Across North America, Indigenous acts of resistance have in recent years opposed the removal of federal protections for forests and waterways in Indigenous lands, halted the expansion of tar sands extraction and the pipeline construction at Standing Rock, and demanded justice for murdered and missing Indigenous women. In As We Have Always Done, Leanne Betasamosake Simpson locates Indigenous political resurgence as a practice rooted in uniquely Indigenous theorizing, writing, organizing, and thinking. Indigenous resistance is a radical rejection of contemporary colonialism focused around the

In this article, Teresa L. McCarty and Tiffany S. Lee present critical culturally sus- taining/revitalizing pedagogy as a necessary concept to understand and guide edu- cational practices for Native American learners. Premising their discussion on the fundamental role of tribal sovereignty in Native American schooling, the authors underscore and extend lessons from Indigenous culturally based, culturally relevant, and culturally responsive schooling. Drawing on Paris’s (2012) and Paris and Alim’s (2014) notion of culturally sustaining pedagogy (CSP), McCarty and Lee argue that given the

Applying Indigenous Research Methods focuses on the question of “How” Indigenous Research Methodologies (IRMs) can be used and taught across Indigenous studies and education. In this collection, Indigenous scholars address the importance of IRMs in their own scholarship, while focusing conversations on the application with others. Each chapter is co-authored to model methods rooted in the sharing of stories to strengthen relationships, such as yarning, storywork, and others. The chapters offer a wealth of specific examples, as told by researchers about their research methods in conversation

In the midst of discussions about improving education, teacher education, equity, and diversity, little has been done to make pedagogy a central area of investigation. This article attempts to challenge notions about the intersection of culture and teaching that rely solely on microanalytic or macroanalytic perspectives. Rather, the article attempts to build on the work done in both of these areas and proposes a culturally relevant theory of education. By raising questions about the location of the researcher in pedagogical research, the article attempts to explicate the theoretical framework

Social Design Experiments: Toward Equity by Design Kris D. Gutiérrez Graduate School of Education University of California, Berkeley A. Susan Jurow School of Education University of Colorado Boulder In this article, we advance an approach to design research that is organized around a commitment to transforming the educational and social circumstances of members of non-dominant communities as a means of promoting social equity and learning. We refer to this approach as social design experimentation. The goals of social design experiments include the traditional aim of design experiments to

At I AM STEM, the teacher always engaged you while you were learning, and it was fun! They engaged you and they encouraged you to try to get the right answer. If you got it right, there would be a prize and so we wanted to get the correct answers. (Ana, 7th Grade) Teacher quality is being recognized as one of the most powerful levers in improving education (Barton, 2007; Berry, 2013). With increasing student enrollments and high teacher turnover rates, many school districts are struggling to retain effective teachers, and have had to lower their hiring and recruitment standards in order to

Portfolios have recently gained traction within computer science education as a way to assess students’ computational thinking and practices. Whereas traditional assessments such as exams tend to capture learning within artificial settings at a single point in time, portfolios provide more authentic opportunities to document a trajectory of students’ learning and practices in everyday contexts. Furthermore, because communication itself has been defined as an important computational thinking practice, portfolios give students a place to practice this skill in the classroom. In this study, we

Every semester one of the authors of this article, Catherine Prudhoe, chal- lenges many of her preservice students’ perceptions of a familiar and often favorite children’s book, The Giving Tree, by Shel Silverstein (1964). She begins the class by reading the text aloud to the students. Most smile, fondly remembering hearing the book as a child. A few become teary- eyed as the tree selflessly gives to the boy throughout his life. After reading the text, it is then discussed. The students usually comment on how the book teaches children to share and to love their friends. They talk about their

Edited by a diverse group of expert collaborators, the Handbook of the Cultural Foundations of Learning is a landmark volume that brings together cutting-edge research examining learning as entailing inherently cultural processes. Conceptualizing culture as both a set of social practices and connected to learner identities, the chapters synthesize contemporary research in elaborating a new vision of the cultural nature of learning, moving beyond summary to reshape the field toward studies that situate culture in the learning sciences alongside equity of educational processes and outcomes. With

What is behind the current narrative “more STEM in schools and societies” that this special issue aims to address? If, indeed, we are committed to more STEM in schools and societies, what does this look like in practice? Where do we currently stand in terms of endorsing inclusive and com- prehensive STEM practices that engage in and are committed to questions about STEM learning for whom and toward what ends? With these questions in mind, I read the articles, but then also explored a recent report by the Committee of STEM Education of the National Science and Technology Council, mandated by