Abstract
Reflecting on our experiences within a program of graduate education in Justice Studies, we offer a discussion of how building and maintaining an iterative teacher-learner stance results in strengthening practices of Indigenous education toward social justice. Through this reflection, we discuss the tenets in Indigenous higher education practices that contribute to multiple approaches toward social justice among Indigenous educators, community-based educational practitioners, Indigenous students, and Indigenous-serving higher education stakeholders.
Original language | English (US) |
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Pages (from-to) | 201-209 |
Number of pages | 9 |
Journal | Anthropology and Education Quarterly |
Volume | 49 |
Issue number | 2 |
DOIs | |
State | Published - Jun 2018 |
Bibliographical note
Publisher Copyright:© 2018 by the American Anthropological Association
Keywords
- American Indians
- Higher education
- Indigenous education