(Re)Mapping Sovereign Imaginaries for Indigenous Publics: Examples of School and Community Education

Session Type: Symposium

Abstract

This session examines the social imaginary of public space, and the roles individuals, concepts and collectives play in constituting or (re)constituting legitimate ways of knowing and being for Indigenous communities. We interrogate the ever-permeating operations of settler-colonial discourse and its total appropriation ideology which fragments Indigenous people’s relationship to land, place and space (Tuck & Yang, 2012) as obstacles to Indigenous social justice and democratic co-existence. The session papers bring together a collection of front-line voices to conceptually and empirically interrogate coloniality in curriculum, narratives of community well-being, and ways of knowing, both inside and outside of schooling. By questioning available discursive imaginaries, the session proposes interruptions to settler-colonial fragmentation, and (re)maps possible identities among Indigenous youth and communities.

Sub Unit

• Division G - Social Context of Education / Division G - Section 1: Micro-analyses of the social contexts of teaching and learning

Chair

• Vanessa Anthony-Stevens, University of Idaho

Papers

• "They Can't Even Read Maps!" Resisting Settler-Colonial Perceptions in Social Science Education - Laura Anne Laumatia, Coeur d'Alene Tribe

• Reflection on Community Revitalization and the Practice of Self-Determination - Elva Allan, Advanced Management Strategies

• Mapping Mathematical Imaginaries for Apache Education - Philip Stevens, The University of Arizona

• Education That Serves Indigenous Publics - Leilani Sabzalian, University of Oregon

Discussant

• Megan Bang, University of Washington