Abstract
We examine culturally relevant/responsive pedagogy (CRP) and its extensions–culturally based and culturally sustaining and revitalizing pedagogy–focusing on Native American/Indigenous education. Teasing out the roots of these pedagogies in Indigenous education systems, we follow their “footprints” in contemporary education practices. How might these models of Indigenous CRP help nurture diverse learner assets, foster students’ critical engagement with power and privilege, and (re)imagine and act for a socially just world?
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