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Edited By Nancye E. McCrary and E. Wayne Ross
Chapter Eleven: Counter-Narratives in State History: The 100 Years of State and Federal Policy Curriculum Project Educational Thought and Sociocultural Studies
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Counter-Narratives in State History: The 100 Years of State and Federal Policy Curriculum Project Educational Thought and Sociocultural Studies
Indigenous youth in high schools in the Southwest are faced with daily challenges to their individual and collective existence as Indigenous Peoples.1 While the argument is made that all youth and teachers face challenges to some degree in school settings by scholars such as Casanova (2010), Lee (1995, 2005), Lopez (2003), and Patel (2013), the challenges that Indigenous youth face in public school settings are different. In the Southwest, they are different because of the history of tense relations between Indigenous Peoples and the colonizing nations of Spain, Mexico, and the United States that precedes them as they enter high school for the first time. They are qualitatively different because of their cultural ties to their aboriginal homeland, which calls for them to fulfill community and cultural obligations throughout the year. They are unique, as Indigenous legal scholar David Wilkins (2002) reminds us, because Indigenous Peoples are the original inhabitants of the Americas. As descendents of the original inhabitants, Indigenous Peoples possess cultural distinctiveness, property rights, and political sovereignty. Oftentimes, however, the unique position that Indigenous Peoples occupy is not consistently recognized in public education. Instead, the interests of the colonizing state are dominant in determining, for example, what counts as knowledge.
The intensity of cultural hegemony in public institutions of...
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