Indigenous Teachers and Learners: Higher Education and Social Justice

Elizabeth Sumida Huaman, Shawn Abeita

Research output: Contribution to journal › Article

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 languageEnglish (US)
JournalAnthropology and Education Quarterly
DOIs
StateAccepted/In press - Jan 1 2018

Fingerprint

social justice
teacher
education
justice
stakeholder
graduate
educator
community
experience
student

Keywords

  • American Indians
  • Higher education
  • Indigenous education

ASJC Scopus subject areas

  • Education
  • Anthropology

Cite this

Indigenous Teachers and Learners : Higher Education and Social Justice. / Sumida Huaman, Elizabeth; Abeita, Shawn.

In: Anthropology and Education Quarterly, 01.01.2018.

Research output: Contribution to journal › Article

Sumida Huaman, E & Abeita, S 2018, 'Indigenous Teachers and Learners: Higher Education and Social Justice', Anthropology and Education Quarterly. https://doi.org/10.1111/aeq.12239
Sumida Huaman E, Abeita S. Indigenous Teachers and Learners: Higher Education and Social Justice. Anthropology and Education Quarterly. 2018 Jan 1. https://doi.org/10.1111/aeq.12239
Sumida Huaman, Elizabeth ; Abeita, Shawn. / Indigenous Teachers and Learners : Higher Education and Social Justice. In: Anthropology and Education Quarterly. 2018.
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