Indigenous Teachers and Learners: Higher Education and Social Justice

Elizabeth Sumida Huaman, Shawn Abeita

Research output: Contribution to journalArticlepeer-review

4 Scopus citations


Reflecting on our experiences within a program of graduate education in Justice Studies, we offer a discussion of how building and maintaining an iterative teacher-learner stance results in strengthening practices of Indigenous education toward social justice. Through this reflection, we discuss the tenets in Indigenous higher education practices that contribute to multiple approaches toward social justice among Indigenous educators, community-based educational practitioners, Indigenous students, and Indigenous-serving higher education stakeholders.

Original languageEnglish (US)
Pages (from-to)201-209
Number of pages9
JournalAnthropology and Education Quarterly
Issue number2
StatePublished - Jun 2018


  • American Indians
  • Higher education
  • Indigenous education

ASJC Scopus subject areas

  • Education
  • Anthropology


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