부산대학교 도서관

Diasporic Indigenous students include the lived realities of diverse Indigenous students living in the United States with familial, relational, and transnational ties to Indigenous communities and pueblos of origin in Abya Yala, also known as Latin America. In this article, we advocate for the creation of positive learning communities to best support diasporic Indigenous students in schools and beyond. Recommendations for educators include understanding the effects of anti-Indigenous discrimination within Latinx communities and reflecting on the ways schooling may unintentionally reproduce colonial or damage-centred perspectives about Indigenous Peoples. The successful cultivation of positive learning communities also requires schools to learn from and cultivate partnerships with diasporic Indigenous families and surrounding communities to uplift social-emotional learning that honours Indigenous comunalidad. We hope the information presented in this article contributes to promoting equitable learning outcomes for all students by disrupting colonial stereotypes and misinformation about Indigeneity and uplifting contemporary Indigenous saberes. [ABSTRACT FROM AUTHOR]