New Series from Routledge!
Indigenous and Decolonizing Studies in Education
Series Editors Eve Tuck and K. Wayne Yang
We are now accepting book proposals for this series!
To submit a proposal, email a proposal with an introduction, scope, chapter-by-chapter description, discussion of target audiences and competing titles to Eve Tuck and K. Wayne Yang at evetuck [at] gmail.com and kwayne [at] ucsd.edu
Indigenous and Decolonizing Studies in Education: Mapping the Long View— Edited by Linda Tuhiwai Smith, Eve Tuck, and K. Wayne Yang, 2019
Indigenous Children’s Survivance in Public Schools by Leilani Sabzalian, forthcoming
Applying Indigenous Research Methods: Storying with Peoples and Communities—Edited by Sweeney Windchief and Tim San Pedro, forthcoming
Decolonizing Place in Early Childhood Education by Fikile Nxumalo, forthcoming
More about the Indigenous and Decolonizing Studies in Education Series from the series editors
Aims and Scope of the Series
Indigenous and decolonizing perspectives on education have long persisted alongside colonial models of education, yet too often have been subsumed under broader domains of multiculturalism, critical race theory, and progressive education. In addition to many other unique attributes, Indigenous and decolonizing studies engage incommensurabilities fashioned by (settler) colonialism and our relations within and outside it. By attending to Indigenous worldviews and decolonizing theory as distinct philosophical traditions, this provocative series hones the conversation between social justice education, and Indigenous and decolonizing studies. Timely and compelling, the Indigenous and decolonizing studies in education series features research, theory, and foundational reading for educators and educational researchers who are looking for possibilities beyond the limits of liberal democratic schooling.
This series brings together the central concerns of Indigenous and decolonizing studies with the innovative contributions of social justice education. The books in this series have a commitment to social change with a specific material politics of Indigenous sovereignty, land, and relationships. Because the material politics of decolonization and Indigeneity connect and sometimes abrade with social justice educational research and practices, the books in this series will engage the political incommensurabilities that generate possibilities for education. Topics addressed by the series have drawn increased attention in recent years, and the series is poised to speak to ongoing social and educational challenges including education reform, climate change and environmental degradation, school control and decision making, and the very purposes of schooling and education. In the sections that follow, we discuss the domains of Indigenous and decolonizing studies and social justice education in order to describe the ideas which form the foundation for the series.
Timing and Audience
In the past twenty years, around the globe, Indigenous and decolonizing studies have grown dramatically. Doctoral and Master’s Programs in Native American, American Indian, Maori, Aboriginal, Native Hawaiian, and Alaska Native Studies and been established in the United States, Canada, Australia, and New Zealand. In the past few years, several relevant journals have been founded, including Decolonization: Indigeneity, Education, and Society (Open access, 2012), Settler Colonial Studies (Open access now subscription, 2011), Critical Ethnic Studies (Subscription, 2013-4), and Native American and Indigenous Studies (Subscription, 2013). The Native American and Indigenous Studies Association (NAISA), was founded in 2007.
Some of the most exciting work in Indigenous/decolonizing studies is being done by education scholars, and many of the most germane and provocative ideas in education are being produced by Indigenous and decolonial scholars. Though Native American studies and Indigenous studies have traditionally been engaged by disciplines such as history, anthropology, art history, humanities, and archaeology, NAISA’s annual meeting now regularly features the contributions of scholars in education. Likewise, major education associations including the American Educational Research Association (AERA) and the American Educational Studies Association (AESA) and their international counterparts have highlighted the work of scholars in Indigenous education in major plenary sessions, journal special issues, and working groups. Every other year since 1987, the World Indigenous Peoples Conference on Education (WIPC:E) meets, bringing several thousand academic and nonacademic educators, researchers, teacher educators, and community members to discuss issues of Indigeneity and education. Further, memberships of the Indigenous Peoples of the Americas Special Interest Group and the Indigenous Peoples of the Pacific Special Interest Group in AERA have grown exponentially in the past decade. At AERA’s 2015 meeting, more than 100 sessions will attend to Indigenous issues.
In part, the increased attention to Indigenous and decolonizing issues in education can be attributed to the reach of several high-impact books, including Linda Tuhiwai Smith’s 1999 Decolonizing Methodologies (Zed Books), and Sandy Grande’s 2004 Red Pedagogy (Rowman & Littlefield). Both books now/soon have second editions which expound upon earlier ideas in light of the growth of the field. But the increased attention can also be attributed to the ways the field uniquely responds to educational concerns related to culturally responsive education, diversity and multicultural/multilingual education, environmental education and climate change, school dropout, and teacher education. People are paying attention to what Indigenous and decolonizing studies in education have to say.
Emerging scholars, early and mid-career scholars, and renowned scholars alike have produced widely-read books at the intersection of Indigenous/decolonizing studies and education.
For these reasons, we believe that the proposed book series is optimally timed. Interest in Indigenous and decolonizing studies in education has grown steadily over the past two decades with more rapid growth in the past five years. There are no competing series now, but it is only a matter of time before one is established. As authors who participate in the associations, journals, and programs described above, our role as series editors will be to apply our expertise and engage our networks to ensure that the series is at the cutting edge of Indigenous and decolonizing studies in education, indeed shaping the field for future generations of scholars and practitioners. The proposed series is poised to influence the trajectory and scope of the field.
The series’ primary audience will be students and academics in the aforementioned graduate programs, professional associations, and journal readerships. This series will include titles that might otherwise (less effectively) get subsumed under multicultural education, critical education, or social justice education, and will draw readers interested in those topics. Books in the series will primarily comprise academic texts, with some volumes geared toward practitioners and other research users. The series will include a transdisciplinary range of texts that cover multiple methods, formats, and topics in education, which share in the larger project of articulating decolonizing and Indigenous studies in education. As the series progresses, we intend to publish books in the following categories:
● Empirical research
● History and archival research
● Research methodologies, methods, ethics
● Teaching, Teacher education
● Theory, Conceptual arguments
● Out of school education models
● Collaborations--communities, tribes, universities, researchers
● Edited volumes of education-relevant collected works by renowned Indigenous philosophers including Oscar Kawagley, Beatrice Medicine, Vine Deloria Jr., Elizabeth Cook-Lynn, and Gerald Vizenor
● Educational policy and law
● Educational leadership
● Cultural production, new media, and reclaimed educational models
We anticipate that volumes in the series will be adopted in undergraduate and graduate courses in Native American Studies, Indigenous Studies, ethnic studies, educational foundations, educational leadership, curriculum studies, multicultural studies, research methods, and educational policy. Targeted adoptions might occur based upon the specific topics or cultural sites in each volume. As the series progresses, we anticipate publishing volumes authored by scholars writing in the United States, Canada, New Zealand, and Australia, and perhaps from Brazil, Taiwan, South Africa, Tibet, and other territories. Thus, additional targeted adoptions might be appropriate based on location.