State standards set the expectations for what teachers teach in the classroom, but we should continue to examine who is represented in those standards… and who is erased? We read a study of state civics standards to analyze where Indigenous nations are represented. We learned from these examples to see how to explicitly include Indigenous nations in instruction.
Later, we read a study of how teacher responsiveness is an essential tool for providing equitable instruction in classrooms. What role do teachers have to use their agency to change the classroom experience to better align to what students need?
- First Segment – 01:54 – Indigenous Erasure and Representation in State Civics Standards
- Second Segment – 26:47 – Teacher Responsiveness for Equity
- Sabzalian, L., Shear, S. B., & Snyder, J. (2021). Standardizing Indigenous erasure: A TribalCrit and QuantCrit analysis of K–12 US civics and government standards. Theory & Research in Social Education, 1-39. https://doi.org/10.1080/00933104.2021.1922322
- Kang, H. (2021) Teacher Responsiveness that Promotes Equity in Secondary Science Classrooms. Cognition and Instruction, Online First. https://doi.org/10.1080/07370008.2021.1972423
We drink Cabin Fever, a brown ale from New Holland Brewing Co. in Holland, MI.