Abstract
In this chapter, we call for Indigenous family leadership and engagement in systems of education that aim to support Indigenous communities. We argue that despite everyday resistance and resurgence enacted by Indigenous families and communities, systems of education for Indigenous children and youth often remain sites of renewed traumatization and Indigenous erasure. Synthesizing and building from the work of many Indigenous scholars and allies challenging hegemonic and settler colonial agendas in education, this chapter highlights routine closures and possible openings for future research and practice. We argue that transformative and equitable family-school partnerships require both a recognition that Indigenous families are changemakers and leaders in their communities and that collaboration between Indigenous families, schools, and researchers work towards sustainable and just Indigenous futures.
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Montaño Nolan, C.L., Bang, M., McDaid-Morgan, N. (2019). Indigenous Family Engagement: Authentic Partnerships for Transformative Learning. In: McWayne, C., Doucet, F., Sheridan, S. (eds) Ethnocultural Diversity and the Home-to-School Link. Research on Family-School Partnerships. Springer, Cham. https://doi.org/10.1007/978-3-030-14957-4_4
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