Skip to content



Schmitke, A., Sabzalian, L., & Edmundson, J. (2020). Teaching critically about Lewis and Clark: Challenging dominant narratives in K-12 curriculum. New York: NY. Teachers College Press.
Sabzalian, L., (2019). Indigenous children's survivance in public Schools. Routledge Education Series: Indigenous and Decolonizing Studies in Education. Series Editors Eve Tuck and K. Wayne Yang.
PEER-REVIEWED JOURNAL ARTICLES (If you cannot access an article and would like a copy, please email me.)
Brooks, S., Sabzalian, L., Springer, S., & Weiser-Nieto, R. (2023). “We should have held this in a circle”: White ignorance and answerability in outdoor education. Journal of Environamental Education, 53(7), 1-18.
Jacob, M.M., & Sabzalian, L., (2022). Reclaiming Indigenous kinship education: Lessons from the Sapsik'ʷałá Program. NEOS. 14(2), 1-7. 
Sabzalian, L., (2021). Indigenous internationalism: Land-centered literacies and education for resurgence. Research in the Teaching of English, 56(1), 112-115.
Sabzalian, L., Shear, S.B., & Snyder, J. (2021). Standardizing Indigenous erasure: A TribalCrit and QuantCrit analysis of K-12 US civics and governemnt standards. Theory & Research in Social Education, 47(3), 321-359. 
McCoy, M.L., Sabzalian, L., & Ender, T. (2021). Alternative strategies for family history projects: Rethinking family history projects in light of Indigenous perspectives. The History Teacher, 53(3), 473-508. 
Cordes, A., & Sabzalian, L., (2020). The urgent need for anticolonial literacy. International Journal of Multicultural Education, 22(2), 182-201.
Sabzalian, L., Morrill, A., & Edmo, S. (2019). Deep organizing and Indigenous studies legislation in Oregon. Journal of American Indian Education, 58(3), 34-57.
Jacob, M.M., Beavert, V., Anderson, R., Sabzalian, L., & Jansen, J. (2019). The importance of Ichishkíin in advancing Indigenous feminist education. Feminist Studies, 45(2/3), 1-22.
Jacob, M.M., Sabzalian, L., RunningHawk Johnson, S., Jansen, J., & Morse, G.S. (2019). We need to make action NOW, to help keep the language alive: Navigating tensions of engaging Indigenous educational values in university education. American Journal of Community Psychology, 64(1/2), 126-136.
Sabzalian, L., (2019). The tension between Indigenous sovereignty and multicultural citizenship education: Toward an anticolonial approach to civic education. Theory and Research in Social Education.
Sabzalian, L., Miyamoto-Sundahl, R., & Fong, R. (2019). The time is now: Taking initiative for Indigenous studies in elementary curriculum. Oregon Journal of the Social Studies, 7(1), 6-19.
Sabzalian, L., (2018). Curricular standpoints and Native feminist theories: Why Native feminist theories should matter to curriculum studies. Curriculum Inquiry, 4(3) 1-23.
Jacob, M.M., Sabzalian, L., Jansen, J., Tobin, T.J., Vincent, C.G., & LaChance, K.M. (2018). The gift of education: How Indigenous Knowledges can transform the future of public education. International Journal of Multicultural Education, 20(1), 157- 185.
Sabzalian, L., (2016). Native feminisms in motion. English Journal, 106(1), 23 – 30.
Turtle Island Social Studies Collective. (2019). Beyond Pocahontas: Learning from Indigenous women changemakers. Social Studies and the Young Learner, 31(3), 7-13.
Shear, S.B., Sabzalian, L., & Buchanan, L. (2018). Teaching Indigenous sovereignty in elementary civics education. Social Studies and the Young Learner, 31(1), 12-18.
Turtle Island Social Studies Collective. (2022). Indigenous futurities and the possibilities of social studies. In A. E. Vickery & N. Naseem Rodríguez (Eds.), Critical Race Theory and social studies futures: From the nightmare of racial realism to dreaming out loud (pp. 153-163). Teachers College Press.
Turtle Island Social Studies Collective. (2022). Insurgence must be red: Connecting Indigenous studies and social studies education for anticolonial praxis. In S. B. Shear, N. H. Merchant, & W. Au (Eds). Insurgent social studies: Scholar-educators disrupting erasure and marginality (pp. 9-29). Gorham, ME: Myers Education Press.
Morrill, A., & Sabzalian, L., (2022). Survivance-based inquiries in and beyond the academy. In A. R. Tachine & Z Nicolazzo (Eds.), Weaving an otherwise: Reframing qualitative research through relational lenses (pp. 29-43). Sterline, VA: Stylus Publishing.
Sabzalian, L., Malliett, D., & Helms, H. (2020). Indigenous education on Indigenous terms: A collective effort to support Indigenous education in a public school district. In M. Jacob & S. RunningHawk Johnson (Eds.). On Indian ground: A return to Indigenous knowledge: Generating hope, leadership, and sovereignty through education. Charlotte, NC: Information Age Press.
Sabzalian, L., & Shear, S.B.. (2018). Confronting colonial blindness in civics education: Recognizing colonization, self-determination, and sovereignty as core knowledge for elementary social studies teacher education. In S. Shear, C.M. Tschida, E. Bellows, L.B. Buchanan, & E.E. Saylor (Eds.). (Re)Imagining elementary socialsStudies: A controversial issues reader (153-176). Charlotte, NC: Information Age Press.