Implementing Curriculum on Indigenous Peoples: A Collective Case Study of Social Justice Knowledge, Pedagogy, and Content

• In Event: Equity Across Multiple Disciplines and Contents

Abstract

Using the analytic lens of Social Justice Pedagogical Content Knowledge, this collective qualitative case study explores how three secondary teachers utilized curriculum that centered Native American experiences to facilitate their students’ understandings of tribal histories. Analysis involved layers of open and deductive coding, and findings include: the teachers’ broader knowledge of inequity influenced their growth in the area of indigenous knowledge; critical and narrative pedagogies were used to effectively teach students about local tribes; and materials used to facilitate students’ critical understandings ranged widely from textbooks to young adult literature to current media. Recommendations for teacher education include integrating discipline-specific information about indigenous peoples’ and facilitating community partnerships with native liaisons to collaborate in the educative process.

Author

• Ashley Summer Boyd, Washington State University - Pullman