{"title":"Honoring Dr. Bernard Dov Spolsky: February 11, 1932–August 20, 2022","authors":"Teresa L. McCarty","doi":"10.1353/jaie.2022.a912060","DOIUrl":"https://doi.org/10.1353/jaie.2022.a912060","url":null,"abstract":"","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"28 1","pages":"12 - 6"},"PeriodicalIF":0.0,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139263091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aaron Thomas, S. Hoagland, Ruth Plenty Sweetgrass-She Kills, Rosalyn R. LaPier, Anne D. Grant, Ke Wu, Annie Belcourt
{"title":"Lived Experiences of Native American STEM Faculty in Academia: Our Stories, Insights, and Advice","authors":"Aaron Thomas, S. Hoagland, Ruth Plenty Sweetgrass-She Kills, Rosalyn R. LaPier, Anne D. Grant, Ke Wu, Annie Belcourt","doi":"10.1353/jaie.2022.a912063","DOIUrl":"https://doi.org/10.1353/jaie.2022.a912063","url":null,"abstract":"Abstract:Native American faculty in science, technology, engineering, and mathematics (NAF-STEM) are severely under-represented. NAF-STEM often have greater responsibilities and challenges in academia leading to lower retention and promotion rates, which can also have an impact on career satisfaction and individual success. A group of Native scholars and diverse scholars at two tribal colleges and one state university collaborated on a culturally grounded project with NAF-STEM in higher education to examine their collective lived experiences in academia. Qualitative analyses were guided by Indigenous Research Methodologies using a collaborative autoethnography approach. The results of these shared experiences are intended to aid in the creation and maintenance of equitable and successful models to recruit and retain NAF-STEM. Advice aimed at guiding educational equity for Indigenous scholars is shared.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"30 1","pages":"62 - 88"},"PeriodicalIF":0.0,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139265664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Creating Zones of Linguistic Sovereignty: The Title VI Indian Education Policy as a Pathway for Diné Language Reclamation","authors":"Daniel A. Piper","doi":"10.1353/jaie.2022.a912062","DOIUrl":"https://doi.org/10.1353/jaie.2022.a912062","url":null,"abstract":"Abstract:Title VI Indian Education programs provide academic support and culture-based education to American Indian and Alaska Native students attending K-12 public schools. This includes teaching Native American languages. However, little is known about how Native language instruction is implemented in Title VI programs. This article explores the Title VI Indian Education policy from an ethnographic perspective through participation in a Diné (Navajo) language class in a Title VI program in an urban school district. Two questions are addressed: What does the policy state about the role of Native American language teaching in Title VI programs? And, how was the Title VI Indian Education policy negotiated to teach Diné language and culture? Findings are framed using the zones of linguistic sovereignty; a theoretical framework that positions the emergence of Native American language learning in English-dominant schools as linguistic sovereignty in practice.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"40 2","pages":"39 - 61"},"PeriodicalIF":0.0,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139264652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Understanding and Teaching Indigenous Research Methods in Relationship to History: Promising Pedagogical Practices","authors":"Regina Idoate","doi":"10.1353/jaie.2022.a912061","DOIUrl":"https://doi.org/10.1353/jaie.2022.a912061","url":null,"abstract":"Abstract:How can understanding Native American perspectives of the history of education and research in the United States strengthen the teaching and learning of Indigenous research methods? To answer this, the author shares personal stories and offers an in-depth look at The Sacred Circle, a research collaborative that examined the historical relationship between Native Peoples, education, and research. Lessons learned highlight seven ways to integrate history into teaching Indigenous research methods to strengthen research education. The author also offers an innovative Indigenous pedagogy of history to guide these practices moving forward.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"61 6","pages":"13 - 38"},"PeriodicalIF":0.0,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139263190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
B. Brayboy, Taylor Notah, K. T. Lomawaima, Marisa Duarte, Lindsey Cook Hawker, Teresa (Terri) McCarty
{"title":"Remembering Justin Hill: May 17, 1976–April 16, 2023","authors":"B. Brayboy, Taylor Notah, K. T. Lomawaima, Marisa Duarte, Lindsey Cook Hawker, Teresa (Terri) McCarty","doi":"10.1353/jaie.2022.a912064","DOIUrl":"https://doi.org/10.1353/jaie.2022.a912064","url":null,"abstract":"","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"36 4","pages":"91 - 97"},"PeriodicalIF":0.0,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139263329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bryan McKinley Jones Brayboy, T. Mccarty, A. Castagno, Patricia D. Quijada Cerecer
{"title":"Editors’ Introduction","authors":"Bryan McKinley Jones Brayboy, T. Mccarty, A. Castagno, Patricia D. Quijada Cerecer","doi":"10.1353/jaie.2022.0003","DOIUrl":"https://doi.org/10.1353/jaie.2022.0003","url":null,"abstract":"","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"61 1","pages":"1 - 2"},"PeriodicalIF":0.0,"publicationDate":"2022-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43168926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Honoring Dr. Wayne Stanley Holm: April 3, 1932–May 18, 2022","authors":"Daniel Mclaughlin","doi":"10.1353/jaie.2022.0005","DOIUrl":"https://doi.org/10.1353/jaie.2022.0005","url":null,"abstract":"","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"61 1","pages":"10 - 5"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44822636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Unlocking Silent Histories of the Lumbee Community: Supporting Educational Sovereignty Through Video Ethnographies","authors":"Donna DeGennaro, Tiffany Locklear, S. Faircloth","doi":"10.1353/jaie.2022.0006","DOIUrl":"https://doi.org/10.1353/jaie.2022.0006","url":null,"abstract":"Abstract:This article draws on Tribal Critical Race Theory (TribalCrit) to explore how Eurocentric education serves as a vehicle for the assimilation and acculturation of Indigenous Peoples in the United States. Departing from deficit approaches to Indigenous education, we explore the implementation of a community-based youth participatory action initiative, Unlocking Silent Histories (USH), with the Lumbee Tribe of North Carolina. USH is a leadership and learning initiative grounded in critical pedagogy, media studies, and Indigenous transformative praxis. USH engages youth in setting learning goals, identifying the purpose of their research, interviewing elders, and ultimately creating short films. In this study, we examine how participating youth take up and transform USH based on the context in which it is being implemented. We illuminate moments of agency, social inclusion, and healing as emergent from this community-connected and youth-directed approach to learning through a grounded theory approach.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"61 1","pages":"11 - 33"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42562376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Meeting Them Where They Are: A Case Study in Land Education and Indigenous Resurgence","authors":"Lindsey Schneider","doi":"10.1353/jaie.2022.0008","DOIUrl":"https://doi.org/10.1353/jaie.2022.0008","url":null,"abstract":"Abstract:Land education has emerged as an important and promising area of development within the field of Native education, in that it connects students with Indigenous knowledges while simultaneously attending to structural problems that settler colonialism has imposed on Indigenous Peoples. Existing models for this kind of programming, however, tend to focus on urban areas with high-density Native populations or on reservation communities. Native students growing up in suburban/exurban or nonreservation rural areas may not have access to these kinds of programs, yet mainstream “equity and diversity” initiatives do not fully meet the unique needs of these students either. The case study presented here offers a model for a community-driven program in a suburban/exurban area of Colorado’s Front Range that not only works to meet the specific needs of these students but can also contest settler narratives of Indigenous erasure and removal and contribute to the project of Indigenous resurgence.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"61 1","pages":"63 - 89"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45642344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Student Mobility as an Underrecognized and Unattended to Problem for Predominantly American Indian School Districts in Nebraska","authors":"Edmund T. Hamann, A. Phillips, Alexa Yunes-Koch","doi":"10.1353/jaie.2022.0007","DOIUrl":"https://doi.org/10.1353/jaie.2022.0007","url":null,"abstract":"Abstract:A project considering teacher readiness for student mobility and the student mobility rates in Nebraska meatpacking communities led to the unexpected discovery that student mobility rates in districts with significant American Indian enrollment are even higher. This review of multivocal literature (Ogawa & Malen, 1991) combines an extensive literature review with statistical and ethnographic data from several Nebraska districts to illuminate (1) how mobility is a significant feature of American Indian education in Nebraska that (2) is not anticipated by the state, the districts, or local teacher education programs. Noting that Department of Defense schools have a decent track record of responding to high mobility, the article concludes that education systems and teacher preparation could become much more responsive to mobility, converting what too often is allowed to be a hazard into something for which teachers and systems are prepared and to which they can adequately respond.","PeriodicalId":90572,"journal":{"name":"Journal of American Indian education","volume":"61 1","pages":"34 - 62"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47390757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}