Red pedagogy : Native American social and political thought
Record details
- ISBN: 0742518299
- ISBN: 0742518280 (cloth : alk. paper)
- ISBN: 9780742518285 (cloth : alk. paper)
- ISBN: 0742518299 (pbk. : alk. paper)
- ISBN: 9780742518292 (pbk. : alk. paper)
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Physical Description:
print
xii, 193 pages ; 24 cm. - Publisher: Lanham, Maryland. : Rowman & Littlefield Publishers, c2004.
Content descriptions
Bibliography, etc. Note: | Includes bibliographical references (p. 179-192). |
Formatted Contents Note: | 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 indigenĂsta -- Better Red than dead : toward a nation-peoples and a peoples nation. |
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Available copies
- 2 of 2 copies available at Northwest Indian College.
Holds
- 0 current holds with 2 total copies.
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Location | Call Number / Copy Notes | Barcode | Shelving Location | Status | Due Date |
---|---|---|---|---|---|
Lummi Library | E 98 .T77 G73 2004 | 268268 | Stacks | Available | - |
Lummi Library | E 98 .T77 G73 2004 | 284232 | Stacks | Available | - |
Electronic resources
Summary:
Red 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