A Teacher’s Journey Navigating Cultural Identity, Resistance, and Decolonization Inside and Outside the Classroom

• In Event: AERA Roundtable Session Thursday 2:15 pm - Gold 2
  In Roundtable Session: Narratives of Identity, Resistance, and Reflective Practice

Abstract

This narrative-based study explores how one Indigenous educator, Nino, navigates cultural identity, resistance, and decolonization in her personal and professional journey. Using Tribal Critical Race Theory (TribalCrit) and Situated Learning Theory, the research highlights how colonization has shaped American Indian educational experiences and how reclaiming cultural practices can challenge dominant ideologies. Nino’s story reflects barriers faced in mainstream institutions, internalized colonialism, and the courage to resist through culturally grounded teaching and parenting. Her transition from apprentice to mentor reveals how Indigenous educators create new learning spaces despite systemic marginalization. This work honors Indigenous knowledge and storytelling as valid frameworks for understanding identity development, cultural resilience, and the transformative role of mentorship in decolonized education.

Author

• Chelita N. Borbon Runbeck, Northern Arizona University