contexts and societal structures, thus, transforming those contexts and structures for Indigenous People. Utilizing CRT and TribalCrit to support and inform “Multicultural Education as social justice,” we rid ourselves, our educational institutions, and ultimately the larger society from the “food, fun, festivals, and foolishness” form of Multicultural Education that maintains or propagates colonization.

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“…The concept of Indigenous Knowledge Systems posits that integrating traditional cultural values and Western ways of thinking (Barnhardt & Kawagley, 2008) can aid learner success by acknowledging and respecting indigenous ways of knowing (Brayboy, 2004(Brayboy, , 2005a(Brayboy, , 2005b. According to TribalCrit theory, educational contexts that support the maintenance of cultural identities are central to academic achievement (Brayboy, 2005a). These theories are related to the funds of knowledge approach in that they support and respect cultural knowledge and learning processes.…”

Section: Sociocultural Influencesmentioning

confidence: 99%

The Educational Journeys of American Indian Women: Forming Aspirations for Higher Education (pp. 21-39)

Andrade

2014

IJME

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American Indians (AIs) have lower higher education enrollment and completion rates than Whites and most minority groups. AI women, however, participate at higher rates than AI men, White women, and White men. Research has not examined what contributes to their higher education aspirations. This study explored the middle and high school experiences of educationally successful AI women to determine how academic factors-activities within and beyond school and relations with peers, teachers, and counselors-affected their enrollment decisions. Findings indicate that academic engagement, community and culture, resiliency to challenges, and knowledge of higher education contribute to aspirations. Implications are discussed.

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Toward a Tribal Critical Race Theory in Education

Cited by 774 publications

References 28 publications

Reconceptualizing Indigenous Parent Involvement in Early Educational Settings: Lessons from Native Hawaiian Preschool Families

Reconceptualizing Indigenous Parent Involvement in Early Educational Settings: Lessons from Native Hawaiian Preschool Families

Unmasking, Exposing, and Confronting: Critical Race Theory, Tribal Critical Race Theory and Multicultural Education

The Educational Journeys of American Indian Women: Forming Aspirations for Higher Education (pp. 21-39)

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