Abstract
ABSTRACTThis study examines the practical application of ethnic studies inquiry projects to supplement elementary scripted language arts curriculum. Drawing from decolonial theory, the study examines pedagogical strategies in challenging the normalization of colonialism within standards and curriculum. Blending autoethnography and portraiture, data were collected throughout the 2013–2014 academic year, and consisted of observations, artifacts, and field notes from an elementary public school in South Los Angeles. The findings highlight the use of inquiry projects to center Indigeneity and resistance toward classical and internal colonialism.
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