Table of Contents
Series Foreword James A. Banks ix
Foreword Tiffany S.Lee xiv
Acknowledgments and Dedication xviii
Introduction 1
Part I Birth-Grade-12 Education
1 Native American Language Teachers Going Beyond Their Classrooms Genera Becenti 15
2 Indigenous Knowledges to Transform Public Education Anthony B. Craig Chelsea M. Craig 26
3 Exploring, Leading, and Managing Indigenous K-12 Education yahnesuaru mohatsi 37
Part II Teacher Education
4 Examining Teacher Education and Practice Through the Transformational Indigenous Praxis Model (TIPM) Dolores Calderón 47
5 Early Childhood Teacher Education for Transformation Anna Lees Verónica Nelly Vélez 57
6 White, Christian, Male Privilege and Colonialism: Contending With Chief Wahoo in the Multicultural Education Classroom Jeanette Haynes Writer 68
7 Indigenous Teacher Education: Reflections of Pathway-Making Through Primarily White Institutions Toward Indigenous Futures Tahlia Natachu Cornel Pewewardy Anna Lees 77
Part III Higher Education
8 Tribal College and University (TCU) Faculty as Native Nation Builders Natalie Rose Youngbull 89
9 Learning On and From the Land: Indigenous Perspectives on University Land-Based Learning Pedagogies Virginia Drywater-Whitekiller Jeff Corntassel 99
10 Facilitating Wayfinding in Social Work Education: A Pinay Scholar Warrior of Kapu Aloha and Mahalaya's Roles and Responsibilities Alma M. Ouanesisouk Trinidad Brenda Cruz Jaimes Brandon Join Alik Ann Jeline Manabat Austin Delos Santos Sherry Gobaleza 112
11 Transformational Praxis in Higher Education Hyuny Clark-Shim 122
Part IV Educational Leadership
12 Learning With Each Other: A Relational Indigenous Leadership Philosophy Dawn Hardison-Stevens 135
13 Resistance and Survivance for Indigenous Educational Leadership: Applying the Transformational Indigenous Praxis Model to Support Educational Self-Determination Hollie J. Mackey Sashay Schettler Melissa Cournia 146
14 Set the Prairie on Fire: Confronting Colonial Entanglements Through Autoethnographic Ribbon Work Alex RedCorn 156
15 Native Educational Sovereignty in Teaching and Leadership (NESTL): The Transformation of Leadership Utilizing a Holistic Corn Pollen Model to Serve All Students at a Research University Shawn Secatero 167
16 Indigenizing Doctoral Programs; Embodying Indigenous Community Ways of Being Robin Zape-tah-hol-ah Minthorn 180
17 Intergenerational Connections Through Cheyenne and Arapaho Female Leadership Experiences Carrie F. Whitlow 191
Our Collective Closing 201
Afterword Michael Yellow Bird 207
About the Contributors 211
Index 214