Sharing Responsibility for Reshaping Social Studies Education for Indigenous Studies: Examinations of Researcher-Organization Partnerships

Session Type: Symposium

Abstract

As states offer Indigenous Studies curricula, public-facing partnerships constitute a pathway for reshaping students’ educational environments. This session documents the possibilities and pitfalls of partnerships between researchers and organizations committed to responsible representations of Indigenous peoples and knowledges. Each presentation evaluates experiences in which organizational leaders and researchers collaborated to integrate Indigenous Studies theories and knowledges into their policies, practices, and resources. These experiences resonate for social studies in three ways: 1) They examine practices to improve representations of Indigenous peoples in K-16 classrooms; 2) They challenge how we turn research into actionable change; and 3) They illustrate work supporting teachers already including Indigenous Studies, while encouraging teachers in other states to do so by making connections to existing standards. 

Sub Unit

• SIG-Social Studies Research

Chair

• Sarah B. Shear, University of Washington - Bothell

Papers

• "We Should Have Held This in a Circle": Disrupting Colonial Logics in Outdoor Education - Spirit Brooks, Oregon State University; Leilani Sabzalian, University of Oregon

• Collaborations and Curricular Commitments: Expanding Understanding of Indigenous Enslavement for K–12 Social Studies - Meredith McCoy, Carleton College; Sarah B. Shear, University of Washington - Bothell; Kate Shuster, Self-employed

• Entanglements for Sovereignty: A Non-Indigenous Teacher Educator Learns With University and Indigenous Education Leaders - Jenni Conrad, Temple University

• "Save Our Energy for the Community": Sustaining Partnerships to (Re)Indigenize Social Studies Education - Christine Rogers Stanton, Montana State University; Bradford R Hall, University of Montana - Missoula