Survivance storywork: Expecting more from ourselves: Indigenous children's survivance in public schools, by Leilani Sabzalian, New York, NY, Routledge, 2019, 245 pp., $47.95 (paperback), ISBN-13: 978-1-138-38459-7; $150.00 (hardback), ISBN-13: 978-1-138-38451-4

In addition to emphasizing relationships between people, Sabzalian explains that the survivance stories are also "designed to place teachers in relationship with institutions and practices that reproduce erasure" (p. 200). That said, Sabzalian emphasizes that social studies teachers, in particular, have a "responsibility to understand the dark history of schooling and the intentionally assimilative practices of educators" (p. 19). While Sabzalian argues that "providing teachers with lists of content to avoid doesn't necessarily explain or intervene into the persistent and troubling dynamic of routinely framing Native people and cultures as objects of study and inquiry" (p. 117), she also notes that "in the current context of educational reform, providing direct recommendations - even if they risk being decontextualized - can be useful" (p. 203). Overall, Sabzalian encourages teachers, teacher educators, and educational researchers to "recognize and nurture Native survivance" throughout their work (p. 214). [Extracted from the article]