Indigenous Learning Lab: Inclusive Systemic Design Toward Indigenous Praxis

• In Event: Reaffirming Critical Education's Commitment to the Radicalization of Democracy and the Constitution of Active Citizenship

Abstract

Native American youth receive exclusionary discipline more frequently and severely for more subjective reasons such as disrespect in the United States. Racialization of discipline is a contextually situated problem whose patterns and predictors change from one social, historical, and spatial context to another. Addressing inequity requires a historicized and situated understanding of important relevant issues to help develop localized solutions in response to school communities’ diverse and often conflicting histories, needs, and goals. In this study, we investigated how Indigenous Learning Lab, a community-based problem-solving intervention, facilitated collaborative transformation effort at a rural high school to design a culturally responsive behavioral support system in partnership with a band of Ojibwe nation, school staff, and education researchers from a local university.

Authors

• Aydin Bal, University of Wisconsin - Madison

• Aaron Bird Bear, University of Wisconsin - Madison

• Dosun Ko, Wichita State University

• Dian Mawene, University of Wisconsin - Madison