ERIC Number: EJ1454698
Record Type: Journal
Publication Date: 2024
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0362-6784
EISSN: EISSN-1467-873X
Pausing and Contributing towards Indigenous Futures: A Pedagogical Reflection on College History Classrooms
Curriculum Inquiry, v54 n2 p182-201 2024
In this article, I explore a pedagogical approach grounded in Native feminist theories and their commitments to place, to relations, to lands, and to more sustainable, just futures. In approaching college history instruction from a place informed by Native feminist teachings, I offer that the college-level classroom can be a space for students to imagine and work towards anticolonial futures as they process hard histories from where they stand. To do so, I draw on self-reflection and an examination of student reflections on their relationships with tribal sovereignty, their perceptions of ethical commitments to Indigenous people, and their understandings of academic collaborations toward Indigenous priorities. This analysis reveals how a pedagogy that embraces "pausing" and contributions to Native nation building can create a classroom space for students to process histories of genocide, build habits of relationality and civic engagement, and work toward more just futures.
Descriptors: History Instruction, Higher Education, Indigenous Populations, Feminism, Tribal Sovereignty, Learning Strategies, Indigenous Knowledge, Educational Practices, Teaching Methods, Partnerships in Education, Reflection
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A