Indigenous Education: Teaching and Teacher Education as Decolonial Praxis

Session Type: Invited Speaker Session

Abstract

Over the last two decades, critical Indigenous theories have increasingly informed the field of
Indigenous Education, influencing educators and scholars to rethink the process and purpose of
schooling in ways that are transformative, sustainable, and lead to social change and decolonial praxis in Indigenous communities. Indigenous communities have unique needs, concerns, and values that must be acknowledged in the process of teaching. For Indigenous peoples, this work is intricately and deeply connected to a decolonizing and restorative process that is both personal and structural—rooted in relations to place, land, ancestors, and stories of emergence/existence. This panel will focus on the intersection of Indigenous teaching and teacher education and community-based partnerships that are grounded in critical Indigenous theories and pedagogies.

Sub Unit

• Division K - Teaching and Teacher Education

Chair

• Jeremy Garcia, University of Arizona

Discussant

• Jo-ann Archibald, The University of British Columbia

Panelists

• Filiberto Barajas-Lopez, University of Washington

• Valerie J. Shirley, The University of Arizona

• Mere Berryman, University of Waikato

• Jan Hare, The University of British Columbia

• Michelle M. Jacob, University of Oregon

• Danielle R. Lansing, Southwestern Indian Polytechnic Institute

• Leilani Sabzalian, University of Oregon