公民主权:公立学校空间中的本土公民建构

IF 1.3 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Rachel Talbert
{"title":"公民主权:公立学校空间中的本土公民建构","authors":"Rachel Talbert","doi":"10.1177/01614681231216781","DOIUrl":null,"url":null,"abstract":"Context: This study examines how urban American Indian high school students negotiate their civic identities within the settler colonial structures of urban American public schools. Research Question: How do urban American Indian students negotiate civic identities in spaces where civic concepts are taught, such as American history classes in an urban public high school and a Native Youth Council (Native YC)? Research Design: This critical participatory ethnographic study examines the negotiation of civic identity by 11 urban Indigenous students in social studies classes, a Native YC, and a school in Washington State, where the STI curriculum is taught. Safety zone theory and tribal critical race theory were used to understand students’ experiences and their stories from observations, participant interviews, and focus groups, which were employed as data. Conclusions/Recommendations: The study found that the social studies classes and Native YC were zones of sovereignty (ZoS), forwarding survivance and self-determination for Native students. Students learned about the Indigenous civic constructs of sovereignty, self-determination, dual citizenship, tribal self-government, and federal Indian policy inside and outside of school, all of which supported Native students in civic identity development. Recommendations on teaching Indigenous civic constructs to all students as part of teaching for critical democracy in public schools as a component of social studies classes and extracurricular activities are discussed.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":1.3000,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Civic Sovereignty: Indigenous Civic Constructs in Public School Spaces\",\"authors\":\"Rachel Talbert\",\"doi\":\"10.1177/01614681231216781\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Context: This study examines how urban American Indian high school students negotiate their civic identities within the settler colonial structures of urban American public schools. Research Question: How do urban American Indian students negotiate civic identities in spaces where civic concepts are taught, such as American history classes in an urban public high school and a Native Youth Council (Native YC)? Research Design: This critical participatory ethnographic study examines the negotiation of civic identity by 11 urban Indigenous students in social studies classes, a Native YC, and a school in Washington State, where the STI curriculum is taught. Safety zone theory and tribal critical race theory were used to understand students’ experiences and their stories from observations, participant interviews, and focus groups, which were employed as data. Conclusions/Recommendations: The study found that the social studies classes and Native YC were zones of sovereignty (ZoS), forwarding survivance and self-determination for Native students. Students learned about the Indigenous civic constructs of sovereignty, self-determination, dual citizenship, tribal self-government, and federal Indian policy inside and outside of school, all of which supported Native students in civic identity development. Recommendations on teaching Indigenous civic constructs to all students as part of teaching for critical democracy in public schools as a component of social studies classes and extracurricular activities are discussed.\",\"PeriodicalId\":48274,\"journal\":{\"name\":\"Teachers College Record\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.3000,\"publicationDate\":\"2023-09-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teachers College Record\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/01614681231216781\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teachers College Record","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/01614681231216781","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

背景:本研究探讨美国城市印第安高中学生如何在美国城市公立学校的殖民定居结构中协商其公民身份。研究问题:在教授公民概念的场所,如城市公立高中的美国历史课和原住民青年理事会(Native YC),城市美国印第安学生是如何协商公民身份的?研究设计:这项批判性参与人种学研究考察了 11 名城市土著学生在社会研究课、土著青年理事会和华盛顿州一所教授科技创新课程的学校中对公民身份的协商。研究采用了安全区理论和部落批判性种族理论,通过观察、参与者访谈和焦点小组作为数据,了解学生的经历和他们的故事。结论/建议:研究发现,社会研究课和原住民青年中心是主权区(ZoS),促进了原住民学生的生存和自决。学生们在校内外了解到主权、自决、双重公民身份、部落自治和联邦印第安政策等土著公民建构,所有这些都有助于土著学生的公民身份发展。会议讨论了关于向所有学生传授土著公民建设的建议,作为公立学校批判性民主教学的一部分,将其作为社会研究课和课外活动的组成部分。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Civic Sovereignty: Indigenous Civic Constructs in Public School Spaces
Context: This study examines how urban American Indian high school students negotiate their civic identities within the settler colonial structures of urban American public schools. Research Question: How do urban American Indian students negotiate civic identities in spaces where civic concepts are taught, such as American history classes in an urban public high school and a Native Youth Council (Native YC)? Research Design: This critical participatory ethnographic study examines the negotiation of civic identity by 11 urban Indigenous students in social studies classes, a Native YC, and a school in Washington State, where the STI curriculum is taught. Safety zone theory and tribal critical race theory were used to understand students’ experiences and their stories from observations, participant interviews, and focus groups, which were employed as data. Conclusions/Recommendations: The study found that the social studies classes and Native YC were zones of sovereignty (ZoS), forwarding survivance and self-determination for Native students. Students learned about the Indigenous civic constructs of sovereignty, self-determination, dual citizenship, tribal self-government, and federal Indian policy inside and outside of school, all of which supported Native students in civic identity development. Recommendations on teaching Indigenous civic constructs to all students as part of teaching for critical democracy in public schools as a component of social studies classes and extracurricular activities are discussed.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Teachers College Record
Teachers College Record EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.20
自引率
0.00%
发文量
89
期刊介绍: Teachers College Record (TCR) publishes the very best scholarship in all areas of the field of education. Major articles include research, analysis, and commentary covering the full range of contemporary issues in education, education policy, and the history of education. The book section contains essay reviews of new books in a specific area as well as reviews of individual books. TCR takes a deliberately expansive view of education to keep readers informed of the study of education worldwide, both inside and outside of the classroom and across the lifespan.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信