This book amplifies the distinct, intersecting, and coalitional possibilities of education in the spaces of ongoing movements for Native and Black liberation. Contributors highlight the importance of activist-oriented teaching and learning in community encampments and other movement spaces for the preservation and expansion of resistance education. With chapters from scholars, educators, and organizers, this volume offers lessons taken from these experiences for nation-state schools, classrooms, and spaces of teaching and learning that are most commonly experienced by Native and Black children and educators. Through attention to recent social movements across the United States—from Standing Rock to Black Lives Matter—this book demonstrates the vital connections between Native and Black communities’ educational futures.
Table of Contents
Series Editors' Introduction
Chapter 1 On Teaching, Learning, and Being in Native and Black Movement Spaces
Alayna Eagle Shield, Django Paris, Rae Paris, and Timothy San Pedro
SECTION 1: BLACK AND INDIGENOUS SOLIDARITIES
Chapter 2 For Water, Love, and Liberation: We Learned Together
Chapter 3 Culturally Sustaining Pedagogies in the Project of Black and Indigenous Solidarities on Turtle Island
Chapter 4 Covenant: A Short Play
Kristiana Rae Colón
SECTION 2: DEFENDING THE WATERS AND LANDS: EDUCATION AT STANDING ROCK
Chapter 5 We Remember: Reflections from Students of Mní Wičhóni Nakíčižiŋ Owáyawa
Frankie Jo Archambault, Maurine Archambault, Shawnee Rae Black Elk, Shaylena Black Elk, and Shelby Black Elk
Chapter 6 Naǧí Uŋkíčhopi (Calling our Spirits Back) Through Language and Culture from Očhéthi Šakówiŋ and Beyond
Alayna Eagle Shield
Chapter 7 Rezilience: Education and Healing as Resistance at Standing Rock
Chapter 8 Reflecting on Six Months Teaching and Learning to Defend the Water
Alayna Eagle Shield, Teresa Dzieglewicz, Jose Zagney, Steve Tamayo, and Blaze Starkey
Chapter 9 Pedagogy of Solidarity: Hope and Promise From Indigenous Movement Spaces
Jeremy Garcia, Valerie Shirley, Sweeney Windchief, and Timothy San Pedro
Chapter 10 #NoDAPL as Pedagogy: Bringing the movement into the university classroom
SECTION 3: BREATHING LIBERATION: EDUCATION AT CHICAGO FREEDOM SQUARE AND BEYOND
Chapter 11 Ghosts of Black Captivity and the Curriculum of Freedom Square
Horace R. Hall
Chapter 12 How "An Open Letter of Love to Black Students: #BlackLivesMatter" Came to Be
Chapter 13 On Prison Abolition
Afterword: After-words of the Otherwise
Alayna Eagle Shield is a citizen of the Standing Rock Sioux Tribe. She is currently a doctoral student and research assistant in the Banks Center for Educational Justice at the University of Washington.
Django Paris is the James A. and Cherry A. Banks Professor of Multicultural Education and director of the Banks Center for Educational Justice at the University of Washington.
Rae Paris is Associate Professor of Creative Writing at the University of Washington.
Timothy San Pedro is an Associate Professor of Multicultural and Equity Studies in Education at The Ohio State University.