Why Indigenous Children's And Young Adult Literature Matter,
2025
Bank Street College of Education
Why Indigenous Children's And Young Adult Literature Matter
Occasional Paper Series
No abstract provided.
The Healing Power Of Diverse Voices,
2025
Columbia University
The Healing Power Of Diverse Voices, Brian Lee Young
Occasional Paper Series
No abstract provided.
The Role Of Native And Non-Native Teachers In Selecting Children’S Literature By Native Authors,
2025
San Jose State University
The Role Of Native And Non-Native Teachers In Selecting Children’S Literature By Native Authors, Trisha Moquino, Katie Kitchens, Laini Szostkowski, Tiffany Jewell, Debbie Reese
Occasional Paper Series
Our contribution to the Occasional Paper Series is driven by the editors request for articles that will provide readers with an opportunity to learn how to use Indigenous Children’s and Young Adult Literature (ICYAL) texts responsibly. In our experience, children encounter far too much anti-Indigeneity in literature, and therefore the classroom.. Before using a book, a teacher must select the book they plan to use in the classroom. If the teacher is seeking to “provide opportunities for students to develop interpersonal relationships between real live kids and those who live only on the page,” (Leitich Smith, 2020) we think it …
Kryptonian Frybread,
2025
Bank Street College of Education
Utilizing And Creating Indigenous Children’S Literature To Reclaim The Endangered Hoche Language,
2025
University of Idaho
Utilizing And Creating Indigenous Children’S Literature To Reclaim The Endangered Hoche Language, Jue Wang
Occasional Paper Series
Stemming from a large ethnographic study exploring young Indigenous children’s literacy and language practices in and out of school in a Hoche elementary school in rural Northeast China, this paper focuses on the navigation of Indigenous literature, language, and literacy learning of young Hoche children. Particularly, this reflective paper challenges the efficacy of Hoche language education in the oppressive context of the public schooling system, inviting Indigenous and non-Indigenous educators in China and across the world to rethink the urgency of reclaiming this endangered language and the power of Indigenous literature in understanding Hoche Indigenous ways of knowing, belonging, and …
“We Sing Too:” Pedagogical Approaches For Listening To Children In Indigenous Picturebooks,
2025
University of Calgary
“We Sing Too:” Pedagogical Approaches For Listening To Children In Indigenous Picturebooks, Rachel Stubbs, Anja Dressler Araujo, Kari Dressler, Jadyn Fischer-Mcnabb, Aubrey Hanson, Erin Spring
Occasional Paper Series
This article explores how storytelling, particularly through picture books, facilitates learning across boundaries of age, culture, gender, and education. In this article, we emphasize the value of picture books in integrating Indigenous oral traditions into the classroom, highlighting how these texts foster a reciprocal relationship between listener and storyteller. By focusing on the act of listening, our article argues that Indigenous picture books require active participation and decentering of the individual, positioning listeners as part of a larger collective. This article also underscores the importance of viewing children as active, responsible, and agential members of their communities, aligning with Indigenous …
“I’M From The Federal Government And I’M Here To Help”: An Examination Of How Firekeeper’S Daughter Educates About Settler Colonialism,
2025
University of Missouri
“I’M From The Federal Government And I’M Here To Help”: An Examination Of How Firekeeper’S Daughter Educates About Settler Colonialism, Robert Petrone
Occasional Paper Series
This essay offers an examination of various ways Angeline Boulley’s best-selling, award-winning Indigenous Young Adult novel, Firekeeper’s Daughter attends to and educates about settler colonialism. At the core of this analysis is the guiding question: In what ways does Firekeeper’s Daughter illuminate the ongoing social structure of settler colonialism within the context of what is currently known as “The United States”? Specifically, this analysis focuses on the topics of Native identity, including colonial mechanism of blood quantum; and the ways institutions such as the FBI operate from values and epistemologies of compartmentalization and deficit notions of Native Peoples. Across this …
Why Indigenous Children’S Literature Matters: A Native Hawaiian Perspective,
2025
University of Hawaii at Manoa
Why Indigenous Children’S Literature Matters: A Native Hawaiian Perspective, Julie Kaomea
Occasional Paper Series
No abstract provided.
Making Connections To The Local: Exploring The Role Of Indigenous Literature In Early Childhood Education,
2025
University of British Columbia (UBC)
Making Connections To The Local: Exploring The Role Of Indigenous Literature In Early Childhood Education, Lori Huston, Dr. Jan Hare, Ashleigh Janis, Leigh Kweon
Occasional Paper Series
Indigenous children's literature is a vital resource for nurturing cultural understandings and appreciation from an early age for both Indigenous and non-Indigenous children. This paper presents insights gathered from a workshop titled "Nurturing Indigenous Childhoods Through Themed Picture Books: Making Connections to the Local," which emerged as a culmination of our collaborative work on a massive open online course (MOOC) centered on Indigenous pedagogy in early childhood education. We curated a list of Indigenous children's books and engaged in discussions on the significance of Indigenous literature in nurturing cultural identity and literacy learning. In doing so, we aspired to create …
The Legacy Of Language: Indigenous Language In Children’S Fiction,
2025
Bank Street College of Education
The Legacy Of Language: Indigenous Language In Children’S Fiction, Christine Hartman Derr
Occasional Paper Series
Generally speaking, storytelling is an honored tradition in many Native communities. I use the term generally with a disclaimer. There are currently 574 federally recognized tribal Nations on the land presently known as the United States of America. There are additional Native Nations recognized at the state level and tribal Nations left unrecognized. Each Nation has its own culture, language, traditions, and beliefs. The statements made in this paper could not be universally applicable to all Indigenous communities. There is no monolithic Native perspective that could adequately represent every Native Nation, nor should there be. We celebrate our differences as …
Nurturing Authentic Indigenous Voices In Indigenous Children’S And Young Adult Literature: An Aotearoa New Zealand Case Study,
2025
University of Waikato, New Zealand
Nurturing Authentic Indigenous Voices In Indigenous Children’S And Young Adult Literature: An Aotearoa New Zealand Case Study, Nicola Daly, Julie Barbour, Darryn Joseph, Te Kani Price, Pania Tahau-Hodges, Kawata Teepa, Nic Vanderschantz, Eboni Waitere, Bryony Walker
Occasional Paper Series
At the heart of decision-making in children’s literature is the publisher who decides whose stories are told and how (Encisco et al, 2010). There is some research concerning inclusivity practices in the children’s literature that we see in libraries, homes and publishing houses (Caple & Tian, 2022; Daly, Vanderschantz, Mitchell & Blair, 2025; Daly, 2021; Stagg Peterson & Robinson, 2020). There is, however, little work examining how the publishing process can contribute to increased diversity in children’s picturebooks, particularly in relation to Indigenous languages and cultures. International research shows that there is limited cultural and linguistic diversity evident in children’s …
An Indigenous Feminist Reading Praxis For Imagining Anti-Colonial Futurities: Honouring The Spirit And Intent Of Katherena Vermette’S Writings,
2025
University of Toronto
An Indigenous Feminist Reading Praxis For Imagining Anti-Colonial Futurities: Honouring The Spirit And Intent Of Katherena Vermette’S Writings, Jennifer Brant, Erenna Morrison, Jasmine Rice, Gayatri Thakor
Occasional Paper Series
We conceptualize Indigenous literatures as integral tools for supporting teachers on their journeys toward truth and reconciliation. As such, we intentionally offer our work as a pedagogical guide for introducing Indigenous Children’s and Young Adult Literatures (ICYAL) in secondary level English courses, asserting that the delivery of such works must be taught in ways that align with anti-racist praxis, acknowledge varied experiences of racism, sexism, and gender-based violences, and promote liberatory thinking. Indeed, while Indigenous literatures are excellent pedagogical tools to engage conversations about social justice and anti-Indigenous racism, they must be paired with key lessons that dismantle harmful, disrespectful …
Introduction: Why Indigenous Children’S And Young Adult Literature Matters,
2025
The University of British Columbia
Introduction: Why Indigenous Children’S And Young Adult Literature Matters, Joaquin Muñoz, Dawn Quigley
Occasional Paper Series
No abstract provided.
The World Doesn’T Look Just One Way,
2025
Bank Street College of Education
The World Doesn’T Look Just One Way, Kim Spencer
Occasional Paper Series
No abstract provided.
Global Citizenship Education In Ghana: An Evaluation Of The Junior High School Social Studies Curriculum,
2025
University of Education, Winneba, Ghana
Global Citizenship Education In Ghana: An Evaluation Of The Junior High School Social Studies Curriculum, Benjamin Takyi, Anthony Bordoh Dr., Isaac Eshun Prof., Frederick Owusu
Journal of Educational Research and Practice
The aim of global citizenship education (GCE) is to equip individuals with the knowledge, skills, and values necessary to address global challenges. Despite its significance, GCE is often insufficiently integrated into curricula, particularly in the Global South. The purpose of the study was to examine the alignment of the junior high school standards-based social studies curriculum with GCE principles. Using a qualitative case study design and content analysis, the study explores cognitive, socio-emotional, and behavioral aspects of global citizenship embedded in the curriculum. The findings indicate a strong alignment between social studies learning outcomes and GCE principles, with content incorporating …
Pow, Bam, Snikt: Using Superheroes To Teach Mental Health,
2025
University of Lethbridge
Pow, Bam, Snikt: Using Superheroes To Teach Mental Health, Christopher Dabbs
Journal of Thematic Instruction
Undergraduate psychopathology (abnormal psychology) courses traditionally emphasize case vignettes of individuals with psychiatric disorders to illustrate etiology, nosology, and treatment. While pedagogically useful, these depictions can inadvertently provoke distress in students, potentially impeding engagement and learning. To address this dilemma while continuing to center the same learning outcomes, I formulated a course structure which embedded some course topics in superhero-related material with the express intent to create psychological distance between potentially distressing topics and the learners themselves. This commentary provides background for the course, evidenced-based rationale for specific pedagogical choices alongside topical material recommendations, and ends with personal reflections.
From The Stage To The Classroom: Reflections On A Psychology Of Musical Theater Class,
2025
Holy Family University
From The Stage To The Classroom: Reflections On A Psychology Of Musical Theater Class, Jill M. Swirsky
Journal of Thematic Instruction
Thematic instruction, which uses a central popular culture theme to bridge theoretical concepts and lived experience, is a powerful tool for engaging students in complex subject matter. This paper explores the design, structure, and outcomes of a Psychology of Musical Theater course that uses popular musicals as a lens for examining key psychological theories and themes. Utilizing a hybrid course design, students explored psychological themes in musicals (e.g., racism in Hairspray) through reflective writing, small and large group discussion, and a final project. Anecdotal evidence suggests that this approach enhanced engagement and promoted deeper learning, as students reported personal growth, …
Drawing Disintegration: A Twice-Exceptional Individual’S Autoethnographic Inquiry Into Graphic Narrative Creation As A Tool For Processing Trauma,
2025
Louisiana State University and Agricultural and Mechanical College
Drawing Disintegration: A Twice-Exceptional Individual’S Autoethnographic Inquiry Into Graphic Narrative Creation As A Tool For Processing Trauma, Natalie J. Krusemeier
LSU Doctoral Dissertations
This autoethnographic study explores the researcher’s lived experience of childhood trauma as a twice exceptional individual with an arts-based autoethnography research design, specifically in the form of graphic narrative. Grounded in Dabrowski’s Theory of Positive Disintegration (TPD), this study examines how emotional and sensory intensity, overexcitability (OE), and psychological disintegration intersect with twice-exceptional (2e) identity development and identity authenticity potential. Data sources include personal artifacts from childhood and adulthood—journals, letters, graphic narrative, documents, and photographs—alongside reflective writings and completed graphic narrative pages. Using descriptive coding and TPD’s developmental levels as analytic lenses, the study interprets the processes of disintegration and …
A Phenomenological Study On The Influence Of Teacher Perceptions On Play-Based Learning,
2025
Liberty University
A Phenomenological Study On The Influence Of Teacher Perceptions On Play-Based Learning, Courtney Simpson
Doctoral Dissertations and Projects
The purpose of this phenomenological study was to describe the lived experiences of implementing play-based learning for teachers at early childhood settings in Georgia. The theory guiding this study was Jon Dewey’s theory of experiential learning, as it addressed the significance of children learning through play. The Central Research Question was: What are the experiences of teachers implementing play-based learning in early childhood settings in Georgia? A qualitative methodology approach utilizing transcendental phenomenology was taken to describe the lived experiences of 13 teachers implementing play-based learning. The setting included early learning centers and schools in Georgia. A combination of snowball …
Racism In The American Education System: A Hermeneutical Phenomenology Of The Lived Experiences Of Black And White K-12 Educators,
2025
Liberty University
Racism In The American Education System: A Hermeneutical Phenomenology Of The Lived Experiences Of Black And White K-12 Educators, Jude Eliassaint
Doctoral Dissertations and Projects
The purpose of this hermeneutical phenomenological study was to understand the lived experiences of Black and White K-12 educators with educational racism and its influence on their well-being, self-efficacy, and cross-racial empathy in American schools. Albert Bandura's social cognitive theory was used to frame this study theoretically, as social cognitive theory focuses on providing a path for a more equalitarian pedagogical system for societal and global betterment. Data collection, conducted through semi-structured interviews, focus groups, and a qualitative questionnaire, involved 12 Black and White educators recruited through purposeful sampling from a Southern state school district. A thematic analysis was conducted …
