"To Know There's Other Indigenous People in Your School Is Nice": Urban Indigenous Civic Identity

• In Event: Research Pedagogy for Social Justice

Abstract

This critical participatory ethnographic study examines the negotiation of civic identity by urban Indigenous students in an urban public high school. Using Tribal Critical Race Theory to understand the experiences of students, stories from observations, participant interviews, and focus groups are employed as data. This study found that the school was vital to these negotiations and was a zone of sovereignty (Lomawaima & McCarty, 2014) forwarding survivance and self-determination for Indigenous students.

Author

• Rachel Talbert, Teachers College, Columbia University