Abstract: We offer this Report From the Field as an interrogation of present inadequacies in school contexts serving Indigenous and rural children, both on and off reservations. As teachers and researchers, we draw from 20 years of experience in public, tribal, and charter schools serving Indigenous children to address two primary questions: What do predominant discussions of rural education need to learn from Indigenous education? What enduring challenges do we need to be real about in rural schools on contemporary Tribal homelands? As a cathartic process, we use self-narrativization to organize a series of memories, counterstories, and witnessings to analyze concerning patterns in rural, underserved, and lesser seen contexts of Native education in the United States. We call upon Native and non-Native teachers to desettle the logics of elimination that structure our educational institutions.
Matsaw et al. (Fri,) studied this question.