Dreams, Healing and Listening to Learn: Educational Movements in the Everyday
Timothy San Pedro recently co-authored, Dreams, Healing and Listening to Learn: Educational Movements in the Everyday. In this article they aim to answer: what does education look like when it is supported and directed by the dreams, hopes and the aspirations of community leadership? Read Here
Protecting the Promise: Indigenous Education Between Mothers and Their Children, will be released on April 2nd.
Timothy San Pedro will be releasing his new book, Protecting the Promise: Indigenous Education Between Mothers and Their Children (Culturally Sustaining Pedagogies Series) on April 2nd! This new book features short stories from “five Native families that speak to the everyday aspects of Indigenous educational resurgence rooted in the intergenerational learning that occurs between mothers […]
Fixating on Pandemic “Learning Loss” Undermines the Need to Transform
Maxine McKinney de Royston and Shirin Vossoughi co-authored an op-ed with Truthout, “Fixating on Pandemic ‘Learning Loss’ Undermines the Need to Transform Education”. The authors call for the need to redefine the purposes and the practices of education and the necessity to challenge the “learning loss” narrative along with other harmful educational myths that especially […]
What is TribalCrit?
Tribal Critical Race Theory (TribalCrit) was developed decades ago by Bryan McKinley Jones Brayboy. However, in a recent publication with the National Education Policy Center, TribalCrit is reentered as it is resonant today given the state of the nation. To read more about “What is TribalCrit?”, click here. Download
Restoring Indigenous Systems of Relationality
Megan Bang, along with several other Indigenous scholars, author Restoring Indigenous Systems Of Relationality, where they “imagine a world that fosters stronger human relationships with each other and with the land—the world that we need.” To read more click here! Read More
Codesigning With Indigenous Families and Educators: Creating Robotics Education That Contributes to Indigenous Resurgence
FLDC member Megan Bang, along with Carrie Tzou, Elizabeth Starks, Meixi, Amanda Rambayon, Sara Marie Ortiz, Shawn Peterson, Paradise Gladstone, Ellie Tail, Arianna Chang, Elise Andrew, Xochitl Nevarez, Ashley Braun, wrote Codesigning With Indigenous Families and Educators, which explores “how a complex and highly collaborative partnership worked to examine its biases and assumptions in an […]
Learning on the Move Toward Just, Sustainable, and Culturally Thriving Futures
FLDC member Megan Bang is the author of “Learning on the Move Toward Just, Sustainable, and Culturally Thriving Futures”, which was published in the July-September 2020 edition of Cognition and Instruction. Abstract: This issue is particularly timely, in its plea to the field to understand that human learning and development have always been on the […]
Strong Families, Strong Nations
“Families are the heart of Indigenous nations and communities.” We are excited to share a new publication on Indigenous family engagement from FLDC’s Dr. Megan Bang, Charlene Montaño Nolan, and Nikki McDaid-Morgan! This chapter, published in the Handbook of Indigenous Education (editors Elizabeth Ann McKinley & Linda Tuhiwai Smith), argues for amplifying and renewing Indigenous family leadership and engagement in […]
Leveraging Family and Community Expertise to Strengthen Native Early Childhood Education
This research-practice brief, written by Tarajean Yazzie-Mintz, offers insights into family and community engagement in early childhood education practice and research, rooted in the knowledge and capacity of native communities. “Traditionally and historically, “family,” in relation to the child in school, denotes immediate or nuclear family, primarily the parent(s) or guardian(s) of the child. In Native […]
Bending the River: Cultivating Indigenous Wellbeing in Chicago
The Chicago Global Indigeneity Project is working to cultivate intergenerational learning opportunities to support Indigenous knowledge, identities, and practices. This project utilizes co-design to identify community-desired learning opportunities, design youth and family programs, and measure learning and change in the community. A central design goal has been the creation of intentional spaces to connect elders, […]
Centering Ancestral Knowledges
In this research brief, FLDC member Muhammad Khalifa highlights some of the research related to the importance of Ancestral knowledge in all schools, and particularly those that serve Indigenous and other Minoritized youth. Khalifa highlights the importance of wholly accepting Indigenous youth as Ancestral (inheriting, adapting/adding to, and conveying knowledge) as well as intergenerational (gaining […]
