Abstract
Curricula and educational practices in schools largely define the collective understanding of what society has deemed relevant, accurate, and valued. From the earliest days of colonial contact, the narrative of the presence and role of Indigenous peoples has been offered from a primarily Eurocentric perspective. This process has become normalized and ingrained in the educational system and dictated stereotypes and biases about Indigenous nations and peoples. This process continues to do harm to Indigenous as well as non-Native learners. While this state of affairs has been clearly documented, and the harm is ongoing and pervasive, there are practices and policies that have been successful in mitigating these deleterious effects. Within a framework of conceptual change, educational leaders are called upon to help all stakeholders recognize more culturally appropriate and accurate representations of Indigenous nations and people.
Similar content being viewed by others
References
Anthony-Stevens, V., Jones, J., & Begay, V. (2020). Regenerating teacher education programs with Indigenous knowledge in Idaho. Northwest Journal of Teacher Education, 15(3). https://doi.org/10.15760/nwjte.2020.15.3.3
Archibeque, R., & Okhremtchouk, I. (2020). Understanding cultural differences: White teachers’ perceptions and values in American Indian schools. Journal of American Indian Education, 59(2–3), 75–98. https://doi.org/10.5749/jamerindieduc.59.2-3.0075
Almeida, Deirdre A. (1996). Countering prejudice against American Indians and Alaska Natives through antibias curriculum and instruction. Eric Digest. Retrieved from ERIC (ED 400146).
Arthur, C. A. (n.d.). Chester A. Arthur on American Indian Policy (1881) (B. P. Poore, Ed.). Retrieved from https://www.americanyawp.com/reader/17-conquering-the-west/chester-a-arthur-on-american-indian-policy-1881/
Bishop, R. S. (1990, March). Windows and mirrors: Children’s books and parallel cultures. In California State University reading conference: 14th annual conference proceedings (pp. 3-12).
Bishop, R. S. (1997). Selecting literature for a multicultural curriculum. In V. J. Harris (Ed.), Using multiethnic literature in the K–8 Classroom (pp. 1–19). Norwood, MA: Christopher-Gordon.
Brayboy, B. M. J. (2005). Toward a tribal critical race theory in education. The Urban Review, 37(5), 425–446. https://doi.org/10.1007/s11256-005-0018-y
Cassady, J. C., Schupman, E. J., Heath, J. A., Smith, C. C., & Yerdon, M. B. (2021). Biased representations of American Indians in educational contexts: Pervasive challenges and promising solutions. Unpublished manuscript under review.
Chi, M. T. H. (2008). Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. In S. Vosniadou (Ed.), Handbook of research on conceptual change (pp. 61–82). Hillsdale, NJ: Erlbaum.
Chinn, C. A., & Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. Review of Educational Research, 63(1), 1–49. https://doi.org/10.3102/0034654306001001
Davis-Delano, L. R., Folsom, J. J., McLaurin, V., Eason, A. E., & Fryberg, S. A. (2021). Representations of Native Americans in U.S. culture? A case of omissions and commissions. The Social Science Journal, 1–16. https://doi.org/10.1080/03623319.2021.1975086
Deloria, V. (1988) Custer died for your sins. New York, NY: Macmillan Publishing Company. (Original work published 1969).
Deloria, V., & Wildcat, D.R. (2001). Power and place. Golden, CO: Fulcrum Resources.
Deloria, V. (2001a). The perpetual education report. In V. Deloria & D. R. Wildcat (Eds.), Power and place (pp. 151–161). Golden, CO: Fulcrum Resources.
Deloria, V. (2001b). Transitional education. In V. Deloria & D. R. Wildcat (Eds.), Power and place (pp. 79–86). Golden, CO: Fulcrum Resources.
Deloria, V., & Lytle, C. M. (1983). American Indians, American justice. Austin, TX: University of Texas Press.
Deloria, V., & Wilkins, D. E. (1999). Tribes, treaties, and constitutional tribulations. Austin, TX: University of Texas Press.
Fryberg, S. A., & Townsend, S. S. M. (2008). The psychology of invisibility. In Commemorating Brown: The social psychology of racism and discrimination. https://doi.org/10.1037/11681-010.
Fryberg, S. A., & Stephens, N. M. (2010). When the World Is Colorblind, American Indians Are Invisible: A Diversity Science Approach. Psychological Inquiry, 21(2), 115–119. https://doi.org/10.1080/1047840x.2010.483847.
Fryberg, S. A., & Eason, A. E. (2017). Making the invisible visible: Acts of commission and omission. Current Directions in Psychological Science, 26(6), 554–559. https://doi.org/10.1177/0963721417720959
Hopkins, J. P. (2020). Indian education for all: Decolonizing indigenous education in public schools. New York, NY: Teachers College Press.
Juneau, S., et al. (2013). History and Foundation of American Indian Education. Helena, MT: Montana Office of Public Instruction. Retrieved from http://opi.mt.gov/Portals/182/Page%20Files/Indian%20Education/Indian%20Education%20101/History_FoundationAmindianEd.pdf
Juneau, S. (2001), A History and Foundation of American Indian Education Policy. Helena, MT: Montana Office of Public Instruction.
Leavitt, P. A., Covarrubias, R., Perez, Y. A., & Fryberg, S. A. (2015). “Frozen in time”: The impact of Native American media representations on identity and self-understanding. Journal of Social Issues, 71(10), 39–53. https://doi.org/10.1111/josi.12095
Lesser, M. (2021). Dawnland teachers guide. Retrieved from https://dawnland.org/wp-content/uploads/2021/06/DawnlandTeachersGuide_2021_Edition-compressed.pdf
Mazo, A., & Pender-Cudlip, B. (Directors). (2018). Dawnland. United States: Independent Lens.
National Congress of American Indians. (2019). Becoming visible: A landscape analysis of state efforts to provide Native American education for all. Washington, DC.
National Council for the Social Studies. (2018). Toward responsibility: Social studies education that respects and affirms Indigenous Peoples and Nations. Social Education, 82(3), 167–173. https://www.socialstudies.org/social-education/82/3/toward-responsibility-social-studies-education-respects-and-affirms
National Council for the Social Studies. (2017). College, career, & civic life framework for social studies state standards: Guidance for enhancing the rigor of K-12 civics, economics, geography, and history. Silver Spring, MD: NCSS.
National Native American Boarding School Healing Coalition. (n.d.). US Indian boarding school history. Retrieved from https://boardingschoolhealing.org/education/us-indian-boarding-school-history/
Northern Plains Reservation Aid. (n.d.) History and culture: Boarding schools. Retrieved from http://www.nativepartnership.org/site/PageServer/PageServer?pagename=airc_hist_boardingschools
Phillips, S. A. (1983). The invisible culture: Communication in classroom and community on the Warm Springs Indian Reservation. New York: Longman.
Quigley, D. (2016) Silenced. American Indian Quarterly, 40(4), 364–378. https://doi.org/10.5250/amerindiquar.40.4.0364.
Reese, D. (2008). Indigenizing children’s literature. Journal of Language and Literacy Education, 4(2), 59–72.
Reyhner, J. (2018). American Indian boarding schools: What went wrong, what is going right? Journal of American Indian Education, 57(1), 58–78.
Richter, D. K. (2001). Facing East from Indian country: A native history of early America. Cambridge, MA: Harvard University Press.
Sabzalian, L., & Shear, S. B. (2018). Confronting colonial blindness in citizenship education: Recognizing colonization, self-determination, and sovereignty as core knowledge for elementary social studies teacher education. In (Re)Imagining Elementary Social Studies: A Controversial Issues Reader (pp. 153–176). Information Age Publishing.
Sabzalian, L. (2019). The tensions between Indigenous sovereignty and multicultural citizenship education: Toward an anticolonial approach to civic education. Theory & Research in Social Education, 14(3), 311–346. https://doi.org/10.1080/00933104.2019.1639572.
Sabzalian, L., Shear, S. B., & Snyder, J. (2021). Standardizing Indigenous erasure: A TribalCrit and QuantCrit analysis of K–12 U.S. civics and government standards. Theory & Research in Social Education, 49(3), 321–359. https://doi.org/10.1080/00933104.2021.1922322
Sanchez, T. R. (2007). The depiction of native Americans in recent (1994–2004) secondary American history textbooks: How far have we come? Equity & Excellence in Education, 40(4), 311–320. https://doi.org/10.1080/10665680701493565
Shear, S. B., Knowles, R. T., Soden, G. J., & Castro, A. J. (2015). Manifesting destiny: Re/presentations of Indigenous peoples in K–12 U.S. History standards. Theory & Research in Social Education, 43(1), 68–101. https://doi.org/10.1080/00933104.2014.999849
Sinatra, G. M., & Chinn, C. A. (2012). Thinking and reasoning in science: Promoting epistemic conceptual change. In K. R. Harris, S. Graham, T. Urdan, A. G. Bus, S. Major, & H. L. Swanson (Eds.), APA educational psychology handbook, Vol. 3 (Application to learning and teaching) (pp. 257–282). Washington, DC: American Psychological Association.
Smithsonian National Museum of the American Indian. (2018). Native knowledge 360°—American Indian removal digital lesson. Retrieved from https://americanindian.si.edu/nk360/removal/#titlePage
Trujillo, O. V., & Alston, D. A. (2005). A report on the status of American Indians and Alaska Natives in Education: Historical legacy to cultural empowerment. National Education Association.
Wildcat, D. R. (2001a). Indigenizing education. In V. Deloria & D. R. Wildcat (Eds.), Power and place (pp. 7–19). Golden, CO: Fulcrum Resources.
Wildcat, D. R. (2001b). Practical professional indigenous education. In V. Deloria & D. R. Wildcat (Eds.), Power and place (pp. 113–121).
Wildcat, D. R. (2001c). Understanding the crisis in American education. In V. Deloria & D. R. Wildcat (Eds.), Power and place (pp. 29–39). Golden, CO: Fulcrum Resources.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2022 This is a U.S. Government work and not under copyright protection in the U.S.; foreign copyright protection may apply
About this entry
Cite this entry
Schupman, E.J., Cassady, J.C., Shear, S.B., Martin, L.E., Rincon, K.R. (2022). Overcoming Invisibility: The Systemic Need to Recognize Indigenous People in Educational Spaces. In: The Palgrave Handbook of Educational Leadership and Management Discourse. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-39666-4_101-1
Download citation
DOI: https://doi.org/10.1007/978-3-030-39666-4_101-1
Received:
Accepted:
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-39666-4
Online ISBN: 978-3-030-39666-4
eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education