Leilani Sabzalian (Alutiiq/Sugpiaq) is Associate Professor of Indigenous Studies in Education and Co-Director of the Sapsik'äá Program at the University of Oregon, where she focuses on preparing the next generation of Indigenous educators to become teachers within their communities. She also works with K-12 educators to challenge colonialism and teach Indigenous studies and is the author of Indigenous Children's Survivance in Public Schools.
Meredith L. McCoy (Turtle Mountain Ojibwe descent) is Associate Professor of American Studies and History at Carleton College, where she teaches courses on Indigenous research methods and Indigenous histories. She is the author of On Our Own Terms: Indigenous Histories of School Funding and Policy and co-author of the Indigenous Chicago curriculum for high school students, which documents Chicago as an Indigenous place since time immemorial.
Helen Thomas (Hunkpapa Lakota, Standing Rock Sioux Tribe) is the Professional Learning Manager for the National Indian Education Association. Drawing on experience supporting Native students and educators at the classroom, district, and state levels, she brings together Indigenous education policy, research, and community knowledge in her work with K-12 educators. She supports educators nationwide in implementing practices that are responsible, relational, and grounded in Indigenous priorities.

1. An Introduction and Guide to Using this Book 2. The Historical Context and Movement for Indigenous Studies Curriculum 3. Indigenous Theories of Learning and Pedagogies of Belonging 4. An Overview of the Keywords 5. Indigenous Futures 6. Lands and Waters 7. Colonialism and Survivance 8. Indigeneity and Relationality 9. Sovereignty and Nationhood 10. Indigenous Knowledges 11. Decolonization and Resurgence 12. The Hope and Promise of Indigenous Studies