Teaching Indigenous Studies

Challenge colonialism in education and learn ways to incorporate Indigenous studies in your elementary or secondary classroom. This powerful book offers foundational knowledge around the movement for Indigenous studies curriculum in K-12 schools, as well as strategies to support more respectful and responsible teaching of Indigenous studies.

Inside, you will learn about Indigenous pedagogies and how to integrate foundational ideas such as sovereignty, survivance, and relationality into your teaching and curriculum. Through a keywords approach, chapters offer robust conceptual introductions, connections to classroom practice, and a wide array of teaching strategies and resources to help you move your learning into practice.

As you read, you will build strategies to name and disrupt colonialism, recognize and affirm Indigenous identities and knowledges, foster ethical land relations, and identify your roles and responsibilities in relation to decolonization and resurgence.

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.