Civic Sovereignty: Indigenous Civic Constructs in Public School Spaces

Autor/in	Talbert, Rachel
Titel	Civic Sovereignty: Indigenous Civic Constructs in Public School Spaces
Quelle	In: Teachers College Record, 125 (2023) 9, S.166-197 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
DOI	10.1177/01614681231216781
Schlagwörter	Social Studies; American Indian Students; High School Students; Urban Education; Self Concept; Citizen Participation; Tribal Sovereignty; Colonialism; Teacher Educator Education; Racism; Citizenship; Land Settlement; Indigenous Knowledge; Critical Race Theory; Educational Policy; Student Experience; Self Determination; Citizenship Education; American Indian Education; Curriculum Implementation; Washington + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Stadtteilbezogenes Lernen; Selbstkonzept; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Kolonialismus; Rassismus; Staatsbürgerschaft; Siedlungsraum; Politics of education; Bildungspolitik; Studienerfahrung; Selbstbestimmung; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung
Abstract	Context: This study examines how urban American Indian high school students negotiate their civic identities within the settler colonial structures of urban American public schools. Research Question: How do urban American Indian students negotiate civic identities in spaces where civic concepts are taught, such as American history classes in an urban public high school and a Native Youth Council (Native YC)? Research Design: This critical participatory ethnographic study examines the negotiation of civic identity by 11 urban Indigenous students in social studies classes, a Native YC, and a school in Washington State, where the STI curriculum is taught. Safety zone theory and tribal critical race theory were used to understand students' experiences and their stories from observations, participant interviews, and focus groups, which were employed as data. Conclusions/Recommendations: The study found that the social studies classes and Native YC were zones of sovereignty (ZoS), forwarding survivance and self-determination for Native students. Students learned about the Indigenous civic constructs of sovereignty, self-determination, dual citizenship, tribal self-government, and federal Indian policy inside and outside of school, all of which supported Native students in civic identity development. Recommendations on teaching Indigenous civic constructs to all students as part of teaching for critical democracy in public schools as a component of social studies classes and extracurricular activities are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01