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Academic Well-Being and Decolonial Racial Justice: Findings From a National Study of Indigenous-Language Schooling
Sun, April 14, 11:25am to 12:55pm, Pennsylvania Convention Center, Floor: Level 100, Room 111BSession Type: Symposium
Abstract
This Symposium presents findings from a US-wide, multi-method study of Indigenous-language immersion (ILI) schooling. Under what conditions is ILI beneficial? What can be learned from this approach to transform enduring education inequities – the legacy of colonial and racial oppression? Prior to this study no systematic database existed on ILI programs and outcomes. This study provides these data. Drawing on research in Indigenous-language education and Tribal Critical Race Theory, the Symposium interrogates the intersection of colonial and racial (in)justice in Indigenous education and the possibilities ILI illuminates for “a different education reality.” We highlight the role of relationality and relational accountability – practices associated with academic parity and holistic wellbeing – their broader policy/praxis implications, and the methodological lessons of this relational study.
Sub Unit
Chair
Papers
Designing, Disseminating, and Learning From a National Survey of Indigenous-Language Programs - Tiffany S. Lee, University of New Mexico; Sheilah E. Nicholas, University of Arizona; James McKenzie, University of Arizona
How Is Indigenous-Language Immersion Implemented in Diverse Social Contexts? Findings From Partner School Case Studies - Sheilah E. Nicholas, University of Arizona; Tiffany S. Lee, University of New Mexico; Teresa L. McCarty, University of California - Los Angeles; Kyle Halle-Erby, University of California - Los Angeles; James McKenzie, University of Arizona
How Does Indigenous-Language Immersion Compare With English-Medium Approaches? Findings From a Matched-Pair Analysis - Michael H. Seltzer, University of California - Los Angeles; Thomas Jacobson, University of California - Los Angeles
“We Exist”: Dismantling Colonial Racial Injustice—The Possibilities and Promise of Indigenous-Language Immersion - Teresa L. McCarty, University of California - Los Angeles; Tiffany S. Lee, University of New Mexico; Sheilah E. Nicholas, University of Arizona; Michael H. Seltzer, University of California - Los Angeles; Kyle Halle-Erby, University of California - Los Angeles; Thomas Jacobson, University of California - Los Angeles; James McKenzie, University of Arizona