They Are Alive: Native Elementary Educators Approach, Engage/Adapt, and Enact the Since Time Immemorial Curriculum

• In Event: Fairmont Roundtable Session Two
  In Roundtable Session: Pedagogies and Praxes of Transformation: Envisioning Agency and Embracing Community-Based Knowledges (Table 1)

Abstract

Dominant narratives that portray Native people as having “vanished” are perpetuated by state standards and curricula in public schools, the very contexts where 93% of American Indian students attend (Sabzalian et al., 2021; Shear et al., 2018). In 2018, Senate Bill 5028 passed requiring teacher education programs to integrate the Since Time Immemorial (STI) curriculum into course content, yet the ways elementary teachers implemented STI in their classrooms has been underexplored. A close examination through a case study can provide insight into how Native elementary teachers enact the STI curriculum they learned about in their previous teacher education coursework. I sought to understand the ways in which three Native elementary educators approach, engage, adapt, and enact the STI curriculum.

Author

• Shayla R Chatto, University of Washington
  Presenting Author