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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Journal | Anthropology and Education Quarterly |
DOIs | |
State | Accepted/In press - Jan 1 2018 |
Keywords
- American Indians
- Higher education
- Indigenous education
ASJC Scopus subject areas
- Education
- Anthropology