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001 | 19473 |
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003 | NWIC |
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005 | 20171120223109.0 |
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008 | 040212s2004 mdu b 000 0 eng |
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010 | | . |
‡a2004003446 |
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035 | | . |
‡a(OCoLC)ocm54424848 |
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‡aDLC
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‡dBTCTA
‡dYDXCP
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020 | | . |
‡a0742518299 |
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‡a0742518280 (cloth : alk. paper) |
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‡a9780742518285 (cloth : alk. paper) |
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020 | | . |
‡a0742518299 (pbk. : alk. paper) |
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‡a9780742518292 (pbk. : alk. paper) |
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029 | 1 | . |
‡aNZ1
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‡aAU@
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035 | | . |
‡a(OCoLC)54424848 |
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‡apcc |
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‡an-us--- |
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050 | 0 | 0. |
‡aE98.T77
‡bG73 2004 |
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082 | 0 | 0. |
‡a305.897
‡222 |
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049 | | . |
‡aMAIN |
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100 | 1 | . |
‡aGrande, Sandy,
‡d1964- |
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245 | 1 | 0. |
‡aRed pedagogy :
‡bNative American social and political thought /
‡cSandy Grande. |
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260 | | . |
‡aLanham, Maryland. :
‡bRowman & Littlefield Publishers,
‡cc2004. |
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300 | | . |
‡axii, 193 pages ;
‡c24 cm. |
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336 | | . |
‡atext b txt $2 rdacontent |
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337 | | . |
‡aunmediated b n $2 rdamedia |
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338 | | . |
‡avolume b nc $2 rdacarrier |
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504 | | . |
‡aIncludes bibliographical references (p. 179-192). |
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505 | 0 | . |
‡aMapping 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 indigenísta -- Better Red than dead : toward a nation-peoples and a peoples nation. |
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520 | | . |
‡aRed Pedagogy: Native American Social and Political Thought is a groundbreaking text that explores the intersection between dominant modes of critical educational theory and the sociopolitical landscape of American Indian education. Sandy 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 socioeconomic urgencies of their own communities, against which engagement in abstract theory appears to be a luxury of the academic elite. While Grande 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 |
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650 | | 0. |
‡aIndians of North America
‡xPolitics and government. |
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650 | | 0. |
‡aIndians of North America
‡xEducation. |
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650 | | 0. |
‡aIndian philosophy
‡zUnited States. |
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650 | | 0. |
‡aSelf-determination, National
‡zUnited States. |
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650 | | 0. |
‡aMulticultural education
‡zUnited States. |
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651 | | 0. |
‡aUnited States
‡xRace relations. |
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651 | | 0. |
‡aUnited States
‡xSocial policy. |
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651 | | 0. |
‡aUnited States
‡xPolitics and government. |
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852 | | . |
‡kE
‡h98 .T77 G73
‡i2004
‡p268268
‡6PB
‡820080710 |
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856 | 4 | 1. |
‡3Table of contents
‡uhttp://www.loc.gov/catdir/toc/ecip0415/2004003446.html |
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938 | | . |
‡aBaker & Taylor
‡bBKTY
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938 | | . |
‡aBaker and Taylor
‡bBTCP
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‡aYBP Library Services
‡bYANK
‡n2084657 |
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994 | | . |
‡a02
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901 | | . |
‡ao54424848
‡bOCLC
‡c19473
‡tbiblio |
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