Unsettling the Settler Self Within Social Studies Education

Home , Eastern Shoshone, Settler

Social Education 83(5), p. 282–289 ©2019 National Council for the Social Studies Research & Practice “Research & Practice” features educational research that is directly relevant to the work of classroom teachers. Here, I invited Christine Stanton to share her recent research on Indigenous histories and settler colonialism. She provides a strong rationale for studying this area, and shares Indigenous scholars’ recommendations for “unsettling” curriculum and pedagogy. —Patricia G. Avery, “Research & Practice” Editor, University of Minnesota “Now You Can’t Just Do Nothing”: Unsettling the Settler Self within Social Studies Education

Christine Stanton

I am a settler, and I acknowledge that I teach, research, and live on lands that have to recognize that confrontation of settler been stolen from Indigenous1 peoples. My first teaching job was in a town border- colonialism can sharpen the focus on ing a reservation, where Apsáalooke, Cheyenne, Oceti Ŝakowin, and Shoshone white experiences in a way that rein- peoples—among others—have long-standing histories, and where the sovereign forces white privilege. nations of the Eastern Shoshone and Northern Arapaho are located today. Early in The primary goal of this article, my career, I started meeting with reservation community members to learn how to therefore, is to encourage active con- better serve Indigenous students. During one conversation, I expressed frustration frontation of the settler colonialism at my own ignorance and pointed out that an Indigenous teacher would be better that permeates social studies educa- qualified to create change. A Northern Arapaho leader responded, “Well, of course. tion in a way that encourages a cen- But, now that you know about this, you can’t just do nothing.” tering of Indigenous experiences, instead of merely de-centering settler This mentor taught me that when it son?” “Whitesplaining” often inter- experiences. Two questions frame this comes to confronting settler colonial- rupts Indigenous perspectives that are work: (1) How should social studies ism within our schools, curriculum, already frequently silenced.2 However, educators confront atrocities and and lives, all teachers have agency— as Sarah Shear and Dan Krutka argue, privileges that resulted from settler and responsibility. Like the majority of and as demonstrated by the story actions? and (2) What are ideas for teachers in the United States, I am a shared above, one way settler colo- action and change, as recommended white woman, and my past, present, and nialism manifests is through inaction, by Indigenous scholars and col- future have been, are, and will continue since it “creates spaces by which set- leagues? To address these questions, to be influenced by settler actions and tlers can deny their own histories.”3 I synthesize research that describes identities. Confronting this reality, I can Similarly, Margaret Kovach (Plains how settler colonialism influences throw my hands up and say “But that Cree and Saulteaux) explains that our histories, identities, schools, and happened so long ago, there is nothing efforts by “non-Indigenous instructors classrooms and then share examples I can do about it now,” or I can learn [to] leave the Indigenous pedagogy to that show promise in terms of “unset- from/with Indigenous mentors and do Indigenous people” merely perpetuate a tling” curriculum and pedagogy. something to change how I teach about “lack of understanding within majority Indigenous experiences. culture [which] is indicative of an edu- Unsettling the Concept of Settler When I began working on this piece, cational system that has responded to Colonialism I wondered aloud to colleagues, “Do Indigenous experience with: (a) active Fundamentally, colonialism is tied to we really need to hear about settler suppression or (b) chronic apathy.”4 All notions of power, land, and control of colonialism from another white per- that said, educators and scholars need resources. Settler colonialism extends

Social Education Photo by Adam Sings in the Timber (opposite page). 282 Joree Lafrance, Apsáalooke, in a traditional dress adorned with hundreds of imitation elk teeth, stands in front of a bar in Bozeman, Mont., reclaiming space that was once home to the Apsáalooke people. ernment,” “the army,” or “the policy,” instead of being the result of decisions made by specific people, including our relatives. Elevating attention to the role of white immigration also allows ben- eficiaries of white privilege to downplay

(Photo by Adam Sings in the Timber) Sings in the Adam by (Photo the continued influence of race within society (e.g., “My ancestors didn’t come here until the mid-1900s, so they never benefitted from settler colonialism”). Unsettling the concept of settler colonialism is challenging, since such work requires attention to both the history of settler colonialism and the injustice that remains part of the legacy of settler colonialism in today’s schools, communities, and policies.9 Teachers can be resistant to change, despite our praise of life-long learning, and change is even more difficult if it affects us personally. Furthermore, many of us—non-Indig- enous and Indigenous teachers alike— have had limited exposure to Indigenous histories and perspectives as students and teachers, so we may feel ill-equipped to teach about these experiences.

Unsettling Ourselves Learning about settler colonial actions of our ancestors, “founding fathers,” and ourselves can result in denial, guilt, and/ or false empathy—all of which serve as barriers to change.10 Instead of passive responses, we can think about “unsettling” as an active learning process. For exam- Six-year-old Rilo Bear Crane, Apsáalooke and Chippewa Cree, rides his skateboard at the ple, it is important to note that we choose skatepark in Billings, Mont. Rilo, who began skating at a very young age, is also a Crowstyle to use certain terms (e.g., “Indigenous,” traditional dancer. In this photo, he is wearing the traditional Apsáalooke male dancer’s “Native American,” “Indian”), and given regalia. that agency, it is our responsibility to understand and articulate our choices, further, given its goal to colonize spaces pation of Indigenous lands).7 particularly to students.11 As Cherokee by eliminating Indigenous presence.5 Popular within social studies educa- scholar Jeff Corntassel explains, “How Given settler colonialism’s reliance on tion is the “nation of immigrants frame- you situate yourself and your level of white supremacy, slavery, genocide, and work,” which undermines long-standing awareness about colonial occupations land theft, the term “settler” applies to claims Indigenous peoples have to lands of Indigenous homelands brings new peoples in the Americas who are not and privileges Eurocentric nationalistic responsibilities to the forefront.”12 White Indigenous and not descendants of origin myths.8 Additionally, Indigenous scholar Paulette Regan elaborates, not- slaves.6 Importantly, the terms “settler” silencing allows settlers to ignore our ing that critical self-location work can and “settler colonialism” have both his- own “white guilt” and “white fragility”. encourage non-Indigenous peoples to torical roots (e.g., the initial theft and It is more comfortable—for settlers and “unsettle ourselves to name and then occupation of Indigenous lands) and their descendants—to read about mas- transform the settler—the colonizer modern implications (e.g., continued sacres, land theft, and forced removal if who lurks within—not just in words privileges and benefits, ongoing occu- such events are attributed to “the gov- but by our actions.”13 Therefore, efforts

Social Education 284 to “unsettle” our practice also provide grandfather boarded a train bound for present topics such as cartography modeling of life-long learning, histori- Carlisle Indian School in the same small through an Indigenous lens. In order to cal thinking, anti-racist pedagogies, and Montana town where my grandmother unsettle social studies, teachers need to civic engagement. attended school. I point out that since my be active participants in the transforma- In my case, learning about my settler grandmother was white, Euro-American, tion of their curriculum and pedagogy, colonial history means coming to terms and Catholic, she was not removed from instead of simply adding “relevant” con- with difficult realities that affect my her family or home, while Piikani chil- tent to mainstream (i.e., Eurocentric) teaching and research. My ancestors emi- dren were separated from their families curriculum or using basic “responsive” grated from Europe during the late 1800s because of race and culture. Sharing per- practices.15 and early 1900s, settling in Nebraska sonal accounts, as contextualized within and northern Montana, where my fam- the broader history of settler colonialism, Curriculum. Curriculum remains ily continues to farm on the edge of the provides an opportunity to model self- the driving force in many social stud- Piikani (Blackfeet) reservation. Despite location and to expand relevance and ies classrooms. Studies demonstrate my family’s proximity to Indigenous accuracy. Additionally, these histories the tendency for textbooks, standards, communities, my education was almost support connections to contemporary films, and other resources to exclude or entirely devoid of Indigenous histories issues, such as family separations at the misrepresent Indigenous experiences.16 and perspectives. Like many teachers— U.S.-Mexico border, the recent Court Social studies curriculum typically con- non-Indigenous and Indigenous alike— of Appeals decision upholding the fines Indigenous experiences and per- learning about these perspectives after 1978 Indian Child Welfare Act, and the spectives to the pre-1891 past, represents my own K-12 education made me angry: efforts of Indigenous nations to ensure Indigenous peoples and governments as I felt I had been misled and miseducated. educational sovereignty within schools primitive and dependent, and suggests When I decided to become a teacher, I both on and off reservations. that Indigenous worldviews inherently was eager to work in schools like those I conflict with social and economic prog- had attended, as I believed I could both Unsettling Social Studies ress. Resources often focus on inter- understand where students had been and Education actions with settlers (e.g., “Westward what they had missed. I accepted a posi- Since time immemorial, Indigenous Expansion”), instead of representing tion in a reservation bordertown, where children have learned about their histo- Indigenous peoples as having parallel it did not take long for me to learn that ries, identities, and knowledges through and independent histories, sovereign unsettling settler colonialism is a com- rigorous, place-conscious, contextual- governments, and uniquely valuable plex and continuous challenge. ized education. Efforts to force assimila- worldviews. Another central quality of Confronting the legacy of settler tion of Indigenous children into settler curriculum is to suggest settler colonial- colonialism in our lives and classrooms colonial society negatively impacted— ism—and related topics like genocide, requires us to confront our own histories. and continue to negatively impact—the forced relocation, and intergenerational However, unsettling our positionalities cultural, social, economic, and physical poverty—is/was a matter of “destiny”. demands more than autobiographical wellbeing of Indigenous communities For example, textbooks often present reflection. We also need to do something while perpetuating false social studies Indigenous nations as “doomed,” instead with the knowledge we learn about our- knowledges.14 Therefore, confronting of noting the intentional efforts of set- selves by linking that knowledge to our settler colonialism within social studies tlers to remove Indigenous peoples— roles as teachers and scholars. classrooms is important in terms of both and their perceived “damage-centered” For example, my history intersects accuracy and justice. knowledge systems—from Indigenous with that of Indian boarding schools, Within K-12 history education, spaces.17 Curricular representations which were used to separate Indigenous Indigenous experiences are often mar- also perpetuate a misleading view of children from families, languages, and ginalized, excluded, or misrepresented. “peacemaking” and trade. For instance, knowledges. In addition to serving as Settler colonialism is foundational to Indigenous leaders (e.g., Pocahontas, sites of cultural oppression and forced Western economics, as it privileges pri- Chief Joseph) are often described as assimilation, these schools have been vate land ownership, cultivation, and an peacemakers, despite the reality that well documented as locations of physi- expectation for humans to control the their lives were filled with violence and cal, sexual, and emotional abuse. While environment. Government education resistance (e.g., Pocahontas was a victim I am unable to undo centuries of oppres- typically focuses on official state and of European human trafficking, Chief sion, I can, as a teacher, raise aware- federal policies and experiences, rarely Joseph did not stop fighting after his ness of boarding school trauma. For giving attention to tribal governments or “surrender”).18 example, I share an account from Brad informal leadership structures. Other Unsettling social studies curriculum Hall, a Piikani colleague whose great- social studies disciplines infrequently can seem daunting. Publishers determine

October 2019 285 the content of textbooks, and state and “changemakers” provides a springboard story. Specifically, researchers Teresa national organizations develop stan- for teachers and students to recognize McCarty and Tiffany Lee (Diné/Lakota) dards and frameworks, so it can seem and engage in action. encourage pedagogy that is “culturally like we have limited agency when it Instruction. Unlike the extensive sustaining and revitalizing” through comes to what we teach. Fortunately, research investigating settler colonialism efforts to reinvigorate endangered lan- there are examples of ways to confront within social studies curriculum, schol- guages, histories, and knowledges.22 settler colonialism within curriculum, arship on settler colonialism and social Alutiiq scholar Leilani Sabzalian’s even at the earliest grades. For example, studies instruction is much more limited. Framework for Anticolonial Education, in a recent issue of Social Studies and Broadly, teachers often claim to support which focuses on place, presence, per- the Young Learner, the Turtle Island the theory of culturally responsive peda- spectives, political sovereignty, power, Social Studies Collective provided gogy, although they express a lack of con- and partnerships, encourages teachers ideas for a unit about Indigenous fidence in terms of practice.20 As a result, to draw upon community partnerships women “changemakers” as a way to many teachers rely on popular resources, and collaborative, student-led inquiry.23 move beyond popular and often mis- such as teachers’ editions of textbooks, Teachers have successfully enacted “sto- represented figures within books and which rarely encourage critical thinking rywork,” place-conscious education, films.19 Throughout this unit, children about settler colonialism.21 land-centered literacies, PhotoVoice, learn about complex civic concepts (e.g., Instead of relying on textbook- elder interviewing, and oral history sovereignty) that are central to under- driven and teacher-centered peda- methods to connect youth with counter- standing settler colonialism. The unit gogy, Indigenous leaders recommend narratives and Indigenous knowledge focuses on both historical and contem- community-centered instruction that carriers.24 For example, students can porary Indigenous women, so students encourages intergenerational teach- apply Sabzalian’s framework to engage can begin learning about the ongoing ing and learning, engages students in with photography from Matika Wilbur challenges surrounding Indigenous cooperative and experiential problem (“Project 562”) and Adam Sings in self-determination and settler colonial- solving, and focuses on transmission of the Timber (“Indigenizing Colonized ism. Additionally, the unit’s focus on knowledge through oral histories and Spaces,” see below).25

Indigenizing Colonized Spaces

Adam Sings in the Timber (Apsáalooke) explains that his project, “Indigenizing Colonized Spaces,” is a series of portraits of Native women wearing traditional and modern regalia in urban settings “to illustrate that wherever people go, they are on Indigenous land.” (See the photo on p. 283). The project is intended to honor and empower Indigenous women, who are disproportionately affected by violence and human trafficking. These photos draw attention to the reality that academic journals and research have typically been settler colonial spaces. Fortunately, Indigenous scholars, artists, and activists are framing, claiming, and Indigenizing such spaces through Indigenous research methods, storywork, and visual counternarratives. There are multiple starting points to critically engage students with visual counternarratives. For example, teachers can emphasize that the traditional attire in these photos is called “regalia” (not “costumes”), guide students in investiga- tion of policies addressing Indigenous visibility/representation (e.g., many graduation ceremonies prohibit Indigenous regalia, schools across the nation inappropriately use Indian mascots), and/or highlight problems with “dressing up” like an Indigenous person (see the “We’re a Culture, Not a Costume” campaign for ideas). Sabzalian’s Framework can guide deeper thinking (e.g., “How does this photo change how you view this place?”; “What does this work say about Indigenous presence?”; “What questions do you have about political sovereignty because of these photos?”; “Although most Native peoples regularly wear clothes like jeans and t-shirts, how does wearing regalia in these moments and spaces elevate Indigenous visibility and power?”). Adam’s next project will include action portraits of Indigenous children. For more information about Adam’s work, visit singsinthetimber.com or follow him on Facebook or Instagram.

Social Education 286 Table 1. Selected Resources for Teachers, Teacher Educators, and Researchers.

Books: • James Wilson, The Earth Shall Weep: A History of Native America (Jackson, Tenn.: Grove Press, 2000). • Leilani Sabzalian, Indigenous Children’s Survivance in Public Schools (New York, N.Y.: Routledge, 2019). • Walter Hixon, American Settler Colonialism: A History (New York, N.Y.: Palgrave, 2013). Articles: • Amanda Morris, “What is Settler-Colonialism?” Teaching Tolerance (January 22, 2019), www.tolerance.org/magazine/what-is- settlercolonialism Background • Sarah Shear and Dan Krutka, “Confronting Settler Colonialism: Theoretical and Methodological Questions about Social Studies Research,” Theory and Research in Social Education 47, no. 1 (2019): 33. Web-Based Materials: • Matika Wilbur and Adrienne Keene, “All My Relations” Podcast, https://www.allmyrelationspodcast.com/ • National Congress of the American Indians, “Tribal Nations and the United States: An Introduction,” www.ncai.org/about-tribes • NCSS Position Statement, “Toward Responsibility: Social Studies Education that Respects and Affirms Indigenous Peoples and Nations,” www.socialstudies.org/positions/indigenous-peoples-and-nations

Books: • JoAnn Archibald, Indigenous Storywork: Educating the Heart, Mind, Body, and Spirit (Vancouver: UBC Press, 2008). • Linda Tuhiwai Smith, Eve Tuck, and K. Wayne Yang, eds., Indigenous and Decolonizing Studies in Education: Mapping the Long View (New York, N.Y.: Routledge, 2019) • Sandy Grande, Red Pedagogy: Native American Social and Political Thought, 10th anniversary edition (Lanham, Md.: Rowman and Indigenous Littlefield, 2015) Perspectives, • Shawn Wilson, Research is Ceremony (Black Point, Nova Scotia: Fernwood, 2008) Worldviews, • Vine Deloria, Jr. and Daniel Wildcat, Power and Place: Indian Education in America (Golden, Colo.: Fulcrum Publishing, 2001). and Education Articles: • Bryan Brayboy, “Toward a Tribal Critical Race Theory in Education,” The Urban Review 37, no. 5 (2005): 425-446. • Jeremy Garcia and Valerie Shirley, “Performing Decolonization: Lessons Learned from Indigenous Youth, Teachers and Leaders’ Engagement with Critical Indigenous Pedagogy,” Journal of Curriculum Theorizing 28, no. 2 (2012). • Teresa McCarty and Tiffany Lee, “Critical Culturally Sustaining/Revitalizing Pedagogy and Indigenous Education Sovereignty,” Harvard Educational Review 84, no. 1 (2014): 101–1.

Books and Book Chapters: • Bill Bigelow and Bob Peterson, eds., Rethinking Columbus (Rethinking Schools, 1998). • Roxanne Dunbar-Ortiz, An Indigenous Peoples’ History of the United States for Young People (adapted by Jean Mendoza and Debbie Reese) (Boston, Mass.: Beacon Press, 2019), 12–13. • Sarah Shear, Christina Tschida, Elizabeth Bellows, Lisa Buchanan, and Elizabeth Saylor, eds. (Re)Imagining Elementary Social Studies: A Controversial Issues Reader (Charlotte, N.C.: Information Age, 2018): 153–176. Articles: • Leilani Sabzalian, “The Tensions between Indigenous Sovereignty and Multicultural Citizenship Education: Toward an Anticolonial Approach to Civic Education,” Theory and Research in Social Education 47, no. 3 (2019): 311–346. • Leilani Sabzalian, Rina Miyamoto-Sundahl, and Robin Fong, “The Time is Now: Taking Initiative for Indigenous Studies in Elementary Curriculum,” The Oregon Journal of the Social Studies 7, no. 1 (2019): 6–19. • Sarah Shear, Leilani Sabzalian, and Lisa Brown Buchanan, “Affirming Indigenous Sovereignty: A Civics Inquiry,” Social Studies and the Social Studies Young Learner 31, no. 1 (2019): 12–18. Teaching and Teacher • Turtle Island Social Studies Collective, “Beyond Pocahontas: Learning from Indigenous Women Changemakers,” Social Studies and Education the Young Learner 31, no. 3 (2019): 7–13. Web-Based Materials: • American Indians in Children’s Literature, https://americanindiansinchildrensliterature.blogspot.com/ • Montana’s Indian Education for All, http://opi.mt.gov/Educators/Teaching-Learning/Indian-Education • National Museum of the American Indian, https://americanindian.si.edu/nk360 • NYC Stands with Standing Rock Collective, #Standing Rock Syllabus, https://nycstandswithstandingrock.wordpress.com/ standingrocksyllabus/ • PBS, “Circle of Stories,” www.pbs.org/circleofstories/index.html Reclaiming Native Truth Project, https://www.firstnations.org/knowledge-center/?search=&post-type=&pub- categories=reclaiming-native-truth • Washington’s Since Time Immemorial, www.indian-ed.org/

October 2019 287 Conclusion learn about the Indigenous peoples who edge and experience, and/or influence Social studies education could be—and have connections to the spaces where within the broader systems. Then, it is should be—leading the way in terms they learn, live, and play. However, as up to us to do something.32 of unsettling curriculum and instruc- the Indigenous Education Network tion. However, research suggests that by explains, it is important to ensure land Notes and large the field has reinforced set- acknowledgements are not superficial 1. Many Indigenous scholars encourage the use of specific, ancestral nation names (e.g., Apsáalooke) tler colonialism. Fortunately, promising and that, instead, they connect to deep over names given (often as a means to reinforce practices demonstrate the potential for learning about settler colonialism and to stereotypes or misunderstandings) by settlers (e.g., 26 Crow). The terms “Native,” “Native American,” social studies education to unsettle what action within a contemporary context. “American Indian,” “Indigenous,” and “First Nations” and how students learn. At the heart Debbie Reese (Nambe Pueblo) suggests are also used in various contexts by both Indigenous and non-Indigenous peoples. In this article, I use of these practices is a commitment to pairing land acknowledgements with “a Nation names when referring to specific peoples respectfully learning from and listening task” for learners, and on her blog she and “Indigenous” when describing broader contexts. 27 For more information about terminology within to Indigenous scholars, educators, and offers multiple specific ideas for action. social studies, see Sarah Shear and Christine leaders. However, we should be aware Native Land Digital also offers several Stanton, “Indigenous,” in Key Words in Social of the tendency for these mentors to guiding questions and recommendations Studies, eds. Mark Helmsing, Dan Krutka, and Annie Whitlock (New York, N.Y.: Peter Lang, 2018), be overworked and underappreciated. for accurate pronunciation of Nation 3–16. For example, former social studies names.28 Sabzalian recommends having 2. Corey Snelgrove, Rita Kaur Dhamoon, and Jeff Corntassel, “Unsettling Settler Colonialism: The teacher and instructional coach Marty students “investigate and write their own Discourse and Politics of Settlers, and Solidarity Conrad (Choctaw/Creek) once asked land acknowledgements.”29 with Indigenous Nations,” Decolonization: me, “Why is it I’m only popular dur- We must also recognize that forces Indigeneity, Education and Society 3, no. 2 (2014): 9. ing Native American Heritage Month?” beyond our immediate control/agency 3. Sarah Shear and Dan Krutka, “Confronting Settler This question illustrates the importance perpetuate inaccurate understandings Colonialism: Theoretical and Methodological Questions about Social Studies Research,” Theory of developing sustained partnerships of history and educational inequities. and Research in Social Education 47, no. 1 (2019): and of identifying ways to compensate Sabzalian emphasizes “quieter ways” 33. and recognize mentors for their expertise schools reinforce settler colonial- 4. Margaret Kovach, “Treaties, Truths, and Transgressive Pedagogies: Re-Imagining Indigenous and time. If schools do not have formal ism, through teachers’ disregard for Presence in the Classroom,” Socialist Studies 9, no. partnerships with Indigenous mentors, Indigenous perspectives, commodifica- 1 (2013): 113, 117. we can (1) encourage development of tion and objectification of Indigenous 5. Eve Tuck and K. Wayne Yang, “Unbecoming Claims: Pedagogies of Refusal in Qualitative Research,” such partnerships; (2) seek informal cultures, and/or erasure of Indigenous Qualitative Inquiry 20, no. 6 (2014): 811–818. mentoring by contacting tribal leader- peoples through policy.30 To advance 6. Leilani Sabzalian, Indigenous Children’s Survivance in Public Schools (New York, N.Y.: Routledge, ship, reservation schools, or scholars; broader “unsettling,” we can participate 2019), xvii; Roxanne Dunbar-Ortiz, An Indigenous (3) join the National Indian Education in standards revision teams; advocate Peoples’ History of the United States for Young Association and attend its annual con- to update curricular resources, replace People (adapted by Jean Mendoza and Debbie Reese) (Boston, Mass.: Beacon Press, 2019), 12–13. ference; (4) review the theoretical and Columbus Day with Indigenous Peoples’ 7. Snelgrove, Dhamoon, and Corntassel, 5. practical work of Indigenous scholars Day, and change offensive school 8. Dunbar-Ortiz, 4–11. and teachers; and (5) draw upon quality mascots; encourage Indigenous leader- 9. Paulette Regan, Unsettling the Settler Within: Indian Residential Schools, Truth Telling, and resources to counter settler colonial cur- ship within policymaking; and adopt Reconciliation in Canada (Vancouver, Canada: ricular materials and advance culturally trauma-informed and restorative justice UBC Press, 2014), 11. revitalizing pedagogy (see the Table on practices. 10. Frances Rains, “To Greet the Dawn with Open Eyes: American Indians, White Privilege, and the Power page 287). Despite our efforts, fully unsettling of Residual Guilt in Social Studies,” in Critical Race Unsettling social studies education is our schools may never be possible. As Theory Perspectives on Social Studies: The Profession, Policies, and Curriculum, ed. Gloria important for all teachers and students, Shear and Krutka ask, “How can we live Ladson-Billings (Greenwich, Conn.: Information since all schools in the United States and work without reconstituting settler Age, 2003), 199–227; Regan, 11; Sabzalian, xviii. operate on Indigenous lands. It is our colonialism? Or, will settler colonialism 11. See endnote 1 for more information on the topic of naming. responsibility to learn and teach about always be with us, yanking at our ankles, 12. Snelgrove, Dhamoon, and Corntassel, 4. 31 the histories and continued connec- continuously tripping us?” Central to 13. Regan, 11. tions Indigenous peoples have to the unsettling social studies education is 14. K. Tsianina Lomawaima, “Educating Native Americans,” in James Banks and Cherry McGee physical, social, economic, and cultural the recognition of our own potential to Banks, eds., Handbook of Research on Multicultural spaces that were forcibly taken by set- “trip,” as well as our individual agency. Education (2nd edition) (San Francisco, Calif.: tlers. A starting point for this work is For many of us, that recognition includes Jossey-Bass, 2004), 441–461; Sabzalian, Indigenous Children’s Survivance in Public Schools. to provide land acknowledgements in owning our settler histories, privileges, 15. Django Paris, “Culturally Sustaining Pedagogy: A your classrooms. Ask your students to feelings of guilt or denial, lack of knowl- Needed Change in Stance, Terminology, and Practice,” Educational Researcher 41, no. 3 (2012):

Social Education 288 93–97; James Banks, An Introduction to StantonSouthern and District Karl Sutton,of New “‘I York. GuessCivil I doCase Know Files, a SelectionsMulticultural from Education the, case5th ed. are (Boston, available Mass.: Good1938-1983; Story’: RecordsRe-envisioning of District Writing Courts Process of with the in Pearsonthe National Education, 2014).Archives Catalog at NativeUnited AmericanStates, 16 85-2009,Students andRecord Communities,” Group 21; 16. Christine Stanton, “The Curricular Indian Agent: EnglishNational Journal Archives 102, no.at 2New (2012): York 78–84; City. 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Debbie Reese, “Are You Planning to Do a Land Get on line access to Publishing, 2007), 99–120; Rains, 199–227; Sarah District Court for the Southern District of New Seen in Action at School," TheNew York Times Acknowledgement?” American Indians in 30 Shear, Ryan Knowles, Gregory Soden, and Antonio York. Civil Case Files, 1938-1983; Records of more than hours of (Oct. 22 1954). ProQuest Historical Newspapers: Children’s Literature (March 9, 2019). Available at Castro, “Manifesting Destiny: Re/presentations of District Courts of the United States, 1685-2009, The New York Times. https://americanindiansinchildrensliterature.blogspot. session audio recordings Indigenous Peoples in K-12 U.S. History Standards,” com/2019/03/are-you-planning-to-do-land.htmlRecord Group 21; National Archivesat New York 3. Theory"Education: and ResearchThe Facts in Social of De Education Facto," 43,Time no. and videos from 28. NativeCity. Land[Online Digital, Version, “Territory www.docsteach.org/ Acknowledgement.” Magazine1 (2015): 68–101; (Aug. 2, Tony 1963 Sanchez,), content.time.com/time/ “The Depiction Availabledocuments/document/january-opinion-taylor-v-new at https://native-land.ca/territory- conference keynote magazine/article/0,9171,870332,00.html.of Native Americans in Recent (1991–2004) acknowledgement/rochelle] speakers and presenters. 4. StevenSecondary A. Goldberg, American "Living History Local Textbooks: History How in New Far 13. Statement, Plan, Request for Stay, 5/3/1961. Leslie Rochelle,"Have We LivingCome?” Local Equity History and in NewExcellence Rochelle, in 29. Sabzalian, “The Tensions between Indigenous View conference archives SovereigntyTaylor, et al. v. andThe Board Multicultural ofEducation Citizenship ofthe City ASCDEducation Express, 40, no.2011, 4 www.ascd.org/ascd-express/(2007): 311–320; Wayne Education:School District Toward of the an CityAnticolonial of New Rochelle, Approach et toal. from 2013 to 2018. Perfect Journell,vol6/622-goldberg.aspx. “An Incomplete History: Representation Civic(60 Civ Education,”4098), U.S. 19. District Court for the Southern 5. "SOof American Negroes Protest Indians School in Statein Suburbs;' Social TheStudiesNew District of New York.Civil Case Files, 1938-1983; for professional learning YorkStandards,” Times Journal (Oct. 6, of 1959).American ProQuest Indian Education Historical 30. Sabzalian,Records of Indigenous District Courts Children’s of the Survivance United States, in at your school or district 48, no. 2 (2009): 18–32. Public Schools, xviii. Newspapers: TheNew YorkTimes; "New Rochelle 1685-2009, Record Group 21; National Archives level. 17. EveSchool Tuck, Site Upheld“Suspending by State Damage: in Segregation A Letter Dispute," to 31. Shearat New and York Krutka:City. [Online37. Version,www.docsteach. Communities,”TheNew York TimesHarvard (M Educationalay 21, 1960). Review ProQuest 79, 32. Iorg/documents/document/statement-plan-request would like to acknowledge the many colleagues, no. 3 (2009): 409–427. Historical Newspapers: TheNew York Times. friends,for-stay] and students who have mentored me, chal- Visit 6.18. Christine"Negro Pupil Stanton, Shift “HearingBalked in Suburb,"the Story: The CriticalNew 14. Opinion,lenged me 5/ with31/1961. loving Leslie critiques, Taylor, supported et al. v. Theme YorkIndigenous Times (Sept.Curriculum 15, 1960). Inquiry ProQuest and HistoricalPrimary Boardthrough of my Education own stumbling,of the Cityand encouragedSchool District me to of ncss.sclivelearningcenter.com Newspapers:Source Representation The New in Social York Studies Times; Education,” "Negro “dothe something” Cityof New over Rochelle, the course et a/. of (60 the Civ past4098), 20 years. U.S. PrincipalTheory and Rebuffs Research Negroes," in Social The Education New York 40, Times no. IDistrict can never Court properly for the thank Southern everyone District here, of but New in 4(Sept. (2012): 16, 1960).339–370; ProQuest Turtle Historical Island Social Newspapers: Studies York.terms ofCivil this Caseparticular Files, piece, 1938-1983; I am especially Records grate of- Collective,TheNew York “BeyondTimes; "School Pocahontas: Entry Pressed:Learning Negro from fulDistrict to Dodie Courts White of the Eagle, United Amanda States, LeClair-Diaz, 1685-2009, MothersIndigenous Try Women TwoMore Changemakers,” New Rochelle Social Districts," Studies RecordMarty Conrad, Group 21;Sarah National Shear, Archivesand Bradat Hall. New York andThe theNew Young York Learner Times (Sept. 31, no. 17, 3 (2019):1960). ProQuest7–13. City. [Online Version, www.docsteach.org/ 19. HistoricalTurtle Island Newspapers: Social Studies The Collective,New York Times.7–13. documents/document/may-opinion-taylor-v-new 20.7. Paris,"Negroes 93–97. to Picket in New Rochelle: Marchers at rochelle] 21. SchoolChristine Seek Stanton, Balanced “Beyond Integration the Margins: on a City-Wide Evaluating 15. United States Commission on Civil Rights. Civil Pattern,"the Support The for New Multicultural York Times Education (Oct. 2, within1960). Rights U.S.A.: Public Schools, Cities in the North ProTeachers’Quest HistoricalEditions of Newspapers: U.S. History The Textbooks,”New York and West, 1962. HathiTrust Digital Library, httpsJ/ MulticulturalTimes. Perspectives 17, no. 4 (2015): 180– cat a log .hath itru st.org/Record/001284778 8. Complaint,189; Dave Powell, 10/20/1960; “Brother, Leslie Can Taylor, you Paradigm?:et al. v. The 16. Steven A. Goldberg, "Living Local History in New BoardToward of Education a Theoryof ofthe PedagogicalCitySchool DistrictContent of Rochelle:• Living Local History in New Rochelle, Knowledgethe Cityof New in Social Rochelle, Studies,”et al. Journal(60 Civ of4098), Teacher U.S. ASCD Express, 2011, www.ascd.org/ascd-express/ EducationDistrict Court 69, forno. the 3 Southern(2017): 252–262; District of Linda New vol6/622-goldberg.aspx. York.Whitney, Civil Felipe Case Golez, Files, Greta 1938-1983; Nagel, and Records Consuelo of 17. New Rochelle Public Schools website, www.nred. DistrictNieto, “Listening Courts of to the Voices United of States,Practicing 1685-2009, Teachers org. Recordto Examine Group the Effectiveness21; National ofArchives a Teacher at NewEducation York City.Program,” [Online Action inVersion, Teacher Educationwww.docsteach.org/ 23, no. 4 documents/document/complaint(2012): 69–76. -taylor-v-new 22. Teresarochelle ] McCarty and Tiffany Lee, “Critical 9. Proposed Finding of Facts and Conclusions of Law, Culturally Sustaining/Revitalizing Pedagogy and CHRISTOPHER ZARR is the EducationSpecialist 2/7/1961. Leslie Taylor, et al. v. The Board of Indigenous Education Sovereignty,” Harvard forthe NationalArchivesat New YorkCity. For the EducationalEducationof Reviewthe City 84, School no. 1 District (2014): of 101–124.the City of Christine Stanton is an Associate past IO years, he has workedwith teachers, students, NewRochelle, et al. (60 Civ 4098), U.S.District Professor of Social Studies Education at 23. Leilani Sabzalian, “The Tensions between and the public throughout the NYC area. ANDREA CourtIndigenous for the SouthernSovereignty District and of NewMulticultural York. Civil Montana State University in Bozeman. Her (ANG) REID ELL and KIMBERLEE Rrnn served CaseCitizenship Files, 1938-1983; Education: Records Toward of an District Anticolonial Courts research interests include examining the as co-editorson this article. Kimberleeis the Pub Approachof the United to States,Civic 16Education,”85-2009, Record Theory Group and ways social studies education can advance 21; National Archives at New YorkCity. [Online lic Programs Specialist at the National Archives Research in Social Education 47, no.3 (2019): social justice, analyzing representations Version, www.docsteach.org/documents/document/ in Kansas City and can be reached at 311–346. of Indigenous experiences in curriculumkimberlee. findings-fact-taylor-v-new-rochel le ] Ang is the EducationSpecialist at 24. Benjamin Keenan, “Visiting Chutchui: The Making [email protected] instruction, and engaging community 10. Answering Affidavitof Merry le Rukeyser, 2/7/1961; the National Archives in Philadelphiaand can be of a Colonial Counterstory on an Elementary members and youth in participatory educa- LeslieSchool Taylor, Field Trip,” et al. Theoryv. The Board and Research ofEducation in Social of reached at tion [email protected]. research. Educationthe CitySchool 47, Districtno. 1 (2019):ofthe City 52-75;of New Christine Rochelle, et al. (60 Civ 4098), U.S. District Court for the

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