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The work argues educators can help youth understand colonialism and the tactics that endanger Indigenous land, people, languages, and culture, enabling them to become protectors and change agents supporting Indigenous nation-building. Drawing on engagement with Diné youth, it examines what it means to teach through a social justice framework that combines critical inquiry with individual and collective action.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/indigenous-social-justice-pedagogy-teaching-into-the-risks-and-cultivating-the-heart/599809/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/indigenous-social-justice-pedagogy-teaching-into-the-risks-and-cultivating-the-heart/599809.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What role do Indigenous youth play in Indigenous nation-building?","Question",{"text":112,"@type":113},"Indigenous youth are portrayed as central to sustaining Indigenous lifeways and communities while taking on responsibilities to navigate complex socio-cultural, environmental, political, and economic issues and protect Indigenous knowledge systems. This contributes to nation-building by preparing youth as protectors and change agents.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article describe educators’ responsibility regarding colonialism?",{"text":117,"@type":113},"Educators are said to prepare youth to understand colonialism and the tactics used to safeguard Indigenous land, people, languages, and culture. The article emphasizes equipping youth with knowledge, skills, and analytical tools for this future-facing responsibility.",{"name":119,"@type":110,"acceptedAnswer":120},"What does “teaching into the risks” mean in Indigenous contexts?",{"text":121,"@type":113},"“Teaching into the risks” involves raising student awareness by unveiling history from the perspective of those affected by injustice, while carefully considering the emotional and safety risks for learners. 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Shirley, University of Arizona  \nAbstract  \nAs Indigenous communities envision their future, it is without question that the Indigenous youth play a significant role in sustaining their Indigenous lifeways and communities. They will no doubt be faced with the responsibility to navigate socio-cultural, environmental, political and economic issues while simultaneously preserving their Indigenous knowledge systems. Educators have the capacity to prepare youth for the responsibility of understanding colonialism and to begin the process of helping youth understand such tactics to protect Indigenous land, people, languages, and culture. When Indigenous youth are provided with the necessary knowledge, skills and analytical tools to navigate this future undertaking, they will be prepared to be protectors and change agents for their Indigenous communities; which, in turn, reflects nation-building. In this article, I will provide an overview of Indigenous social justice pedagogy and explain its role in Indigenous nation-building efforts. In addition, I will draw on experiences of engaging Diné youth (ages 12-14) in a decolonizing process and discuss what it means to teach from an Indigenous social justice framework that invokes critical inquiry with individual and collective action.  \nKeywords: social justice pedagogy, decolonization, indigenous education, nation-building  \nOak Flat is my home, it is where I come from as a young girl…Going there and praying to see the land, you see the life that it gives. But to corporations, they see it as nothing…Iam proud to be Indigenous and I will continue to fight for Oak Flat. Oak Flat is a place of sacredness. It is a place of life. It’s a place ofwho I am and our identity as Apache people. Who are we without Oak Flat? Who are we without these sacred places? (Naelyn Pike, San Carlos and Chiracahua Apache).1  \nIntroduction  \nThe opening quote is from Naelyn Pike, a 16-year old San Carlos and Chiracahua Apache youth, speaking at the Natural Resource Committee in Washington, DC with a group of supporters (Apache Stronghold) advocating for the preservation and protection of Oak Flat, a sacred site to the Apache people, located in southeastern Arizona. Oak Flat is currently under threat of being  \n1. See [https://www.facebook.com/802193869856079/videos/924403060968492/?theater](https://www.facebook.com/802193869856079/videos/924403060968492/?theater) for video footage.  \n164 Shirley—Indigenous Social Justice Pedagogy  \ndestroyed. In early 2015, lawmakers John McCain and Jeff Flake of Arizona insidiously slipped language into a “must pass” National Defense Authorization Act to give land (Oak Flat area) to a foreign mining company called Resolution Copper,“at the 11th hour  bypassing public scrutiny”(Revkin, 2015) . Naelyn and her group, Apache Stronghold, have been protesting and raising awareness about this unjust land exchange and have gained massive support from government leaders, legislators, environmentalists, activists, and other Indigenous people across the globe. Although legislative bills have been introduced to protect Oak Flat, such unjust and inequitable situations continue to occur in Indigenous communities as Indigenous peoples’ lands and resources remain under threat of destruction, theft and/or exploitation in various communities.  \nAs Indigenous communities envision their future, it is without question that our2 Indigenous youth play a significant role in sustaining our Indigenous lifeways and communities. Indigenous youth will be at the forefront in sustaining our Indigenous communities and they will no doubt be faced with the responsibility of navigating socio-cultural, environmental, political and economic issues while simultaneously preserving their Indigenous knowledge systems. Educators have the capacity to prepare youth for the responsibility of understandi","cbCaithsmbiYD2bE","https://ap.wps.com/l/cbCaithsmbiYD2bE","pdf",659978,15,"English","# Abstract\n# Introduction\n## Oak Flat and the threat to Indigenous land\n## Educating youth for nation-building\n## Teaching into the risks and cultivating the heart","[{\"question\":\"What role do Indigenous youth play in Indigenous nation-building?\",\"answer\":\"Indigenous youth are portrayed as central to sustaining Indigenous lifeways and communities while taking on responsibilities to navigate complex socio-cultural, environmental, political, and economic issues and protect Indigenous knowledge systems. This contributes to nation-building by preparing youth as protectors and change agents.\"},{\"question\":\"How does the article describe educators’ responsibility regarding colonialism?\",\"answer\":\"Educators are said to prepare youth to understand colonialism and the tactics used to safeguard Indigenous land, people, languages, and culture. The article emphasizes equipping youth with knowledge, skills, and analytical tools for this future-facing responsibility.\"},{\"question\":\"What does “teaching into the risks” mean in Indigenous contexts?\",\"answer\":\"“Teaching into the risks” involves raising student awareness by unveiling history from the perspective of those affected by injustice, while carefully considering the emotional and safety risks for learners. It requires cultivating the heart and navigating youth through their emotions for critical sociocultural analysis.\"}]","Indigenous Social Justice Pedagogy - Teaching into the Risks and Cultivating the Heart | PDF",1792089484,38]