Building a space to dream: Supporting indigenous children's survivance through community-engaged social and emotional learning

Jingjing Sun; Anisa N. Goforth; Lindsey M. Nichols; Amy Violante; Kelsey Christopher; Ronda Howlett; Debbie Hogenson; Niki Graham

doi:10.1111/cdev.13786

Building a space to dream: Supporting indigenous children's survivance through community-engaged social and emotional learning

Jingjing Sun, Anisa N. Goforth, Lindsey M. Nichols, Amy Violante, Kelsey Christopher, Ronda Howlett, Debbie Hogenson, Niki Graham

Research output: Contribution to journal › Article › peer-review

28 Scopus citations

Abstract

Indigenous communities practice survivance and challenge social and political systems to support their children's identity and well-being. Grounded in transformative social-emotional learning (SEL) and tribal critical race theory, this 3-year community-based participatory research study (2019–2021) examined how a SEL program co-created with an Indigenous community in Flathead Nation in Montana supports anti-racism and anti-colonialism among Indigenous children. Critical reflexivity and thematic analyses of Community Advisory Board meetings and journals written by 60 students (M_age = 10.3, SD = 1.45; 47% girls; 60% Native American) during the SEL program revealed themes on Indigenous identity, belonging, wellness, and colonialism. These results shed light on challenging the racist and colonial roots of education to support Indigenous children's survivance and social-emotional well-being.

Original language	English
Pages (from-to)	699-716
Number of pages	18
Journal	Child Development
Volume	93
Issue number	3
DOIs	https://doi.org/10.1111/cdev.13786
State	Published - May 1 2022

Funding

We thank the members of the Project SELA Community Advisory Board and the Tribal Council of the CSKT for their support and dedication to serving the well-being and mental health needs of their youth. We are grateful to Kelly Franklin and Stephanie Reid for their comments on earlier versions of this manuscript. Our work was supported by the National Institute of General Medical Sciences of the National Institutes of Health under Award Number U54GM115371. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health.

Funder number
U54GM115371

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10.1111/cdev.13786

Cite this

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abstract = "Indigenous communities practice survivance and challenge social and political systems to support their children's identity and well-being. Grounded in transformative social-emotional learning (SEL) and tribal critical race theory, this 3-year community-based participatory research study (2019–2021) examined how a SEL program co-created with an Indigenous community in Flathead Nation in Montana supports anti-racism and anti-colonialism among Indigenous children. Critical reflexivity and thematic analyses of Community Advisory Board meetings and journals written by 60 students (Mage = 10.3, SD = 1.45; 47\% girls; 60\% Native American) during the SEL program revealed themes on Indigenous identity, belonging, wellness, and colonialism. These results shed light on challenging the racist and colonial roots of education to support Indigenous children's survivance and social-emotional well-being.",

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Building a space to dream: Supporting indigenous children's survivance through community-engaged social and emotional learning

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