Taking Back the Fire: Schooling Experiences of Central California Indian People Across Generations

Williams, Tara; Tracz, Susan M.

doi:10.5749/jamerindieduc.55.2.0075

Cited by 2 publications

(2 citation statements)

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“…For example, structures of and curriculum in schools reinforced a protestant work ethic, tenets of hard working, saving, and modesty (Blaut, 1993;Calderon, 2014;Dunbar-Ortiz, 2014), in the efforts to "unify" the State. These curricula targeted racialized communities differently and deepened divisions according to race, class, and gender such as through Indian boarding schools or anti-literacy laws of the 1830s charged against people from an African diaspora (Charron, 2009;Williams, 2012). What developed in this political context was multiple forms of schooling, from Bible recitation coordinated in a one room schoolhouse in European immigrant communities, to the underground resistance of literacy teaching in African diasporic communities, or the violence on indigenous children at the Indian boarding schools (such as Carlisle School) (DeJesus, 2016;Estes, 2019;Fisher, 2008;Tyack, 1974).…”

Section: Connected Histories and Directional Activitiesmentioning

confidence: 99%

“…Structures of and curriculum in schools reinforce a bootstrap's work ethic (Calderon, 2014;Estes, 2019) and value particular forms of innovation and creativity (Boisselle, 2016;Mutegi, 2011) in the efforts to "unify" the State. These curricula target racialized communities differently and deepened divisions according to race, class, and gender as happened in Indian boarding schools or through anti-literacy laws of the 1830s charged against people from an African diaspora (Charron, 2009;Williams, 2012).…”

Section: Echoes Of Connected Historiesmentioning

confidence: 99%

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Developing Political Activity as if the World is on Fire

Das

Adams

Strong

et al. 2020

Journal of Critical Thought and Praxis

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This piece examines the formulation of political activity among science teachers during a time of rising global movements. Situated amidst continuous calls for educational reform, specifically for science teaching and learning (Bang et. al, 2012;Carter, 2005), this work forwards an argument to explicitly cultivate the political activity of teachers as a means to engage a justice-centered science (Morales-Doyle & Gutstein, 2019;Strong, 2017). The development of teacher identity (Avraamidou, 2016) in connection with the political economy of schools and society is examined through a concept of personhood (Stetsenko, 2012), positing that social change and activism is formative and integral to human nature. Using grounded theory approach, we analyzed educators' responses from dialogic interviews regarding science education in the context of a large, urban district, and situate teacher articulations and positionality regarding informal and formal science education. These articulations elucidate forms of political engagement in the context of a socio-political history of colonialism, capitalism, and imperialism (Mutegi, 2011). This piece presents a heuristic in order to widen a view of science teacher articulations and enactments -calling attention to the time and support necessary to develop a transformative activist stance (Stetsenko, 2011).

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Section: Connected Histories and Directional Activitiesmentioning

confidence: 99%