Acting out scenes

, 88

Activism

returning to scholarship for

, 202

work connects pieces of injustice

, 201–202

Activist life

activism work connects pieces of injustice

, 201–202

education

, 191–192

elementary school teaching as activism

, 192

first activist efforts

, 190–191

flyer moment

, 196–197

graduate school

, 192–193

life in New Mexico

, 194–195

national actions

, 200–201

national-level activism

, 199–200

reactive activism

, 195–196

scholar activist

, 193

unofficial portraiture as activism

, 197–199

Activist scholar, lessons from being

, 202–203

Adolescent coping with trauma in classroom

, 78–80

Adverse Childhood Experiences (ACEs)

, 75

Affinity group

, 173

African American Education

, 47

Albuquerque, New Mexico

, 51–52

American Indian education

, 39

American Indian Movement (AIM)

, 121–122

Anthropology

, 39

Anti-deficit approaches

, 144–145

Apache Nations

, 210

Fort Sill

, 210

Jicarilla

, 210

Mescalero

, 210

Arts

, 40–41

arts-based second language acquisition

, 158–159

Assessment

, 46, 217

Atomic bomb

Fallout

, 114–116

Feynman

, 113–114

graphic novels and

, 112–116

Los Alamos and

, 110–111

Trinity

, 112–113

Attention-deficit hyperactivity disorder (ADHD)

, 134

Banks, James

, 45

Bend the Arc Jewish Action

, 201

Bering Strait theory

, 10–11

Big Politics

, 100–101

Bilingual education

, 39, 42

Bioregionalism

, 18

@BlackLivesMatter

, 66–67

Boarding Schools

, 120, 127

Bound

, 174

Camino Real de la Tierra Adentro

, 20–21

Canonicity

, 54

Cedar Crest, New Mexico

, 3

Celebrating New Mexico’s Indian Education Act program (2018)

, 47, 210–211

Chicanx Civil Rights Movement

, 87

Chicanx high school student

, 85–86

Children’s literature

, 66–67

Civil Rights Movement

, 66

Classroom

, 131–132

as affinity space

, 173

building classroom affinity space forgaming as literature

, 175

comedians

, 178–179

context

, 158–159

coping with trauma in

, 78–80

creating gaming and virtual reality learning stations

, 174–175

data analysis

, 177

Expert Gamers

, 177–178

findings

, 177–181

of gamers and nongamers

, 174

implications

, 181–184

outsiders

, 179–180

reflecting on video games and virtual reality

, 176–177

Team Aphrodite

, 180–181

theoretical orientation

, 173–174

Collaborative inquiry

, 51–52

PAR as

, 54–56

College of Education

, 38–39, 63–64

Colonization of New Mexico

, 16

Comedians

, 178–179

Common Core State Standards (CCSS)

, 99, 150

Communities of inquiry (CoI)

, 144

frameworks

, 144

and multimodal text sets

, 145–146

Community

, 42

Compassion fatigue

, 81

Conference on English Education (CEE)

, 43

Conscientious objector (CO)

, 190–191

Console games

, 174

Constructivist teaching

, 145–146

Contemporary musicals

, 88–89

Contestation

, 25

Contested homelands

, 17–19

Camino Real de Tierra Adentro

, 20–21

historic sites of contested homelands workshop

, 19–23

Palace of Governors

, 21–22

Pueblo Response

, 22–23

workshop

, 23–24

Context

, 42

Critical education

, 159–160

Critical literacy. See also Multimodal literacy

, 17, 54, 97–99, 106, 206–209

benefits of

, 106–107

development

, 160

final thoughts

, 107

inviting drama into classroom to promote

, 100–106

journey to

, 99–100

Critical place-based education

, 17

Critical thinking

, 109–110

Culturally relevant teaching pedagogy

, 64

Culturally responsive pedagogies

, 209

Culturally responsive teachers

, 145

Culturally responsive teaching

, 109–110

Culturally sustaining pedagogy

, 64

Culture

, 3–4, 40–41, 157–158

Curriculum. See also Locally relevant curriculum (LRC)

, 39, 109–110, 160–161

gaps in our in-school literature

, 57–59

and instruction

, 44

Daily journaling

, 78

Dear Evan Hansen (DEH),

, 88–89

Decolonization

, 17

Decolonizing education

, 120

Dialog journaling

, 33

reflection

, 33–34

Digital literacies, actionizing SJ through

, 144–145

Diné (Navajo) Nation

, 210

Disruption

, 202

Diversity

, 42, 99

Doctoral education. See also Teacher education

case study

, 47

choosing name

, 40–42

experiences of LLSS graduates

, 43–47

literacy and English education

, 43

new department

, 39–40

restructuring college

, 38–39

story of department

, 37–38

Drama as healing

, 90–92

Dramatic play

, 103–104

Dramatization

, 101

Education

, 191–192

drama, political, equity and

, 92

foundations of

, 40–41

specialties

, 40–41

systems

, 135

Educational activism

, 194

Educational Administration

, 39

Educational linguistics

, 39

Educational programs

, 160

Educational sociology

, 39

Educators

, 74

Elementary school teaching as activism

, 192

Emotional cost

, 81

Empowerment

, 98–99, 107

Engagement

, 110

English and language arts (ELA)

, 75, 144–145, 172

classroom

, 158

teachers in New Mexico

, 147

teaching

, 43

English education, literacy and

, 43

English Language Arts Teacher Educators (ELATE)

, 43

English Language Development

, 31

English language learners (ELLs)

, 79, 147–148, 160–161

English literacy development (ELD)

, 31

Equality New Mexico (EQNM)

, 132

Equity, drama, political, education and

, 92

Essay writing

, 164–165

Ethnic curriculums

, 131–132

Eurocentric curriculum

, 145

Eurocentric education system

, 120

European Contact

, 126–127

European exploration

, 16

Evidence-based practices

, 68

Experience literacy

, 157–158

Expert Gamers

, 177–178

Fallout

, 114–116

Feynman

, 113–114

First school

, 191

Fluidity

, 6–7

Freirean theory

, 207–208

Gallup, New Mexico

, 3

Gamers, classroom of

, 174

Gaming creation

, 174–175

Genders

, 86

General housekeeping

, 120–121

GLSEN

, 135

Google Chromebooks

, 33–34

Google Drive

, 162

Graduate school

, 192–193

Graphic novels

, 112

and atomic bomb

, 112–116

Fallout

, 114–116

Feynman

, 113–114

Trinity

, 112–113

Guided Language Acquisition Design (GLAD)

, 163–164

Health Education

, 39

Herencia

, 18

Historical cultural identity

, 123–124

History teacher

, 26

Homelands

, 18–19

Homelessness. See also McKinney-Vento Act

, 198

Humans of New York

, 3

Identity unit

, 162–165

creating narrative

, 164–165

identifying themes

, 164

text to tell story

, 162–163

thinking and constructing meaning

, 163–164

Illegal (graphic novel)

, 101, 104

Immigration

, 99

In-school literature curriculum

, 57–59

In-service educators

, 16

Indian Boarding School

, 120

Indian Education: A National Tragedy and a National Challenge

, 211

Indigenous actors

, 121

Indigenous children

, 120

Indigenous communities

, 4–5

Indigenous education

, 128–129

Indigenous history as US history

, 124, 128–129

assimilation and other assaults

, 127

European Contact

, 126–127

prehistory

, 125–126

self-determination movement

, 128

student debate

, 128

Indigenous homelands

, 19

Indigenous identities

, 120

Indigenous literature

indigenous history as US history

, 124–129

reading film and fiction

, 121–124

Indigenous model

, 120

Indigenous Peoples (American Indians, Native American, Natives)

, 121

Indigenous societies

, 16

Individualized education program (IEP)

, 134

Inequalities

, 97–99

Inequity in public education

, 206

Injustices

, 99

Inquiry

, 17

Instructional design

, 144

Intersectional identities

, 86

Israel/Palestine

, 25

Izabella

, 148–149

Jamestown Settlement, Virginia

, 20

Juan de Oñate

, 20

Juarez, Mexico

, 3–4

Justice-driven literacy educators

, 144–145

K-12 STEM

, 147–148

Kiva

, 22

Lakota Nation

, 4–5

Language

, 40–41

arts textbooks

, 65

Language, Literacy, and Sociocultural Studies (LLSS)

, 39–41, 100, 158

Assistant Professor A

, 44

experiences of three LLSS graduates

, 43–47

Professor M

, 45–46

Professor S

, 46–47

Las Cruces, New Mexico

, 148

Las Cruces Public Schools (LCPS)

, 147

Latino Education Task Force (LETF)

, 200–201

Learning Stations

, 174–175

Lego Star Wars: The ForceAwakens

, 174

Lesbian, gay, and bisexual students (LGB students)

, 132

Lesbian, gay, bisexual, transgender, queer, intersex, asexual, plus (LGBTQIA+)

, 131–132

in arts

, 139

exceptional model

, 132–133

LGBTQIA+ education

, 136–137

LGBTQIA+ literacy practices

, 136

LGBTQIA+ themes across subjects

, 137–139

LGBTQIA+ writers

, 7

in literature

, 137

in mathematics

, 137

in science

, 138–139

in social studies

, 138

student-led class time

, 133–134

tried things

, 134–135

Letter writing

, 88

LGBTQ+

, 87–88

Liberatory pedagogy

, 54

Literacy

, 11–12, 40–42, 44, 52, 157–158

education

, 144, 147–148

and English education

, 43

experiences for students

, 69–70

in NM Public Schools

, 210–211

Literature curriculum

, 53–54

Little politics

, 100–101

Locally relevant curriculum (LRC)

, 109–110

graphic novels

, 112

graphic novels and atomic bomb

, 112–116

Los Alamos and atomic bomb

, 110–111

Los Alamos

, 110

and atomic bomb

, 110–111

New Mexico

, 109–110

Manhattan Project

, 111, 114–115

Marginalized communities

, 52

Maus

, 112

Mesa Vista Elementary School (MVES)

, 197

Mexican American Legal Defense and Education Fund (MALDEF)

, 200–201

Mexico City, Mexico

, 20

Misconceptions of trauma

, 77–78

Miscue analysis

, 195–196

Moral Mondays

, 201

Multicultural education

, 39

Multicultural literature

, 64

Multiculturalism

, 3–4

Multiliteracies

, 161

Multimodal literacy. See also Critical literacy

, 158

challenges and opportunities

, 165–168

classroom context

, 158–159

identity unit

, 162–165

literature review

, 161–162

pedagogical background

, 159–161

Multimodal text sets

, 144

actionizing social justice through digital literacies

, 144–145

communities of inquiry and

, 145–146

implementation

, 149

Izabella

, 148–149

NMSU

, 147–148

recommendations for future implementation and research

, 153

unit

, 147–153

unit outline

, 150–152

unit reflections

, 152–153

Multimodality

, 161

National Assessment of Education Progress (NAEP)

, 193

National Endowment for Humanities

, 23

National Federation of Temple Youth (NFTY)

, 190

National Reading Panel

, 194

National-level activism

, 199–200

New London Group

, 161

New Mexico

, 16, 41–42, 109–110

Bering Strait

, 11

creating similar literacy experiences for students

, 69–70

education system

, 88

ELA teachers in

, 147

finding connection in literature for future students

, 66–70

indigenous nations in

, 210

Journal of Rikers Island

, 10

language arts teachers

, 61

life in

, 194–195

literacy

, 11–12

national actions

, 200–201

New Mexican students

, 6–7

photo essay

, 3

place orientations in teacher education

, 17–19

reflecting on literature

, 64–66

teaching

, 7–9

teaching practices

, 67–69

trail

, 12–13

uniqueness

, 210–213

Zuni class

, 4–5

New Mexico Center on Law and Poverty

, 213

New Mexico History Museum

, 23

New Mexico Indian Education Act (NMIEA)

, 212, 214, 217

New Mexico State University (NMSU)

, 147–148

NM Indian Education Center for Excellence (NMIECE)

, 211

NMCLP

, 214

No Child Left Behind Act (NCLB Act)

, 195, 217

Non-binary gender

, 133

Non-readers

, 69–70

Nongamers, classroom of

, 174

Nuevomexicano homelands

, 19

Open-ended qualitative study

, 55

Outsiders

, 179–180

Palace of Governors

, 21–22

Paley, Vivian

, 38

Palomas, Mexico

, 3–4

Parents and Teachers for Educated Community (PTEC)

, 200

Participatory action research (PAR)

, 51–52

as collaborative inquiry

, 54–56

Passover Seder

, 189–190

Pedagogies of place

, 17

Pentagon Papers, The

, 191

Photo essay

, 3

Place conscious pedagogies

, 17

Place learning

, 17

Place orientations of New Mexico

contestation

, 25

contested homelands workshop

, 23–24

historic sites of contested homelands workshop

, 19–23

learning from workshop experience

, 24–26

New Mexico’s place orientations in teacher education

, 17–19

place-conscious education

, 17–19

querencia

, 24–25

sites as storied texts

, 25–26

Place-conscious education

, 16–17, 19

Placed-based learning

, 109–110

Po’Pay

, 20, 22, 127

Poetry

, 57, 89

Politics

, 100–101

Poverty

, 99

Preservice educators

, 16

Preservice teachers

, 145–146, 149

Problem with Indian Administration, The

, 211

Process drama

, 68

Professional educator

, 206

Professional learning

, 23

Pueblo Response

, 22–23

Pueblos of New Mexico

, 22–23, 208

Acoma

, 210

Cochiti

, 210

Isleta

, 210

Jemez

, 210

Laguna

, 210

Nambe

, 210

OhkayOwingeh (Okhe)

, 210

Picuris

, 210

Pojoaque

, 210

San Felipe

, 210

San Ildefonso

, 210

Sandia

, 210

Santa Ana

, 210

Santa Clara

, 210

Santo Domingo

, 210

Taos

, 210

Tesuque

, 210

Zia

, 210

Zuni

, 210

Quad Text Set Framework

, 149

Queer role models

, 86

Queerphobia

, 87

Querencia

, 17–18

workshop experience in

, 24–25

Races

, 86

Racial curriculums

, 131–132

Racialized omission

, 208–209

Racism

, 87

Radical drama

drama, political, equity and education

, 92

drama, Teatro Campesino, and social justice

, 86–88

Teatro in action

, 88–92

Reactive activism

, 195–196

Reading

, 39

film and fiction

, 121–124

practices

, 172

Reconceptualization

, 40

Reflexive critical literacy

, 207–208

Reflexivity

, 145–146

Reformation

, 10

Reinhabitation

, 17

Renaissance

, 11

Restructuring college

, 38–39

Richard Feynman

, 113–114

Rio Grande

, 121

Role-playing

, 88

Round House, The

, 123

Santa Fe, New Mexico

, 33–34

Santa Fe Trail

, 20–21

Save Our Schools (SOS)

, 199–200

Scholar activist

, 193

School-Within-a-School (SWS)

, 191–192

Science, technology, engineering, and mathematics (STEM)

, 137

Second school

, 191

Secondary classrooms

, 173

Secondary literacy

, 43

Secondary Schooling and Indigenous Pueblo Youth: Dynamics of Power (2010)

, 216–217

Secondary traumatic stress

, 81

Segregation

, 99

Self-determination movement

, 128

Settlement

, 16

Sexism

, 87

Sexual orientations

, 86

Shakespeare

, 7, 57

She Wore a Yellow Ribbon

, 121

Sims-Bishop, Rudine

, 66–67

Sites as storied texts

, 17, 19

workshop experience in

, 25–26

Smoke Signals

, 122–123

Social action

, 42

Social injustices

, 97–98

Social justice (SJ)

, 86, 88, 144–145

actionizing SJ through digital literacies

, 144–145

theater

, 87

Social studies classroom

, 207–208

Social-emotional component

, 10

Sociocultural literacy practices

, 145–146

Socioeconomic statuses (SESs)

, 86

Socratic seminar discussion

, 68

Song analysis

, 88

Spanish colonial rule

, 20

Spanish empire

, 18

Stereotypes

, 99

Stories

, 38

Storytelling

, 32, 112

Students

literacy experiences for

, 69–70

in secondary education

, 109–110

student-centered instructional resources

, 145–146

student-in-role

, 105

and trauma

, 74–77

voice

, 32

Substance Abuse and Mental Health Services Administration

, 80

Super Mario 64

, 174

SWAG

, 33–34

Taos Pueblo

, 23

Target Text

, 149

Teacher education

, 16–17, 44

contested homelands

, 18–19

New Mexico’s place orientations in

, 17–19

Querencia

, 18

sites as layered, storied texts

, 19

workshop

, 23

Teachers

, 149

Bering Strait

, 11

Journal of Rikers Island

, 10

literacy

, 11–12

New Mexican students

, 6–7

photo essay

, 3

reflection

, 33–34

teacher-in-role

, 105

teaching

, 7–9

trail

, 12–13

Zuni class

, 4–5

Teachers Against Child Detention (TACD)

, 201

Teaching

, 7–8

language arts

, 148

practices

, 67–69

Team Aphrodite

, 180–181

Teatro Campesino

, 86–88

Teatro in action

, 88–92

drama as healing

, 90–92

recentering through windows and mirrors

, 88–90

Technological and cultural contexts

, 158

Text analysis

, 88

Text selection practices

, 53–54

blend of personal history, canonical traditions, and critical perspectives

, 59–60

findings

, 56–60

framing collaborative study

, 53–54

gaps in in-school literature curriculum

, 57–59

high school language arts teachers

, 51–52

implications for US and for New Mexico language arts teachers at large

, 61

PAR as collaborative inquiry

, 54–56

parallel experiences with Western Canon across decades

, 56–57

teaching

, 52–53

Text sets

, 144, 146

Textual study

, 144–145

Thunderheart

, 121–122

TikTok

, 152

Traditional academic knowledge

, 120

Transform Education NM Platform

, 218–219

Transformational critical literacy

, 207–208

Trauma

coping with trauma in classroom

, 78–80

misconceptions of

, 77–78

students and

, 74–77

trauma-informed teaching

, 77

Trevor Project, The

, 132

Trigger warnings (TWs)

, 76

Trinity

, 112–113

Trujillo’s disenfranchisement

, 208

Uncharted 3:Drake’s Deception

, 174

Uniqueness of New Mexico

, 210–213

Unit reflections

, 152–153

University of New Mexico (UNM)

, 99–100

Unofficial portraiture as activism

, 197–199

US history, indigenous history as

, 124–129

US Indian Citizenship Act (1924)

, 208

Video games

, 172

reflecting on

, 176–177

Video-sharing application

, 152

Vietnam War, The

, 190–191

Virtual reality (VR)

, 172

games

, 173

learning stations

, 174–175

reflecting on

, 176–177

Visual art

, 79

Voice

, 32

Wayward Sky

, 174

Western Canon

, 53–54

What’s On Your Mind (WOYM),

, 32–33

White Sands Missile Range (Alamogordo, New Mexico)

, 110

Writing

practices

, 172

processes

, 32

Yazzie/Martinez v. The State of New Mexico

, 206

challenging system

, 213–215

hope for change

, 218–219

implications for literacy

, 207–210

key statistics about New Mexican school children

, 207

testimony

, 215–217

uniqueness of New Mexico

, 210–213

Young adult (YA)

, 72

acknowledging personal weight

, 80–81

coping with trauma in classroom

, 78–80

literature as lifeline

, 71–74

misconceptions of trauma

, 77–78

reaching for resilience

, 81–82

students and trauma

, 74–77

Youth literacy practices

, 161–162

Zuni class

, 4–5