Red Pedagogy: Native American Social and Political Thought
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.
What people are saying - Write a review
We haven't found any reviews in the usual places.
Mapping the Terrain of Struggle From Genocide Colonization and Resistance to Red Power and Red Pedagogy
Competing Moral Visions At the Crossroads of Democracy and Sovereignty
Red Land White Power
American Indian Geographies of Identity and Power
Whitestream Feminism and the Colonialist Project Toward a Theory of Indigenista
Other editions - View all
American Indian education American Indian scholars American Indian students American Indian women analysis antimodernists argue articulated capitalist citizenship claims colonialist colonialist forces colonialist project colonization construct contemporary critical scholars critical theory critique cultural Dawes Act decolonization defined Deloria and Lytle democracy democratic Devon Mihesuah dian difference digenous discourse dominant economic emancipatory essentialist experience exploitation Farahmandpur 2001 feminist pedagogy gender Hopi human imperialism Indian land indigenous communities indigenous scholars intellectual labor language liberal lives maintain Marxist McLaren and Farahmandpur mestizaje nation-state Native American Navajo oppression patriarchy Peter McLaren policies political post-structural postcolonial postmodern practices praxis privilege Pueblo Quechan Quechua question racial racism recognize Red pedagogy relationship resistance revolutionary critical pedagogy revolutionary theorists Robert Allen Warrior schools self-determination social society space Specifically structures struggle subjectivity third-wave feminism tion traditional transformation transgression tribal sovereignty tribes U.S. government Western white women whitestream feminism whitestream feminists