Resource List for Further Learning
Native American Education & Instructional Pedagogy
Adams, D.W. (1995). Education for Extinction: American Indians and the Boarding School Experience, 1875-1928. Lawrence, KS: University Press of Kansas.
Benham, M.K.P., & Stein, W.J. (2003). The Renaissance of American Indian Higher Education: Capturing the Dream. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Bishop, R., Berryman, M., Wearmouth, J., Peter, M., & Clapham, S. (2012). Professional Development, Changes in Teacher Practice and Improvements in Indigenous Students’ Educational Performance: A Case Study from New Zealand. Teaching and Teacher Education, 28(5), 694-705.
Bodkin-Andrews, G., & Carlson, B. (2016). The Legacy of Racism and Indigenous Australian Identity Within Education. Race Ethnicity and Education, 19(4), 784-807.
Chapman, S. (2001). We, the People: Of Earth and Elders, Vol. II. Missoula, MT: Bear Print.
Hirschfelder, A., Molin, P.F., Wakim, Y., & Dorris, MA. (1999). American Indian Stereotypes in the World of Children: A Reader and Bibliography (2nd ed.). Lanham, MD: Scarecrow Press, Inc.
Huffman, T.E. (2010). Theoretical Perspectives on American Indian Education: Taking a Look at Academic Success and the Achievement Gap. Lanham, MD: AltaMira Press.
Hynds, A., Hindle, R., Savage, C., Meyer, L., Penetito, W., & Sleeter, C. (2016). The Impact of Teacher Professional Development to Reposition Pedagogy for Indigenous Students in Mainstream Schools. The Teacher Educator, 51(3), 230-249.
Johnston-Goodstar, K., & Roholt, K. (2017). “Our Kids Aren’t Dropping Out; They’re Being Pushed Out”: Native American Students and Racial Microaggressions in Schools. Journal of Ethnic & Cultural Diversity in Social Work, 26(1), 30-47.
Kanu, Y. (2006). Getting Them Through the College Pipeline: Critical Elements of Instruction Influencing School Success Among Native Canadian High School Students. Journal of Advanced Academics, 18(1), 116-145.
Kanu, Y. (2011). Integrating Aboriginal Perspectives Into the School Curriculum: Purposes, Possibilities, and Challenges. Toronto, Canada: University of Toronto Press.
Kearney, E., McIntosh, L., Perry, B., Dockett, S., & Clayton, K. (2014). Building Positive Relationships with Indigenous Children, Families and Communities: Learning at the Cultural Interface. Critical Studies in Education, 55(3), 338-352.
Madden, B., Higgins, M., & Korteweg, L. (2013). Role Models Can’t Just be on Posters: Re/membering Barriers to Indigenous Community Engagement. Canadian Journal of Education, 36(2), 212-247.
Madden, B. (2015). Pedagogical Pathways for Indigenous Education with/in Teacher Education. Teaching and Teacher Education, 51(1), 1-15.
Martin, G., Nakata, V., Nakata, M., & Day, A. (2017). Promoting the Persistence of Indigenous Students Through Teaching at the Cultural Interface. Studies in Higher Education, 42(7), 1158-1173.
McCarthy, G., & Stanton, C. (2017). “Let His Voice Be Heard”: A Community’s Response to Inclusion of an Indigenous Counter-Narrative in the District Curriculum. International Journal of Multicultural Education, 19(3), 1-22.
Poitra, C. (2017). Defining High-Quality Education through the Eyes of Political Actors in California Tribal Governments. In Ransaw, T. & Majors, R. (Eds.), International Race and Education: Emerging Issues and Trends in Education. East Lansing, MI: Michigan State University Press, 119-142.
Szasz, M. (1999). Education and the American Indian: The Road to Self-Determination Since 1928. Albuquerque, NM: University of New Mexico.
Weaver, H.N. (2015). Intersections of Identity and Education: The Native American Experience. In W. Jacob, S. Cheng, & M. Porter (Eds.) Indigenous Education. New York, NY: Springer.
Indigenous Science Knowledge Systems
Alexander, C., Bynum, N., Johnson, E., King, U., Mustonen, T., Neofotis, P., Oettlé, N., et al. (2011). Linking Indigenous and Scientific Knowledge of Climate Change. BioScience, 61(6), 477-484.
Arrows, F., Cajete, G., & Lee, J. (2009). Critical Neurophilosophy & Indigenous Wisdom. Boston, MA: Sense Publishers.
Artiles, A., Harry, B., Reschly, D., & Chinn, P. (2002). OverIdentification of Students of Color in Special Education: A Critical Overview. Multicultural Perspectives, 4(1), 3-10.
Banks, J., & Banks, C. (2010). Multicultural Education: Issues and Perspectives, Seventh Edition. Hoboken, NJ: John Wiley & Sons.
Barnhardt, R., & Kawagley, A.O. (2005). Indigenous Knowledge Systems and Alaska Native Ways of Knowing. Anthropology & Education Quarterly, 36(1), 8–23.
Benton-Banai, E. (2008). Anishinaabe Almanac: Living Through the Seasons. M’chigeeng, Canada: Kenjgewin Teg Educational Institute.
Berger, M.T, & Guidroz, K. (2010). The Intersectional Approach: Transforming the Academy Through Race, Class and Gender. Chapel Hill, NC: The University of North Carolina Press.
Berkes, F., Colding, J., & Folke, C. (2000). Rediscovery of Traditional Ecological Knowledge as Adaptive Management. Ecological Applications, 10(5), 1251–1262.
Bohensky, E. & Maru, Y. (2011). Indigenous Knowledge, Science, and Resilience: What Have We Learned from a Decade of International Literature on “Integration”? Ecology and Society, 16 (4), 6.
Brookfield, S. (2017). Becoming a Critical Reflective Teacher, Second Edition. San Francisco, CA: Jossey-Bass.
Charnley, S., Fischer, A.P., & Jones, E.T. (2007). Integrating Traditional and Local Ecological Knowledge Into Forest Biodiversity Conservation in the Pacific Northwest. Forest Ecology and Management, 246(1), 14– 28.
Chinn, P.W.U., Abbott, I., Kapana-Baird, M., Ross, M., Lelepai, L., Walk, K., Kauka, S., Barrows, N., Lee, M., and Kanahele-Mossman, H. (2011). Ua Lele Ka Manu; The Bird has Flown: A Search for Hawaiian Indigenous/Local Inquiry Methods. In G. Dei (Eds.), Indigenous philosophies and critical education: A reader (pp. 262–279). New York, NY: Peter Lang Publishing Inc.
Chinn, P.W.U. (2011). Developing a Sense of Place and an Environmental Ethic: A Transformative Role for Hawaiian/Indigenous Science in Teacher Education? In J. Reyhner, W. S. Gilbert , & L. Lockard (Eds.), Honoring Our Heritage: Culturally Appropriate Approaches for Teaching Indigenous Students (pp. 75–95). Flagstaff, AZ: Northern Arizona University.
Chinn, P.W.U., (2014). Educating for Scientific Literacy, Citizenship, and Sustainability: Learning from Native Hawaiian Perspectives. In M. P. Mueller, D. J. Tippins, & A. J. Stewart (Eds.), Assessing Schools For Generation R (Responsibility): A Guide to Legislation and School Policy in Science Education (pp. 321– 332). Dordrecht, Netherlands: Springer.
Dion, S. D. (2007). Disrupting Molded Images: Identities, Responsibilities and Relationships – Teachers and Indigenous Subject Material. Teaching Education, 18(4), 329-342.
Dove, M.R. (2006). Indigenous People and Environmental Politics. Annual Review of Anthropology, 35(1), 191-208.
Drew, J.A. (2005). Use of Traditional Ecological Knowledge in Marine Conservation. Conservation Biology, 19(4), 1286–1293.
Fixico, D. (2003) The American Indian Mind in a Linear World: American Indian Studies and Traditional Knowledge. Abingdon, United Kingdom: Routledge.
Hoagland, S.J. (2017). Integrating Traditional Ecological Knowledge with Western Science for Optimal Natural Resource Management. IK: Other Ways of Knowing, 3 (1), 1-15.
Hugo, R., Smythe, W.F., McAllister, S.M., Young, B., Marring, B., & Baptista, A. (2013). Lessons Learned from a K-12 Geoscience Education Program in an Alaska Native Community. Journal of Sustainability Education, 5.
Huntington, H.P. (2000). Using Traditional Ecological Knowledge in Science: Methods and Applications. Ecological Applications, 10, 1270-1274.
Kimmerer, R. (2013). Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge and the Teachings of Plants. Minneapolis, MN: Milkweed Editions.
Medin, D. L., & Bang, M. (2014). Who’s Asking?: Native Science, Western Science, and Science Education. Cambridge, MA: MIT Press.
Phillips, J., & Luke, A. (2017). Two Worlds Apart: Indigenous Community Perspectives and Non-Indigenous Teacher Perspectives on Australian Schools. In W. Pink & G. Noblit (Eds.) Second International Handbook of Urban Education. New York, NY: Springer.
Smythe, W.F., Hugo, R., & McAllister, S.M. (2017). Incorporation of Traditional Knowledge Into Geoscience Education: An Effective Method Of Native American Instruction. Journal of Sustainability Education, 14.
Tang, R., & Gavin, M.C. (2016). A Classification of Threats to Traditional Ecological Knowledge and Conservation Responses. Conservation and Society, 14(1), 57-70.
Trosper, R. (2012). Northwest Coast Indigenous Institutions That Supported Resilience and Sustainability. Ecological Economics, 41(2), 329-344.
Diversity Equity & Inclusion in the Classroom & Community
Atrey, S. (2019). Intersectional Discrimination. London, UK: Oxford University Press.
Brown, B. A., Mangram, C., Sun, K., Cross, K., & Raab, E. (2017). Representing Racial Identity: Identity, Race, the Construction of the African American STEM Students. Urban Education, 52(2), 170– 206.
Brown, B. A., Donovan, B., & Wild, A. (2019). Language and Cognitive Interference: How Using Complex Scientific Language Limits Cognitive Performance. Science Education, 103(4), 750-769.
Cooper, C. (2003). The Detrimental Impact of Teacher Bias: Lessons Learned from the Standpoint of African American Mothers. Teacher Education Quarterly, 30(2), 101-116.
Creative Response to Conflict. (2020). Materials and Workshop Handouts. Bias Awareness: White Privilege Checklist. Retrieved from http://crc-global.org/wpcontent/uploads/2012/06/white-privilege.pdf.
Crenshaw, K. (2017). On Intersectionality: Essential Writings. New York, NY: The New Press.
Cunningham, W. A., Nezlek, J. B., & Banaji, M. R. (2004). Implicit and Explicit Ethnocentrism: Revisiting the Ideologies of Prejudice. Personality and Social Psychology Bulletin, 30(2), 1332-1346.
Delgado-Gaitan, C. (2001). The Power of Community: Mobilizing for Family and Schooling. Lanham, MD: Rowman & Littlefield.
DiAngelo, R. (2018). White Fragility: Why It’s So Hard for White People to Talk About Racism. Boston, MA: Beacon Press.
Downey, D., & Pribesh, S. (2004). When Race Matters: Teachers’ Evaluations of Students’ Classroom Behavior. Sociology of Education, 77(4), 267-282.
Eberhardt, J. L., Goff, P. A., Purdie, V. J., & Davies, P. G. (2004). Seeing Black: Race, Crime, and Visual Processing. Journal of Personality and Social Psychology, 87(6), 876- 893.
Epstein, J., Sanders, M., Simon, B., Clark Salinas, K., Rodriguez Jansorn, N., & Van Voorhis F. (2002). School, Family, and Community Partnerships: Your Handbook for Action. Thousand Oaks, CA: Corwin Press, Inc.
Firmin, M., Warner, S., Firmin, R., Johnson, C., & Firebaugh, S. (2013). Additional Outcomes of A Multicultural Learning Community: Experience: A Qualitative Analysis. Learning Communities: Research and Practice, 1(1), 1-25.
Goff, P. A., Jackson, M. C., Di Leone, B. A. L., Culotta, C. M., & DiTomasso, N. A. (2014). The Essence of Innocence: Consequences of Dehumanizing Black Children. Journal of Personality and Social Psychology, 106(4), 526-545.
Goodsell, L. (2004). A Campus Culture for Sustaining Learning Communities. In J. Laufgaben & N. Shapiro (Eds.), Sustaining and Improving Learning Communities, pp. 14- 30. San Francisco, CA: JosseyBass Press.
Hale, F. (2004). What Makes Racial Diversity Work in Higher Education: Academic Leaders Present Successful Policies and Strategies 1st edition. Sterling, VA: Stylus Publishing.
Hill Collins, P., & Bilge, S. (2016). Intersectionality. Cambridge, United Kingdom: Polity Press.
Kohli, R., & Solarzano, D. G. (2012). Teachers, Please Learn Our Names!: Racial Microaggressions and the K-12 Classroom. Race Ethnicity and Education, 15(4), 1-22.
Kolonich, A., Richmond, G., & Krajcik, J. (2018). Reframing Inclusive Science Instruction to Support Teachers in Promoting Equitable Three-dimensional Science Classrooms. Journal of Science Teacher Education. (29)8, 693-711.
Konishi, T. (1993). The semantics of grammatical gender: A cross-cultural study. Journal of Psycholinguistic Research, 22(1), 519–534.
Lynn, C.J., & McKay, M.M. (2001). Promoting Parent-School Involvement through Collaborative Practice Models. School Social Work Journal, 26(1), 1-14.
Milner, H.R. (2010). Start Where You Are, But Don’t Stay There: Understanding Diversity, Opportunity Gaps, and Teaching in Today’s Classrooms. Cambridge, MA: Harvard Education Press.
Pigott, R. L., & Cowen, E.L. (2000). Teacher Race, Child Race, Racial Congruence, and Teacher Ratings of Childrens’ School Adjustment. Journal of School Psychology, 38(2), 177- 196.
Singleton, C., & Linton, M. (2006). A Field Guide for Achieving Equity in Schools: Courageous Conversations About Race. Thousand Oaks, CA: Corwin Press, Inc.
Sleeter, C. (2008). Preparing White Teachers for Diverse Students. In Handbook of Research on Teacher Education: Enduring Questions in Changing Contexts (3rd ed., pp. 559 - 582). Abingdon, United Kingdom: Routledge.
Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A. M. B., Nadal, K. L., & Esquilin, M. (2007). Racial Microaggressions in Everyday Life: Implications for Clinical Practice. The American Psychologist, 62(4),271-286.
Taylor, V. J., & Walton, G. M. (2011). Stereotype Threat Undermines Academic Learning. Personality and Social Psychology Bulletin, 37(8), 1055-1067.
Tenenbaum, H. R., & Ruck, M. D. (2007). Are Teachers’ Expectations Different for Racial Minority than for European American Students? A Meta-Analysis. Journal of Educational Psychology, 99(2), 253-273.
Tervalon, M., & Murray-Garcia, J. (1998). Cultural Humility Versus Cultural Competence: A Critical Distinction in Defining Physician Training Outcomes in Multicultural Education. Journal of Health Care for the Poor & Underserved, 9(2), 117-125.
Van Den Bergh, L., Denseen, E., Hornstra, L., Voeten, M., & Holland, R. (2010). The Implicit Prejudiced Attitudes of Teachers: Relations to Teacher Expectations and the Ethnic Achievement Gap. American Educational Research Journal, 47(2), 497- 527.
Vavrus, F., & Cole, K. M. (2002). “I Didn’t Do Nothin’”: The Discursive Construction of School Suspension. Urban Review, 34(2), 87-111.
Walton, G. M., & Spencer, S. J. (2009). Latent Ability: Grades and Test Scores Systematically Underestimate the Intellectual Ability of Negatively Stereotyped Students. Psychological Science, 20(9), 1132-1139.
Whyte, K.P. (2015). Indigenous Food Systems, Environmental Justice, and Settler Industrial States. In Global Food, Global Justice: Essays on Eating Under Globalization, 143-166. Newcastle, United Kingdom: Cambridge Scholars Publishing.
Zimmerman, R. S., Khoury, E. L., Vega, W.A., Gil. A.G., & Warheit, G.J. (1995). Teacher and Parent Perceptions of Behavior Problems Among a Sample of African American, Hispanic, and Non-Hispanic White Students. American Journal of Community Psychology, 23(2), 181-197.