Creating Thirdspace Through Indigenous Learning Lab

• In Event: Immigration and Indigeneity: Stories, Knowledges, and Literacies

Abstract

Racial disproportionality in exclusionary school discipline is a nation-wide critical social justice issue. In this study, we amalgamated critical geography, cultural historical activity theory, and decolonizing theory to introduce Indigenous Learning Lab (ILL) as a formative intervention methodology to address the root causes of the racialized school discipline system in Northwoods High School serving White and Native American youth. Particularly, we utilized Thirdspace (Soja, 1996) to disrupt the dichotomies of tribal|non-tribal; center|periphery while recognizing the local socio-spatial-historicality of discriminations and oppressions. We found three strategies ILL participants used to promote their spatial imaginations toward systemic transformation: challenging race-neutral representations of space; bringing the voices and cultural practices of Native Americans; and mapping out utopia.

Authors

• Dian Mawene, University of New Hampshire

• Aydin Bal, University of Wisconsin - Madison

• Aaron Bird Bear, University of Wisconsin - Madison

• Dosun Ko, Wichita State University

• Linda Orie, University of Wisconsin - Madison

• Morgan Mayer-Jochimsen, University of Wisconsin - Madison