Oxford Bibliographies Update Program
Did you know that each Oxford Bibliographies article is reviewed annually and updated with the latest scholarship available?
Learn about how Oxford Bibliographies are updated on the Update Program Page.
Education is a highly active field. From teacher retention strategies to early childhood development, the study of education features a range of disciplines including psychology, sociology, history, economics, philosophy, anthropology, and political science. The multidisciplinary nature of education makes it challenging to stay informed regarding applicable areas. Moreover, much of the relevant scholarship has moved online with the most recent scholarship, research, and statistics appearing in online databases. Thus, there are consistently new discoveries, new interpretations, and new theoretical concepts to take into account. With Oxford Bibliographies in Education, students and scholars now have a reliable, selective, and authoritative guide to the best literature in the field.
This page, curated by Oxford Bibliographies area editor for education Susan Faircloth, features a select group of annotated bibliographies addressing key topics in the field of Native American Studies, a term which is used here to include a broad range of disciplines that specifically explore the histories, cultures, languages, lifeways, and sociocultural and political experiences and representations of American Indian, Alaska Native, Native Hawaiian and other Indigenous peoples of the Americas. The content of this page will evolve over time as new and more relevant scholarship is published. Bibliographies authored by Indigenous peoples are highly encouraged. Read More.
Recent topics selected for the National High School Level Speech and Debate Tournaments are covered by many of the entries in Oxford Bibliographies. We invite students of debate and forensic speech to explore a select group of articles that can serve as a springboard into each issue. Read More
Editor in Chief
Susan C. Faircloth (an enrolled member of the Coharie Tribe of North Carolina) is professor and Director of the School of Education at Colorado State University. Dr. Faircloth is a graduate of the American Indian Leadership Program (AILP) at Penn State. She also served as the co-director and director of the AILP between 2003 and 2012.
Dr. Faircloth’s research interests include: Indigenous education, the education of culturally and linguistically diverse students with special educational needs, and the moral and ethical dimensions of school leadership. She has published widely in such journals as Educational Administration Quarterly, Harvard Educational Review, The Journal of Special Education Leadership, International Studies in Educational Administration, Values and Ethics in Educational Administration, Tribal College Journal of American Indian Higher Education, Rural Special Education Quarterly, and Journal of Disability Policy Studies.
Dr. Faircloth has served as a senior associate editor of the American Journal of Education and member of the editorial board of the Journal of American Indian Education. She is the current Chair of the technical review panel for the National Indian Education Study conducted by the National Center for Education Statistics, the Office of Indian Education, and the Educational Testing Service; and Vice President of Division A (Administration) of the American Educational Research Association (AERA).
Dr. Faircloth is also a former Fulbright Senior Scholar to New Zealand, Ford Foundation Postdoctoral scholar with the Civil Rights Project/Proyecto Derechos Civiles at the University of California Los Angeles, research Fellow with the American Indian/Alaska Native Head Start Research Center at the University of Colorado Denver, and a recent William C. Friday Fellow for Human Relations.
Dr. Faircloth and her husband, Lee, live in Fort Collins, Colorado, with their 11 year old, Journey; dogs, Prince and Apollo; and an assortment of other pets. She attributes her pathway into education to her parents, Gene and Marie Faircloth, and her tribal elders. According to Dr. Faircloth, “they knew I was destined to be an educator long before I did”.
As one of the few American Indian scholars in the field of Educational Leadership/Administration, a first generation college graduate, the daughter of parents who graduated from the first American Indian elementary and secondary school in their community, and a southerner who experienced the deep and lasting effects of racism, Dr. Faircloth engages in scholarship, teaching, and service aimed at improving the educational conditions and subsequent life outcomes of those who have been historically marginalized and disenfranchised by the educational system. She knows first-hand what it means to be both denied and granted educational access and feels an ethical and moral imperative to use the lessons learned from these experiences to ensure future generations of Indigenous children and youth have the opportunities and experiences they deserve and that are critical to the future health, well-being, sustainment, and “thrivance” of Indigenous tribes, citizens, and communities.
FOUNDING EDITORIAL BOARD
* = recently published
Continuous Improvement in Education
Curriculum and Pedagogy
Disabilities, Special Education, and Inclusive Education
Education, Cultures, and Ethnicities
Educational Administration and Leadership
Educational Law and Policy
Educational Theories and Philosophies
Higher Education and Tertiary Education
Professional Learning and Development
Research, Evaluation, and Assessments
Technology and Education
We want to hear from you.
Oxford Bibliographies is a partnership between the publisher and the academic community, and we invite you to participate. Please feel welcome to email Adam Frese, our development editor, with comments, suggestions, or questions.