Date of Graduation
Project/Capstone - Global access
Master of Arts in International and Multicultural Education (IME)
School of Education
International and Multicultural Education (IME)
Learners who do not see themselves reflected in schooling face mental health, social and academic hardships. While centring marginalized identities and pursuing efforts to queer learning spaces is vital, it cannot end with attention to gender and sexuality. In order to best serve learners and community members, learning environments must commit to indigenizing as well. This paper culminates in a handbook which seeks to provide best practices for engaging with learners and holding space, as well as includes a sample curriculum and resources for further development. This handbook is focused for educators on unceded ancestral Ohlone Lands, and centres the importance of language, and Land and water as ways to queer and indigenize learning spaces. This handbook is not comprehensive and will need to continue to be developed to give further insight for administrators as well as centring other marginalized identities more explicitly.
Imazumi-Hegarty, Gillian, "Queering beyond pronouns: The necessity of indigenizing learning communities" (2021). Master's Projects and Capstones. 1142.
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Methods Commons, Humane Education Commons, Indigenous Education Commons, Other Education Commons, Outdoor Education Commons