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Editors' Introduction

2022; University of Minnesota Press; Volume: 61; Issue: 3 Linguagem: Inglês

10.1353/jaie.2022.a912059

2379-3651

Indigenous Health, Education, and Rights

Editors' Introduction Bryan McKinley Jones Brayboy, Teresa L. McCarty, Editors, Angelina E. Castagno, and Patricia D. Quijada Cerecer, Associate Editors Greetings, and welcome to the final issue of the 2022 volume year. In this issue we are proud to present three feature articles that address Indigenous research practices, language education policy, and STEM programming in higher education by and for Indigenous faculty and students. Prefacing these articles is a memorial tribute to the life of Professor Bernard Dov Spolsky (1932–2022), centering his leadership in the landmark Navajo Reading Study, which laid enduring foundations for American Indian bilingual education research, policy, and program design. The themes of Indigenous self-determined education research, policy, and practice resonate through each of the articles that follow. In "Understanding and Teaching Indigenous Research Methods in Relationship to History: Promising Pedagogical Practices," Cherokee scholar Regina Idoate asks, How can understanding Native American perspectives on the history of education and research strengthen the teaching and learning of Indigenous research methods? This question is first elucidated through Idoate's articulation of her own positionality as an Indigenous health researcher and educator, followed by an explanation of seven "ways" of integrating Indigenous-U.S./Western history into research methods. This includes establishing the positionality of researchers and the "researched," celebrating Native contributions to education and research, and critically examining biocolonialism and colonial schooling. Drawing on her work within a participatory research collaborative, The Sacred Circle, which investigated the historical relationship between Native Peoples, education, and research, Idoate illustrates how the seven ways can be (and have been) put into practice in an undergraduate course on Indigenous Research Methods. This richly descriptive account offers crucial pedagogical, ethical, and moral lessons that show, in the author's words, that "the history of Indian education and research is undeniably fundamental to understanding Indigenous research methods." [End Page 1] Next, in "Creating Zones of Linguistic Sovereignty: The Title VI Indian Education Policy as a Pathway for Diné Language Reclamation," Daniel A. Piper asks, What does the policy state about the role of Native American language teaching in Title VI programs? How was the Title VI Indian Education policy negotiated to teach Diné language and culture? Using ethnographic methods, Piper explores the Title VI Indian Education policy by participating in a Diné language class in a Title VI program in an urban school district. Using zones of linguistic sovereignty as a framework, Piper eloquently highlights some of the tensions present in circumventing colonial barriers in educational policy to implement culturally revitalizing and sustaining pedagogical practices in mainstream schools. Finally, Aaron Thomas, Serra J. Hoagland, Ruth Plenty Sweetgrass-She Kills, Rosalyn LaPier, Anne Grant, Ke Wu, and Annie Belcourt share the collective lived experiences of eight Indigenous scholars and one scholar of color in STEM departments across two tribal colleges and one state university. In their article, the authors narrate their own stories from beginning to end of this research project, and through these stories, readers come to better understand the authors' efforts to navigate complex university environments, multiple sources of inspiration, responsibilities to home, and ever-present challenges of working with non-Native colleagues. While readers are reminded of the rich diversity that exists among Indigenous faculty, we are also reminded of the consistent importance of relationships and responsibility that are threaded through the diverse narratives. From the work of Professor Spolsky and his colleagues on the Navajo Reading Study in the 1960s and 1970s to the work of these authors today, we see the strong threads of Indigenous-controlled education and its manifestations in research, policy, and practice. We have much to learn from this work, and much hope in the promise it holds for generations to come. Coda – Honoring JAIE Managing Editor Justin Hill (1976 – 2023) It is with heavy hearts that we announce the passing of JAIE Managing Editor Justin Kealapono Hill on April 16, 2023, following a sudden illness. All who knew and interacted with Justin in his role as Managing Editor know his passion for the journal and the field of American Indian/Indigenous education, his knowledge of the publication process and commitment to the highest standards of quality, his compassion [End Page 2] for others and...