"We All Live in One World": Challenging Settler Mythologies With Sovereign Assertions.
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| Title: | "We All Live in One World": Challenging Settler Mythologies With Sovereign Assertions. |
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| Authors: | Benally, Cynthia1 cynthia.benally@utah.edu, Deyhle, Donna1, King, Beth2 |
| Source: | Anthropology & Education Quarterly. Dec2025, Vol. 56 Issue 4, p1-11. 11p. |
| Subject Terms: | *Educational equalization, Settler colonialism, Justice, Metaphor |
| Geographic Terms: | Utah |
| Abstract: | The paper examines how settler colonial myths perpetuate systemic inequities in the education of Native students in Southern Utah. It critiques the "two‐worlds" narrative used to justify marginalization and explores how Native parents use sovereign assertions to challenge these injustices. The authors integrate the metaphor of the frontier fort to analyze colonial logic, highlighting acts of resistance and the struggle for educational sovereignty. [ABSTRACT FROM AUTHOR] |
| Copyright of Anthropology & Education Quarterly is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | The paper examines how settler colonial myths perpetuate systemic inequities in the education of Native students in Southern Utah. It critiques the "two‐worlds" narrative used to justify marginalization and explores how Native parents use sovereign assertions to challenge these injustices. The authors integrate the metaphor of the frontier fort to analyze colonial logic, highlighting acts of resistance and the struggle for educational sovereignty. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01617761 |
| DOI: | 10.1111/aeq.70025 |
