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.)

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 Education20(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.


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.