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001 on1440669195;

003 OCoLC;

005 20241109141628.7;

008 240520s2024 ncu b 000 0 eng ;

010 a| 2024018124;

019 a| 1440668201;

020 a| 9798887306629;

020 a| 9798887306636q| hardcover;

020 z| 9798887306643q| electronic book;

035 a| (Sirsi) o1440669195;

035 a| (OCoLC)1440669195z| (OCoLC)1440668201;

042 a| pcc;

043 a| n-us---;

050 00 a| LB1584b| .R445 2024;

050 4 a| H62.5.U5b| R45 2024;

082 00 a| 302.071/0732| 23/eng/20241009;

245 00 a| Relational scholarship with Indigenous communities :b| confronting settler colonial social studies /c| edited by Christine Rogers Stanton, Cynthia Benally, Brad Hall.;

246 30 a| Confronting settler colonial social studies;

264 1 a| Charlotte, NC :b| Information Age Publishing, Inc.,c| [2024];

300 a| xviii, 165 pages ;c| 25 cm.;

336 a| textb| txt2| rdacontent;

337 a| unmediatedb| n2| rdamedia;

338 a| volumeb| nc2| rdacarrier;

490 1 a| Research in social education;

504 a| Includes bibliographical references.;

505 0 a| A love letter to my granddaughter: Confronting settler-colonialism in social studies education and scholarship through relational sense-making / Aldora White Eagle, with Christine Stanton and Marty Conrad -- Engaging relational scholarship to desettle: Social studies literature and literature reviews / Christine Stanton, Jenni Conrad, Rachel Talbert, and Brad Hall -- "More than one cup of coffee": Co-thinking about settler-scholar responsibility and social studies curriculum with/in Indigenous communities / Sarah B. Shear, in conversation with Christine R. Stanton -- "If this isn't lifework, I don't know what is": Challenges, joys, and healing through relational scholarship / Robert Petrone and Nicholas Rink -- "You listen and you understand": (Re)presenting Native history and government through relational policy scholarship / Cynthia Benally -- "Why don't we get to go learn about that stuff?" Relational teacher education and professional development towards transformational desettling in social studies education / Shawna Campbell-Daniels and Vanessa Anthony-Stevens -- Walking and thinking together: Transforming views of relational scholarship to advance reciprocity -- Within the academy, profession, and community / Michael M. Munson and Timothy San Pedro -- Conclusion-toward anti-colonial futures: Gratitudes, hopes/actions, and questions for relational social studies scholars / Christine Stanton, Cynthia Benally, and Brad Hall.;

520 a| "All education and educational scholarship occurs on Indigenous Lands. Despite this reality, U.S. social studies education and scholarship has reinforced settler colonialism through curricula, teacher education, professional development, policy research, and more. To confront settler colonial social studies and transform the field, educators and scholars must engage relational approaches, prioritize community and student expertise, and commit to action that recognizes Indigenous Ways of Knowing. This book brings together Indigenous and non-Indigenous scholars, practitioners, and community partners from across the U.S. to share experiences of, stories about, and hopes for anti-colonial social studies. By sharing these examples, the book also provides methodological guidance for researchers, teacher educators, curriculum developers, and policymakers looking to learn about scholarly processes and partnerships with Indigenous communities. In addition to individual chapters, contributors engaged in conversations and collaboration between chapters and about the book as a whole. Chapter co-authors and thought partners engage in dialogue about the following questions: What is relational research, and how can it help confront settler colonial content, processes, and praxis within social studies education? How has social studies education and research (mis)represented and (mis)applied Indigenous Ways of Knowing? How can a re-envisioning of social studies educational research be more intentionally participatory and relational to improve social studies teaching and learning, especially for and with Indigenous communities and youth?"--c| Provided by publisher.;

650 0 a| Social sciencesx| Study and teachingz| United States.=| ^A35945;

650 0 a| Social sciencesx| Study and teachingx| Methodology.=| ^A16286;

650 0 a| Settler colonialismx| Study and teaching.=| ^A1428448;

650 0 a| Indigenous peoplesx| Study and teaching.=| ^A52897;

650 0 a| Decolonization.=| ^A158519;

650 0 a| Social epistemology.=| ^A355673;

700 1 a| Stanton, Christine Rogers,d| 1975-e| editor.1| https://id.oclc.org/worldcat/entity/E39PCjCMqyqPrGBdTpBHRQDxwC=| ^A1117946;

700 1 a| Benally, Cynthia,e| editor.=| ^A1475598;

700 1 a| Hall, Bradc| (Educator),e| editor.=| ^A1475599;

776 08 i| Online version:t| Relational scholarship with Indigenous communitiesd| Charlotte, NC : Information Age Publishing, Inc.,c| [2024]z| 9798887306629w| (DLC) 2024018125;

830 0 a| Research in social education.=| ^A1047558;

949 a| Order on Demandw| ASISh| JOYNER219;

960 o| 1s| 52.99u| JSOCz| USD;

961 f| DMDm| 138099;

596 a| 1;

998 a| 6500563;

999 a| ORDER ON DEMANDw| ASISc| 1i| 6500563-1001l| JYBPDDAPm| JOYNERr| Ys| Yt| JYBPDDAPUu| 12/10/2024;

Relational scholarship with Indigenous communities : confronting settler colonial social studies / edited by Christine Rogers Stanton, Cynthia Benally, Brad Hall.

Other author	Stanton, Christine Rogers, 1975- editor.
Other author	Benally, Cynthia, editor.
Other author	Hall, Brad (Educator), editor.
Format	Book
Publication	Charlotte, NC : Information Age Publishing, Inc., [2024]
Description	xviii, 165 pages ; 25 cm.
Subjects	Social sciences--Study and teaching. --United States. Social sciences--Study and teaching. --Methodology. Settler colonialism--Study and teaching. Indigenous peoples--Study and teaching. Decolonization. Social epistemology.

Portion of title	Confronting settler colonial social studies
Series	Research in social education Research in social education. ^A1047558
Contents	A love letter to my granddaughter: Confronting settler-colonialism in social studies education and scholarship through relational sense-making / Aldora White Eagle, with Christine Stanton and Marty Conrad -- Engaging relational scholarship to desettle: Social studies literature and literature reviews / Christine Stanton, Jenni Conrad, Rachel Talbert, and Brad Hall -- "More than one cup of coffee": Co-thinking about settler-scholar responsibility and social studies curriculum with/in Indigenous communities / Sarah B. Shear, in conversation with Christine R. Stanton -- "If this isn't lifework, I don't know what is": Challenges, joys, and healing through relational scholarship / Robert Petrone and Nicholas Rink -- "You listen and you understand": (Re)presenting Native history and government through relational policy scholarship / Cynthia Benally -- "Why don't we get to go learn about that stuff?" Relational teacher education and professional development towards transformational desettling in social studies education / Shawna Campbell-Daniels and Vanessa Anthony-Stevens -- Walking and thinking together: Transforming views of relational scholarship to advance reciprocity -- Within the academy, profession, and community / Michael M. Munson and Timothy San Pedro -- Conclusion-toward anti-colonial futures: Gratitudes, hopes/actions, and questions for relational social studies scholars / Christine Stanton, Cynthia Benally, and Brad Hall.
Abstract	"All education and educational scholarship occurs on Indigenous Lands. Despite this reality, U.S. social studies education and scholarship has reinforced settler colonialism through curricula, teacher education, professional development, policy research, and more. To confront settler colonial social studies and transform the field, educators and scholars must engage relational approaches, prioritize community and student expertise, and commit to action that recognizes Indigenous Ways of Knowing. This book brings together Indigenous and non-Indigenous scholars, practitioners, and community partners from across the U.S. to share experiences of, stories about, and hopes for anti-colonial social studies. By sharing these examples, the book also provides methodological guidance for researchers, teacher educators, curriculum developers, and policymakers looking to learn about scholarly processes and partnerships with Indigenous communities. In addition to individual chapters, contributors engaged in conversations and collaboration between chapters and about the book as a whole. Chapter co-authors and thought partners engage in dialogue about the following questions: What is relational research, and how can it help confront settler colonial content, processes, and praxis within social studies education? How has social studies education and research (mis)represented and (mis)applied Indigenous Ways of Knowing? How can a re-envisioning of social studies educational research be more intentionally participatory and relational to improve social studies teaching and learning, especially for and with Indigenous communities and youth?"-- Provided by publisher.
Bibliography note	Includes bibliographical references.
Issued in other form	Online version: Relational scholarship with Indigenous communities Charlotte, NC : Information Age Publishing, Inc., [2024] 9798887306629
LCCN	2024018124
ISBN	9798887306629
ISBN	9798887306636 hardcover
ISBN	electronic book

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