Profile

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. https://www.tcpress.com/teaching-critically-about-lewis-and-clark-9780807763704

 

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. https://www.routledge.com/Indigenous-Childrens-Survivance-in-Public-Schools/Sabzalian/p/book/9781138384507

 

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. https://acyig.americananthro.org/wp-content/uploads/2022/11/Commentary-Jacob-Sabzalian.pdf 

 

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. https://ijme-journal.org/index.php/ijme/article/view/2443/1379

 

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. https://onlinelibrary.wiley.com/doi/full/10.1002/ajcp.12374

 

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. https://www.tandfonline.com/doi/full/10.1080/00933104.2019.1639572

 

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. https://drive.google.com/file/d/1nu7Cba5ruZKiXMsbij8ZU2QEo1GQYp_h/view

 

Sabzalian, L., (2018). Curricular standpoints and Native feminist theories: Why Native feminist theories should matter to curriculum studies. Curriculum Inquiry, 4(3) 1-23. https://www.tandfonline.com/doi/full/10.1080/03626784.2018.1474710

 

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. http://www.ijme-journal.org/index.php/ijme/article/view/1534

 

Sabzalian, L., (2016). Native feminisms in motion. English Journal, 106(1), 23 – 30. http://www.ncte.org/library/NCTEFiles/Resources/Journals/EJ/1061_sep2016/EJ1061Native.pdf

 

 

Turtle Island Social Studies Collective. (2019). Beyond Pocahontas: Learning from Indigenous women changemakers. Social Studies and the Young Learner, 31(3), 7-13. https://www.socialstudies.org/pulblications/ssyl/january-february2019/beyond-pocahontas-learning-from-indigenous-women-changemakers

 

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. https://www.socialstudies.org/publications/ssyl/september-october2018/affirming-indigenous-sovereignty

 

 

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.