Unsettling a Curriculum of Lenape Erasure in Manahatta (Poster 31)

• In Event: Excellence in Education Research: Early Career Scholars and Their Work

Abstract

This pilot study investigates the implementation (including feasibility and acceptability) of curriculum centering Lenape presence with eight PreK-12 New York City Public School teachers. Through the development of trusting research relationships, curriculum is developed that values the political, social, cultural, and educational futures of the Lenape and educators are supported in their own process of unlearning settler curriculum using Pewewardy et al. Transformational Indigenous Praxis Model (2018) and a community assessment to encourage further curriculum research in NYC classrooms.

Author

• Rachel Talbert, Teachers College, Columbia University