Teaching Indigenous Studies

Leilani Sabzalian (Alutiiq/Sugpiaq) is an Associate Professor of Indigenous Studies in Education and Co-Director of the Sapsik’ʷałá Program at the University of Oregon, where she focuses on preparing the next generation of Indigenous educators to become teachers within their communities. She also works with K-12 educators to challenge colonialism and teach Indigenous studies and is the author of Indigenous Children’s Survivance in Public Schools.Meredith L. McCoy (Turtle Mountain Ojibwe descent) is an Associate Professor of American Studies and History at Carleton College, where she teaches courses on Indigenous research methods and Indigenous histories. She is the author of On Our Own Terms: Indigenous Histories of School Funding and Policy and co-author of the Indigenous Chicago curriculum for high school students, which documents Chicago as an Indigenous place since time immemorial.Helen Thomas (Hunkpapa Lakota, Standing Rock Sioux Tribe) is the Professional Learning Manager for the National Indian Education Association. Drawing on experience supporting Native students and educators at the classroom, district, and state levels, she brings together Indigenous education policy, research, and community knowledge in her work with K-12 educators. She supports educators nationwide in implementing practices that are responsible, relational, and grounded in Indigenous priorities.

• 1. An Introduction and Guide to Using this Book 2. The Historical Context and Movement for Indigenous Studies Curriculum 3. Indigenous Theories of Learning and Pedagogies of Belonging 4. An Overview of the Keywords 5. Indigenous Futures 6. Lands and Waters 7. Colonialism and Survivance 8. Indigeneity and Relationality 9. Sovereignty and Nationhood 10. Indigenous Knowledges 11. Decolonization and Resurgence 12. The Hope and Promise of Indigenous Studies

"This is the book you’re looking for. Teaching Indigenous Studies welcomes and gifts a reader into a nurturing and challenging ecosystem of Indigenous knowledges and learningscapes to inform and empower their journey, criticality, and positionality in Indigenous Studies. The authors’ story work introduces leading thinkers, traditional, and contemporary praxis with context and faithful accessibility that leaves one feeling they’re in a real mentoring session. Indigenous education benefits every student yet, knowing where to start, desettling existing practices, knowing what’s appropriate and what’s appropriative, and other concerns can prevent teachers from even starting. Filled with valuable resources and impactful professional and personal development reflection work, readers will be left inspired to honor their calls to the work, reciprocity, and kinship. The intentionality and method of the authors build the responsibility, curiosity, and confidence of educators seeking to authentically weave Indigenous knowledges, experiences, and cultures, into existing or new instruction. Indigenous education requires Indigenous tools, presence, voices, and knowledges, making this a must read for any educator beginning or developing their knowledge in Indigenous Studies."—Jerad Koepp (Wukchumni), 2022 Washington State Teacher of the Year"Teaching Indigenous Studies is a powerful invitation to educators who are committed (or moving towards committing) to anti-colonial praxis in K-12 education. The authors create spaces within the book for educators to unlearn, reflect, and develop necessary vocabulary and embodiments for personal and professional transformation. This book is a tremendous gift."— Sarah B. Shear, author of Dismantling Settler Social Studies"Teaching Indigenous Studies is a vital text for educators navigating contemporary, urgent (mis)understandings of nationhood, sovereignty, justice, and truth. Sabzalian, McCoy, and Thomas invite readers to embrace our “shared responsibility” to “practice hope” by centering resistance, renewal, revitalization, and reclamation in our teaching and learning. With care, courage, and clarity, the authors inspire us to imagine—and build—futures beyond colonialism, alongside our students."—Christine Rogers Stanton, PhD, Montana State University