Red Pedagogy: Native American Social and Political ThoughtThis 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
Mapping the Terrain of Struggle From Genocide Colonization and Resistance to Red Power and Red Pedagogy | 11 |
Competing Moral Visions At the Crossroads of Democracy and Sovereignty | 31 |
Red Land White Power | 63 |
American Indian Geographies of Identity and Power | 91 |
Whitestream Feminism and the Colonialist Project Toward a Theory of Indigenista | 123 |
Better Red than Dead Toward a NationPeoples and a Peoples Nation | 159 |
Bibliography | 179 |
About the Author | |
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Common terms and phrases
American Indian education American Indian scholars American Indian students American Indian women analysis argue articulated capitalist citizenship 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 genocide global capitalism Henry Giroux Hopi human imperialism Indian nations indigenous communities indigenous scholars intellectual labor Lather liberal lives Lomawaima Marxist McLaren and Farahmandpur mestizaje Multicultural nation-state Native American Navajo oppression patriarchal patriarchy Peter McLaren policies political post-structural postcolonial postmodern praxis Press Pueblo Quechan Quechua question race racial racism recognize Red pedagogy relationship resistance revolutionary critical pedagogy revolutionary theorists Robert Allen Warrior schools self-determination social society space Specifically structures struggle tion traditional transformation tribal sovereignty tribes U.S. government University Western white women whitestream feminism whitestream feminists