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the article use to frame educational policy praxis?","Question",{"text":63,"@type":64},"It centers freedom dreaming as a critical approach to educational policy praxis, developed through analysis of educator activist conversations.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the concept of freedom dreaming studied?",{"text":68,"@type":64},"The study uses a multiple-conversation and relational design to examine freedom dreaming within and between Black and Indigenous educator activist perspectives.",{"name":70,"@type":61,"acceptedAnswer":71},"What are the three key praxis examples reported in the findings?",{"text":72,"@type":64},"The findings present protection, connection, and sustainment as three core praxis examples, spanning resistance and healing, linkage building, and energizing educational justice 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University  \n\n| Volume 32 Number 73 | November 19, 2024 | ISSN 1068-2341 |\n| --- | --- | --- |\n\nBlack and Indigenous Freedom Dreaming as Critical Educational Policy Praxis  \nNathaniel D. Stewart  \nUniversity of Minnesota-Twin Cities  \nUnited States  \nCitation: Stewart, N. D. (2024). Black and Indigenous freedom dreaming as critical educational policy praxis. Education Policy Analysis Archives, 32(73). [https://doi.org/10.14507/epaa.32.8498](https://doi.org/10.14507/epaa.32.8498)  \n[Abstract:](Abstract: This article centers on freedom dreaming as a critical approach to educational policy)[ This article centers on freedom dreaming as a critical approach to educational policy](Abstract: This article centers on freedom dreaming as a critical approach to educational policy)[ ](Abstract: This article centers on freedom dreaming as a critical approach to educational policy)[studies. I examined how one Black and Indigenous American educator activist collective](studies. I examined how one Black and Indigenous American educator activist collective)’[s](s)[ ](s)[conversations linked freedom dreaming to critical praxis. Educational policy studies would benefit](conversations linked freedom dreaming to critical praxis. Educational policy studies would benefit)[ ](conversations linked freedom dreaming to critical praxis. Educational policy studies would benefit)from centering on Black and Indigenous knowledges especially if scholars aim to dismantle interlocking systems of oppression. I used a multiple-conversation and relational design to explore the concept of freedom dreaming within and between Black and Indigenous educator activist’s commonalities, tensions, affirmations, and extensions. The findings of the study reveal three key praxis examples: protection, connection, and sustainment. Protection praxis represents an insularly space for individuals to express their experiences and resist oppression, leading to collective healing. Connection praxis highlights the acts of freedom dreaming in building linkages between and among policy actors, their ancestors, and younger generations. Sustainment praxis emphasizes how freedom dreaming energizes the work of educational justice movements, promoting coalition-building and intergenerational invitation. This study’s knowledge co-creation implicates shifting the fulcrum towards Black and Indigenous conceptualizations of practicality and illuminating power maldistribution. To conclude, I offer a freedom dreaming praxis manifesto to render knowledge cocreation answerable to my comrades and similarly-situated collectives.  \nKeywords: critical praxis; educational policy; freedom dreaming; justice  \nSoñar con la libertad desde las perspectivas negras e indígenas como praxis crítica de política educativa  \nResumen: Este artículo se centra en el “soñar con la libertad” como un enfoque crítico en losestudios de política educativa. Analicé cómo las conversaciones de un colectivo de activistas educadores negros e indígenas de Estados Unidos vincularon el “soñar con la libertad” con la praxis crítica. Los estudios de políticas educativas se beneficiarían de centrarse en los conocimientos de los pueblos negros e indígenas, especialmente si los académicos tienen como objetivo desmantelar los sistemas de opresión entrelazados. Utilicé un diseño relacional y de múltiples conversaciones para explorar el concepto de “soñar con la libertad” dentro de las similitudes, tensiones, afirmaciones yextensiones entre educadores activistas negros e indígenas. Los resultados del estudio revelan tres ejemplos clave de praxis: protección, conexión y sostenimiento. La praxis de protección representa un espacio aislado para que los individuos expresen sus experiencias y resistan la opresión, lo que conduce a la sanación colectiva. La praxis de conexión resalta los actos de “soñar con la libertad” al construir v","cbCaih1JgvVj7Q1Z","https://ap.wps.com/l/cbCaih1JgvVj7Q1Z","pdf",496864,27,"English","# Abstract\n## Freedom dreaming and critical educational policy praxis\n## Study design and relational analysis\n## Key praxis examples: protection, connection, sustainment\n## Knowledge co-creation implications","[{\"question\":\"What approach does the article use to frame educational policy praxis?\",\"answer\":\"It centers freedom dreaming as a critical approach to educational policy praxis, developed through analysis of educator activist conversations.\"},{\"question\":\"How was the concept of freedom dreaming studied?\",\"answer\":\"The study uses a multiple-conversation and relational design to examine freedom dreaming within and between Black and Indigenous educator activist perspectives.\"},{\"question\":\"What are the three key praxis examples reported in the findings?\",\"answer\":\"The findings present protection, connection, and sustainment as three core praxis examples, spanning resistance and healing, linkage building, and energizing educational justice movements.\"}]","Black and Indigenous Freedom Dreaming as Critical Educational Policy Praxis | PDF",1792094385,68]