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.
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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
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DOI: https://doi.org/10.1007/978-3-030-39666-4_101-1
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