Journal of Curriculum Theorizing

Towards Curriculum of Renewal

2024-08-22T12:46:07-07:00

The Na:tinixwe (Hupa people), reside in what is now known as Northern California, Na:tinixw (Hoopa Valley), and spoke/speak Na:tinixwe Mixine:whe (Hupa Language). Prior to settler colonialism, education for Na:tinixwe was a life-long process guided by ninisa:n (land), k’isdiyun (elders), and kixuna:y (spirit ancestors). Settler colonial curriculum was forced on us in all aspects of Na:tinixwe life. Schooling has been especially detrimental. This article, part of a larger ongoing project, highlights Na:tinixwe grounded curriculum development and practice with Na:tinixwe youth and its implications for other Indigenous communities. These approaches move us toward a Na:tinixwe curriculum of renewal that reasserts the vitality of Na:tinixwe knowledge from/for our language, land, and people. This temporal curricular reorientation of renewal continues the work of ancestors since time immemorial and moves us away from what has been forced on us.

Embracing Epistemological Collisions as Sites of Critical Indigenous Pedagogy

2024-08-22T13:19:02-07:00

Securing our Futures through Land and Water Education

2024-08-22T13:24:57-07:00

This article depicts a process of developing an Indigenous language curriculum within a Tribal Nation Early Learning program, emphasizing the importance of developing and understanding pathways toward decolonization to secure Indigenous futurities. We share our story of curriculum development and how relationships with land, water, place, and ancestral teachings drove the efforts. The process demonstrates how commitments of language revitalization were deeply connected to upholding Indigenous lifeways through a land-and-water-based curriculum as an act of resurgence. Sharing examples from the curriculum, we describe how children’s language learning and identity as Indigenous peoples were fostered through relationships with land and water. We also discuss challenges designing and implementing an Indigenous language curriculum within public early learning. This research advances work around resistance to settler futurities by narrowing in on ways we disrupted settler-serving policy initiatives that over-standardize children’s education through a land-and-water-based language curriculum.

Agency and Counter-Agency in Curriculum Studies

2024-08-22T12:55:41-07:00

This essay examines an episode of teaching in which the inclusion of content about Indigenous history, contemporary presence, and culture triggered protean social and material resistance. This leads to an inference that the curricula of settler colonialism cannot be thought of only in terms of textbooks, state standards, and lesson plans. It also includes agentic assemblages involving communities, habits of thought and feeling, career anxieties, and more. These shape-shifting assemblages of material and discursive forces actively erase Indigenous truths, lives, and futurities. Learning to teach against the grain of settler colonialism, therefore, requires preparing teachers to engage with the whole of this dynamic, not just the ideas that are left out of mandated school curricula. Drawing on the personal experiences of the lead author and a variety of conceptual resources, this essay offers both an illustration and a theorization of what substantively teaching against the grain of settler futurities entails.

Ancestral Computing for Sustainability

2024-08-22T13:01:45-07:00

Indigenous Futurities in Curriculum

2024-08-22T12:31:21-07:00