Haapxtàm Ka'ál Yimisapʰíkʰ We Dream for Our Children Indigenous Pedagogies in Early Childhood Education: Survivance, Truth Telling, and Healing on Native Land

Author

• Sara Anne Koyano, Portland State UniversityFollow

First Advisor

John Nimmo

Term of Graduation

January 2026

Date of Publication

6-1-2026

Document Type

Dissertation

Language

English

Subjects

Critical Culturally Sustaining/Revitalizing Pedagogy, Educational Sovereignty, Native Early Childhood Educators, Survivance Stories, Tribal Critical Race Theory

Physical Description

1 online resource ( pages)

Abstract

Since Time Immemorial, Indigenous Peoples have lived, learned, and thrived on this continent, exercising their inherent sovereignty as Original Peoples and passing down Indigenous ways of knowing, being, and learning across generations. US settler colonial violence and assimilation policies have had historical and contemporary detrimental impacts on Native children, families, and communities by attempting to disrupt the intergenerational transmission of Indigenous knowledges. Consequently, many young Native children in Oregon do not have access to educational opportunities that value, honor, and affirm their Indigenous identities and cultures, nor do they see themselves reflected in their classrooms and curricula. Furthermore, in 2019, only 1% of early childhood educators in Oregon identified as American Indian/Alaskan Native. Utilizing Tribal Critical Race Theory as a theoretical lens and Critical Culturally Sustaining/Revitalizing Pedagogy as a conceptual frame, along with the supporting methodologies of Insurgent research, Desire-Based research, Two-Eyed Seeing, and Survivance Storytelling, this research privileged and centered the powerful voices of five Native early childhood educators. Their stories proclaim strength, power, and survivance. Even as they acknowledge trauma and harms done, they assert Indigenous self-determination and educational sovereignty, while embodying wisdom and hope. Their stories outline theories that form a framework and pedagogy for Indigenous ways of knowing, being, and learning in early childhood education, serving as a generative gift. This research illuminates positive paths forward for better futures for young Native children and advocates for changes in early childhood education practice, teacher education, and education policy.

Rights

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Recommended Citation

Koyano, Sara Anne, "Haapxtàm Ka'ál Yimisapʰíkʰ We Dream for Our Children Indigenous Pedagogies in Early Childhood Education: Survivance, Truth Telling, and Healing on Native Land" (2026). Dissertations and Theses. Paper 7113.