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Author: Amanda R. Tachine
Publisher: Teachers College Press
ISBN: 0807779962
Category : Education
Languages : en
Pages : 225
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Book Description
What is at stake when our young people attempt to belong to a college environment that reflects a world that does not want them for who they are? In this compelling book, Navajo scholar Amanda Tachine takes a personal look at 10 Navajo teenagers, following their experiences during their last year in high school and into their first year in college. It is common to think of this life transition as a time for creating new connections to a campus community, but what if there are systemic mechanisms lurking in that community that hurt Native students’ chances of earning a degree? Tachine describes these mechanisms as systemic monsters and shows how campus environments can be sites of harm for Indigenous students due to factors that she terms monsters’ sense of belonging, namely assimilating, diminishing, harming the worldviews of those not rooted in White supremacy, heteropatriarchy, capitalism, racism, and Indigenous erasure. This book addresses the nature of those monsters and details the Indigenous weapons that students use to defeat them. Rooted in love, life, sacredness, and sovereignty, these weapons reawaken students’ presence and power. Book Features: Introduces an Indigenous methodological approach called story rug that demonstrates how research can be expanded to encompass all our senses. Weaves together Navajo youths’ stories of struggle and hope in educational settings, making visible systemic monsters and Indigenous weaponry.Draws from Navajo knowledge systems as an analytic tool to connect history to present and future realities.Speaks to the contemporary situation of Native peoples, illuminating the challenges that Native students face in making the transition to college.Examines historical and contemporary realities of Navajo systemic monsters, such as the financial hardship monster, deficit (not enough) monster, failure monster, and (in)visibility monster.Offers insights for higher education institutions that are seeking ways to create belonging for diverse students.
Author: Amanda R. Tachine
Publisher: Teachers College Press
ISBN: 0807779962
Category : Education
Languages : en
Pages : 225
Get Book Here
Book Description
What is at stake when our young people attempt to belong to a college environment that reflects a world that does not want them for who they are? In this compelling book, Navajo scholar Amanda Tachine takes a personal look at 10 Navajo teenagers, following their experiences during their last year in high school and into their first year in college. It is common to think of this life transition as a time for creating new connections to a campus community, but what if there are systemic mechanisms lurking in that community that hurt Native students’ chances of earning a degree? Tachine describes these mechanisms as systemic monsters and shows how campus environments can be sites of harm for Indigenous students due to factors that she terms monsters’ sense of belonging, namely assimilating, diminishing, harming the worldviews of those not rooted in White supremacy, heteropatriarchy, capitalism, racism, and Indigenous erasure. This book addresses the nature of those monsters and details the Indigenous weapons that students use to defeat them. Rooted in love, life, sacredness, and sovereignty, these weapons reawaken students’ presence and power. Book Features: Introduces an Indigenous methodological approach called story rug that demonstrates how research can be expanded to encompass all our senses. Weaves together Navajo youths’ stories of struggle and hope in educational settings, making visible systemic monsters and Indigenous weaponry.Draws from Navajo knowledge systems as an analytic tool to connect history to present and future realities.Speaks to the contemporary situation of Native peoples, illuminating the challenges that Native students face in making the transition to college.Examines historical and contemporary realities of Navajo systemic monsters, such as the financial hardship monster, deficit (not enough) monster, failure monster, and (in)visibility monster.Offers insights for higher education institutions that are seeking ways to create belonging for diverse students.
Author: Timothy San Pedro
Publisher: Teachers College Press
ISBN: 0807779393
Category : Education
Languages : en
Pages : 241
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Book Description
Protecting the Promise is the first book in the Culturally Sustaining Pedagogies Series edited by Django Paris. It features a collection of short stories told in collaboration with five Native families that speak to the everyday aspects of Indigenous educational resurgence rooted in the intergenerational learning that occurs between mothers and their children. The author defines “resurgence” as the ongoing actions that recenter Indigenous realities and knowledges, while simultaneously denouncing and healing from the damaging effects of settler colonial systems. By illuminating the potential of such educational resurgence, the book counters deficit paradigms too often placed on Indigenous communities. It also demonstrates the need to include Indigenous Knowledges within the curriculum for both in-school and out-of-school settings. These engaging narratives reframe Indigenous parents as critical and compassionate educators, cultural brokers, and storytellers who are central partners in the education of their children. Book Features: A window into how and why Indigenous resurgence through (and sometimes in resistance to) education can happen.A narrative style of writing that builds accessible stories that are both relatable and connected to larger social issues.An interdisciplinary approach that has implications for pre- and in-service teachers and school administrators, as well as for the communities from which these stories originated.A teacher-friendly Afterword that offers lesson ideas for the classroom and companion questions to the short stories.
Author: Samuel Bowles
Publisher: Haymarket Books
ISBN: 1608461319
Category : Education
Languages : en
Pages : 362
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Book Description
"This seminal work . . . establishes a persuasive new paradigm."--Contemporary Sociology No book since Schooling in Capitalist America has taken on the systemic forces hard at work undermining our education system. This classic reprint is an invaluable resource for radical educators. Samuel Bowles is research professor and director of the behavioral sciences program at the Santa Fe Institute, and professor emeritus of economics at the University of Massachusetts. Herbert Gintis is an external professor at the Santa Fe Institute and emeritus professor of economics at the University of Massachusetts.
Author: Gloria Ladson-Billings
Publisher: Teachers College Press
ISBN: 0807779857
Category : Education
Languages : en
Pages : 193
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Book Description
For the first time, this volume provides a definitive collection of Gloria Ladson-Billings’ groundbreaking concept of Culturally Relevant Pedagogy (CRP). After repeatedly confronting deficit perspectives that asked, “What’s wrong with ‘those’ kids?”, Ladson-Billings decided to ask a different question, one that fundamentally shifted the way we think about teaching and learning. Noting that “those kids” usually meant Black students, she posed a new question: “What is right with Black students and what happens in classrooms where teachers, parents, and students get it right?” This compilation of Ladson-Billings’ published work on Culturally Relevant Pedagogy examines the theory, how it works in specific subject areas, and its role in teacher education. The final section looks toward the future, including what it means to re-mix CRP with youth culture such as hip hop. This one-of-a-kind collection can be used as an introduction to CRP and as a summary of the idea as it evolved over time, helping a new generation to see the possibilities that exist in teaching and learning for all students. Featured Essays: Toward a Theory of Culturally Relevant PedagogyBut That’s Just Good Teaching: The Case for Culturally Relevant PedagogyLiberatory Consequences of LiteracyIt Doesn’t Add Up: African American Students and Mathematics AchievementCrafting a Culturally Relevant Social Studies ApproachFighting for Our Lives: Preparing Teachers to Teach African American StudentsWhat’s the Matter With the Team? Diversity in Teacher EducationIt’s Not the Culture of Poverty, It’s the Poverty of Culture: The Problem With Teacher EducationCulturally Relevant Teaching 2.0, a.k.a. the Remix Beyond Beats, Rhymes, and Beyoncé: Hip-Hop Education and Culturally Relevant Pedagogy
Author: Damon B. Akins
Publisher: Univ of California Press
ISBN: 0520976886
Category : History
Languages : en
Pages : 377
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Book Description
“A Native American rejoinder to Richard White and Jesse Amble White’s California Exposures.”—Kirkus Reviews Rewriting the history of California as Indigenous. Before there was such a thing as “California,” there were the People and the Land. Manifest Destiny, the Gold Rush, and settler colonial society drew maps, displaced Indigenous People, and reshaped the land, but they did not make California. Rather, the lives and legacies of the people native to the land shaped the creation of California. We Are the Land is the first and most comprehensive text of its kind, centering the long history of California around the lives and legacies of the Indigenous people who shaped it. Beginning with the ethnogenesis of California Indians, We Are the Land recounts the centrality of the Native presence from before European colonization through statehood—paying particularly close attention to the persistence and activism of California Indians in the late twentieth and early twenty-first centuries. The book deftly contextualizes the first encounters with Europeans, Spanish missions, Mexican secularization, the devastation of the Gold Rush and statehood, genocide, efforts to reclaim land, and the organization and activism for sovereignty that built today’s casino economy. A text designed to fill the glaring need for an accessible overview of California Indian history, We Are the Land will be a core resource in a variety of classroom settings, as well as for casual readers and policymakers interested in a history that centers the native experience.
Author: Angela M. Locks
Publisher: Taylor & Francis
ISBN: 1003802079
Category : Education
Languages : en
Pages : 300
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Book Description
Debunking the Grit Narrative in Higher Education examines pressing structural issues currently impacting African American, Asian American, Pacific Islander, Latinx, and Native American students accessing college and succeeding in U.S. postsecondary environments. Drawing from asset-based work of critical race education scholars such as Yosso, Ladson-Billings, and contributing author Solórzano, the authors interrogate how systems and structures shape definitions of academic merit and grit, how these systems constrain opportunities to attain access and equitable educational outcomes, and challenge widely held beliefs that Students of Color need grit to succeed in college. Dominant narratives of educational success and failure tend to focus mostly on individual student effort. Contributing authors explore the myriad ways that institutional structures can support Students of Color utilizing their strengths through critical perspectives, asset-based, anti-deficit perspectives to access postsecondary environments and experience success. Scholars, scholar-practitioners, students affairs professionals, and educational leaders will benefit from this timely edited book as they work to transform postsecondary institutions into entities that meet the needs of Students and Communities of Color.
Author: IllumiNative
Publisher: Simon and Schuster
ISBN: 1668021722
Category : Social Science
Languages : en
Pages : 224
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Book Description
A moving collection of twenty powerful essays, poems, and more that capture and celebrate the modern Native American experience, featuring entries by Angeline Boulley, Madison Hammond, Kara Roselle Smith, and many more. With heart, pathos, humor, and insight, twenty renowned writers, performers, athletes, and activists explore what it means to be Native American today. Through a series of essays and poems, these luminaries give voice to their individual experiences while shedding light on the depth and complexity of modern Native American identity, resiliency, and joy. The topics are as fascinating and diverse as the creators. From Mato Wayuhi, award-winning composer of Reservation Dogs, honoring a friend who believed in his talent to New York Times bestselling author Angeline Boulley exploring what it means to feel Native enough, these entries are not only an exploration of community, they are also a call for a more just and equitable world, and a road map toward a brighter future. Edited by IllumiNative, an organization dedicated to amplifying contemporary Native voices, My Life: Growing Up Native in America features contributions from Angeline Boulley, Philip J. Deloria, Eric Gansworth, Kimberly Guerrero, Somah Haaland, Madison Hammond, Nasugraq Rainey Hopson, Trudie Jackson, Princess Daazhraii Johnson, Lady Shug, Ahsaki Baa LaFrance-Chachere, Taietsarón:sere Leclaire, Cece Meadows, Sherri Mitchell, Charlie Amaya Scott, Kara Roselle Smith, Vera Starbard, Dash Turner, Crystal Wahpepah, and Mato Wayuhi.
Author: Heather J. Shotton
Publisher: Taylor & Francis
ISBN: 1003824315
Category : Education
Languages : en
Pages : 219
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Book Description
This edited volume serves as a follow-up to Beyond the Asterisk: Understanding Native Students in Higher Education, focusing on new scholarship, continued conversations, and growth in the field of Indigenous higher education. The landscape of higher education has changed significantly over the past decade; likewise, Indigenous higher education has grown into its own respective field with emerging scholarship that is written for and by Indigenous people. This book focuses on this growth, revisiting relevant topics in Indigenous higher education, while adding new and expanded research and insight from emerging scholars and practitioners, including chapters on Indigenous LGBTQIA+ and Two-Spirt students and Native Hawaiian and Pacific Islanders. The voices of Indigenous scholars who are challenging the status quo in higher education have grown louder, and institutions and organizations have increasingly begun to respond. This volume is essential to continued conversations in Indigenous higher education and invites current, emerging, and future scholars to carry the conversation forward in respectful, responsible, and relational ways.
Author: Tina Cheuk
Publisher: Taylor & Francis
ISBN: 100380635X
Category : Education
Languages : en
Pages : 201
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Book Description
This book explores the dynamics of political activism within colleges and universities. It critically examines the potential for institutional change towards social justice through the themes of identity development, tactics, and institutional responses, highlighting the possibilities of such efforts. With a focus on colleges and universities, the book examines how political activism can be harnessed to challenge existing power structures and promote equity and inclusivity. It presents a range of research that highlights how students, faculty, and administrators have mobilized for change. Chapters delve into the possibilities and limits of political engagement within higher educational institutions, offering valuable insights for understanding the potential of political activism in catalyzing positive change within colleges and universities. By shedding light on these efforts, the book critically examines the role of education in fostering social justice. Political Activism in Colleges and Universities will be an invaluable resource for scholars and practitioners in the fields of education, education policy and leadership, educational research, politics and developmental psychology, while also appealing to anyone interested in the power of collective action to shift policy and practice. This book was originally published as a special issue of Peabody Journal of Education.
Author: Joanna Hearne
Publisher: State University of New York Press
ISBN: 1438443994
Category : Social Science
Languages : en
Pages : 430
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Book Description
In Native Recognition, Joanna Hearne persuasively argues for the central role of Indigenous image-making in the history of American cinema. Across the twentieth and into the twenty-first centuries, Indigenous peoples have been involved in cinema as performers, directors, writers, consultants, crews, and audiences, yet both the specificity and range of this Native participation have often been obscured by the on-screen, larger-than-life images of Indians in the Western. Not only have Indigenous images mattered to the Western, but Westerns have also mattered to Indigenous filmmakers as they subvert mass culture images of supposedly "vanishing" Indians, repurposing the commodity forms of Hollywood films to envision Native intergenerational continuity. Through their interventions in forms of seeing and being seen in public culture, Native filmmakers have effectively marshaled the power of visual media to take part in national discussions of social justice and political sovereignty for North American Indigenous peoples. Native Recognition brings together a wide range of little-known productions, from the silent films of James Young Deer, to recovered prints of the 1928 Ramona and the 1972 House Made of Dawn, to the experimental and feature films of Victor Masayesva and Chris Eyre. Using international archival research and close visual analysis, Hearne expands our understanding of the complexity of Native presence in cinema both on screen and through the circuits of film production and consumption.
