TribalCrit: Subverting Multicultural Ideology in Contemporary U.S and Canadian Indigenous School Stories

本文从部落批判种族理论（TribalCrit）的角度分析了当代土著学校的故事，该理论揭示了精英主义、对成功的有色评价、白人特权和机会平等（Brayboy， 2001年，2005年）。它调查了作者如何利用和颠覆青少年（YA）学校故事的传统，在土著青年激进主义（例如，一心青年运动、美国土著青年中心、阿尼什纳贝克民族）日益普及的时刻，揭露和面对教育背景下持久的殖民遗产。乔伊·哈乔是第一位成为桂冠诗人的印第安人，他写的土著故事关注“孩子们的心”，而IllumiNative则关注学校课程，以“发展和倡导准确和当代的土著人民的代表和声音”。

This thesis analyses contemporary Indigenous school stories from the perspective of Tribal Critical RaceTheory (TribalCrit) which exposes as meritocracy, colour-blind evaluations of success, white privilege, andequal opportunity (Brayboy, 2001, 2005). It investigates how authors deploy and subvert the conventionsof young adult (YA) school stories to unmask and confront enduring colonial legacies in educationalcontexts in a moment that Indigenous youth activism (e.g. One Mind Youth Movement; Center for NativeAmerican Youth; Anishinabek Nation) is gaining ground. Joy Harjo, the first Native American to becomePoet Laureate, writes of Indigenous storytelling focused on "the hearts of children", and IllumiNative isfocusing on school curricula to 'develop and advocate for accurate and contemporary representationsand voices of Native peoples'.