Full Description
This ground-breaking text explores the intersection between dominant modes of critical educational theory and the socio-political landscape of American Indian education. Grande asserts that, with few exceptions, the matters of Indigenous people and Indian education have been either largely ignored or indiscriminately absorbed within critical theories of education. Furthermore, American Indian scholars and educators have largely resisted engagement with critical educational theory, tending to concentrate instead on the production of historical monographs, ethnographic studies, tribally-centered curricula, and site-based research. Such a focus stems from the fact that most American Indian scholars feel compelled to address the socio-economic urgencies of their own communities, against which engagement in abstract theory appears to be a luxury of the academic elite. While the author acknowledges the dire need for practical-community based research, she maintains that the global encroachment on Indigenous lands, resources, cultures and communities points to the equally urgent need to develop transcendent theories of decolonization and to build broad-based coalitions.
Contents
Foreword
Miryam Yataco, Independent Scholar (Quechua)
Preface
Acknowledgments
Introduction
Chapter 1: Mapping the Terrain of Struggle: From Genocide, Colonization, and Resistance to Red Power and Red Pedagogy
Critical Theory, Red Pedagogy and Indigenous Knowledge: The Missing Links to Improving Education- John Tippeconnic, Arizona State University
Colonialism Undone: Pedagogies of Entanglement - Alyosha Goldstein, University of New Mexico
Chapter 2: Competing Moral Visions: At the Crossroads of Democracy and Sovereignty
At the Crossroads of Constraint: Competing Moral Visions in Grande's Red Pedagogy - Audra Simpson, Columbia University
Red Bones: Towards a Pedagogy of Common Struggle - Peter McLaren, Chapman University
Chapter 3: Red Land, White Power
Where There Is No Name For Science - Greg Cajete, University of New Mexico
Red Land, Living Pedagogies: Re-animating Critical Pedagogy through American Indian Land Justice - Donna Houston, Macquarie University
Chapter 4: American Identity Geographies of Identity and Power
Reframing the Geographies of Power: Indigenous Identities and Other Red Pedagogical Paradoxes - Jodi Byrd, University of Illinois-Urbana Champagne
Situating the Grip of Identity - Leigh Patel, Boston College
Chapter 5: Whitestream Feminism and the Colonial Project
Challenging Whitestream Feminism - Eve Tuck, SUNY, New Paltz
The Indigenous Feminist Revolution - Andrea Smith, University of California, Riverside
Chapter 6: Better Red than Dead: Toward a Nation-Peoples and a Peoples Nation
The Dream of Sovereignty & the Struggle for Life Itself - Malia Villegas, National Congress of American Indians (NCAI)
Refusing Colonialism and Resisting White Supremacy: A Collaborative Project - Kevin Bruyneel, Babson College
Teaching/Learning Red Pedagogy
The Red Atlantic Dialogue - Robert Stam and Ella Shohat, New York University
Mii gaa-izhiwinag: And then I brought her along - Mary Hermes, University of Minnesota
Red Pedagogy: Reflections From the Field - Sweeney Windchief, Montana State University; Jeremy Garcia, University of Arizona; Timothy San Pedro, The Ohio State University
Mobilizing Transgression: Red Pedagogy and Maya Migrant Positionalities - Flori Boj Lopez, University of Southern California
Keep Calm and Decolonize - Lakota Pochedly, University of Texas-Austin
Teaching Red Pedagogy - Mary Louise Pratt, New York University
Epilogue
Bibliography
About the Author
About the Contributors
