Implementing Indigenous Studies Curriculum Standards: Case Studies of a Complicated Curricular Process

• In Event: AERA Roundtable Session Wednesday 3:45 pm - Gold 2
  In Roundtable Session: Culturally Sustaining and Decolonial Pedagogies: Transforming Indigenous Education Through Community-Driven Research and Educational Reform

Abstract

Efforts to include Indigenous history, culture, and contemporary presence in K-12 education often face material and discursive resistance, revealing settler colonialism’s deep entrenchment beyond textbooks and standards. These shifting forces form complex assemblages, shaped by community dynamics, habits of thought, and institutional pressures that actively erase Indigenous truths, lives, and futures. To teach against settler colonialism, educators must engage with these broader dynamics, not just curricular gaps. This research collaborates with the Confederated Tribes of Siletz Indians and culture bearers to explore non-human agency through a Siletz lens, offering transformative pedagogical insights. By centering Indigenous knowledge and confronting the protean forces of erasure, the project seeks to equip future teachers with tools to disrupt settler colonial logics in education.

Author

• Sage Hatch, University of Oregon