Indigenous Epistemologies, Social Justice, and Praxis: Centering Education on Students' Well-Being

• In Event: Cultivating the Radical Imagination: Praxis and Possibilities for Social Justice Education

Abstract

Social justice in the education for Native American students has been a constant aspiration and purpose for many Native people, communities, and educators. As Native American women and as professors in Education and Native American Studies, we are particularly vested in the quality of education of Native American students. Our worldview, values, and cultural practices are grounded in our communities’ principles and beliefs. In this paper, we aim to show how education that draws from Indigenous epistemological foundations provides a holistic education centered on students’ wellbeing and results in social justice oriented approaches that counter oppressive structures. We will each offer our insights and specific experiences in educational settings serving Native American populations.
First, we discuss the epistemological principle in Diné communities known as k’é. We demonstrate how k’é is represented in various spaces in schools as a way for students and educators to centralize and strengthen student wellbeing. Next, we discuss how Indigenous Studies can empower young adults (secondary and post-secondary) to think critically about their roles as members of a diverse global society. Regardless of the situated nature of a student’s place in the world, a culture-based Indigenous Studies curriculum can provide a foundation for developing a critical consciousness. A curricular approach designed for Indigenous youth incarcerated in a state-run detention facility will be introduced. Embedded in the lessons were pedagogic activities that encouraged youth to reflect on a multitude of topics, issues, and concepts in Indigenous Studies. These approaches in education restore Indigenous values and affect wider community-building ambitions by shaping Indigenous students’ education through Indigenous knowledge and approaches to create healthy human beings.

Authors

• Tiffany S. Lee, University of New Mexico

• Glenabah M. Martinez, University of New Mexico