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Placating White Fragility for Indigenous Students and Communities

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Title: Placating White Fragility for Indigenous Students and Communities
Language: English
Authors: Cailen O'Shea (ORCID 0000-0002-4017-1379), Dinorah Hudson, Katarina Suwak (ORCID 0009-0008-8848-4463), Hollie Mackey
Source: Journal of Cases in Educational Leadership. 2024 27(2):36-48.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 13
Publication Date: 2024
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305T210087
Document Type: Journal Articles
Reports - Research
Descriptors: Whites, Advantaged, Power Structure, Emotional Response, Racial Factors, Indigenous Populations, American Indians, Indigenous Knowledge, American Indian Education, Equal Education, Educational Discrimination, School Districts, Board of Education Policy, Instructional Leadership, Stakeholders, Disadvantaged Environment, Racism, Learning Activities, American Indian Students
DOI: 10.1177/15554589231208947
ISSN: 1555-4589
Abstract: What should an educational leader passionate about all students do when they are told educational equity is not allowed in their district? What does a director of Indigenous education do when funding earmarked for Indigenous students is redirected to other school priorities? What should be done when the very teachers who need training in cultural responsivity are the strongest in opposition to learning about what makes their students unique and how they can adjust their instruction to meet their students' needs? This paper examines how three Indigenous educational leaders are forced to balance Eurocentric district mandates and white fragility with the strengths and conditions of the Indigenous students and communities they serve. The authors highlight efforts for readers to gain a better understanding of the current state of public education for Indigenous students, families, and communities.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2024
Accession Number: EJ1424490
Database: ERIC
FullText Text:
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  Data: Placating White Fragility for Indigenous Students and Communities
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  Data: <searchLink fieldCode="AR" term="%22Cailen+O'Shea%22">Cailen O'Shea</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4017-1379">0000-0002-4017-1379</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dinorah+Hudson%22">Dinorah Hudson</searchLink><br /><searchLink fieldCode="AR" term="%22Katarina+Suwak%22">Katarina Suwak</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-8848-4463">0009-0008-8848-4463</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hollie+Mackey%22">Hollie Mackey</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Cases+in+Educational+Leadership%22"><i>Journal of Cases in Educational Leadership</i></searchLink>. 2024 27(2):36-48.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 13
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  Data: 2024
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  Data: Institute of Education Sciences (ED)
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  Data: <searchLink fieldCode="DE" term="%22Whites%22">Whites</searchLink><br /><searchLink fieldCode="DE" term="%22Advantaged%22">Advantaged</searchLink><br /><searchLink fieldCode="DE" term="%22Power+Structure%22">Power Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Factors%22">Racial Factors</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+Populations%22">Indigenous Populations</searchLink><br /><searchLink fieldCode="DE" term="%22American+Indians%22">American Indians</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+Knowledge%22">Indigenous Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22American+Indian+Education%22">American Indian Education</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Discrimination%22">Educational Discrimination</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Board+of+Education+Policy%22">Board of Education Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Stakeholders%22">Stakeholders</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged+Environment%22">Disadvantaged Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22American+Indian+Students%22">American Indian Students</searchLink>
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  Data: 10.1177/15554589231208947
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  Data: 1555-4589
– Name: Abstract
  Label: Abstract
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  Data: What should an educational leader passionate about all students do when they are told educational equity is not allowed in their district? What does a director of Indigenous education do when funding earmarked for Indigenous students is redirected to other school priorities? What should be done when the very teachers who need training in cultural responsivity are the strongest in opposition to learning about what makes their students unique and how they can adjust their instruction to meet their students' needs? This paper examines how three Indigenous educational leaders are forced to balance Eurocentric district mandates and white fragility with the strengths and conditions of the Indigenous students and communities they serve. The authors highlight efforts for readers to gain a better understanding of the current state of public education for Indigenous students, families, and communities.
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  Data: 2024
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  Data: EJ1424490
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      – Type: doi
        Value: 10.1177/15554589231208947
    Languages:
      – Text: English
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      Pagination:
        PageCount: 13
        StartPage: 36
    Subjects:
      – SubjectFull: Whites
        Type: general
      – SubjectFull: Advantaged
        Type: general
      – SubjectFull: Power Structure
        Type: general
      – SubjectFull: Emotional Response
        Type: general
      – SubjectFull: Racial Factors
        Type: general
      – SubjectFull: Indigenous Populations
        Type: general
      – SubjectFull: American Indians
        Type: general
      – SubjectFull: Indigenous Knowledge
        Type: general
      – SubjectFull: American Indian Education
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Educational Discrimination
        Type: general
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Board of Education Policy
        Type: general
      – SubjectFull: Instructional Leadership
        Type: general
      – SubjectFull: Stakeholders
        Type: general
      – SubjectFull: Disadvantaged Environment
        Type: general
      – SubjectFull: Racism
        Type: general
      – SubjectFull: Learning Activities
        Type: general
      – SubjectFull: American Indian Students
        Type: general
    Titles:
      – TitleFull: Placating White Fragility for Indigenous Students and Communities
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            NameFull: Cailen O'Shea
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            NameFull: Dinorah Hudson
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            NameFull: Katarina Suwak
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            NameFull: Hollie Mackey
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            – D: 01
              M: 06
              Type: published
              Y: 2024
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              Value: 1555-4589
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              Value: 27
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            – TitleFull: Journal of Cases in Educational Leadership
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