Abstract: This article uses an Indigenous feminist methodology, drawing from the practice of Indigenous storytelling, poetry, and theorizing, to trouble the binary of urban versus rural for American Indian people. The author draws on their own personal experiences as an off-rez rural Indian to think about the construction of rural or urban education and its implications for place-based education. The author proposes that coloniality works to dislocate and remove Indigenous relationships and as an alternative offers relational education for American Indian learners.
Kelsey Dayle John (Fri,) studied this question.