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Author: Cornel Pewewardy
Publisher: Teachers College Press
ISBN: 0807780952
Category : Social Science
Languages : en
Pages : 241
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Book Description
“TIPM and the storywork in this book are determining the kind of lives we aim to lead and will lead as Indigenous peoples.” —From the Foreword by Tiffany Lee, University of New Mexico This book presents the Transformational Indigenous Praxis Model (TIPM), an innovative framework for promoting critical consciousness toward decolonization efforts among educators. The TIPM challenges readers to examine how even the most well intended educators are complicit in reproducing ethnic stereotypes, racist actions, deficit-based ideology, and recolonization. Drawing from decades of collaboration with teachers and school leaders serving Indigenous children and communities, this volume will help educators better support the development of their students’ critical thinking skills. Representing a holistic balance, the text is organized in four sections: Birth–Grade 12 and Community Education, Teacher Education, Higher Education, and Educational Leadership. Unsettling Settler-Colonial Education centers the needs of teachers, children, families, and communities that are currently engaged in public education and who deserve an improved experience today, while also committing to more positive Indigenous futurities. Contributors: Brandon Join Alik, Geneva Becenti, Dolores Calderón, Hyuny Clark-Shim, Jeff Corntassel, Melissa Cournia, Anthony B. Craig, Chelsea M. Craig, Brenda Cruz Jaimes, Austin Delos Santos, Virginia Drywater-Whitekiller, Sherry Gobaleza, Julian Guerrero Jr., Dawn Hardison-Stevens, Jeanette Haynes Writer, Ann Jeline Manabat, Anna Lees, Hollie, J. Mackey, Robin Zape-tah-hol-ah Minthorn, Tahlia Natachu, Cornel Pewewardy, Alex Red Corn, Shawn Secatero, Sashay Schettler, Alma M. Ouanesisouk Trinidad, Verónica Nelly Vélez, Carrie F. Whitlow, Natalie Rose Youngbull
Author: Cornel Pewewardy
Publisher: Teachers College Press
ISBN: 0807780952
Category : Social Science
Languages : en
Pages : 241
Get Book Here
Book Description
“TIPM and the storywork in this book are determining the kind of lives we aim to lead and will lead as Indigenous peoples.” —From the Foreword by Tiffany Lee, University of New Mexico This book presents the Transformational Indigenous Praxis Model (TIPM), an innovative framework for promoting critical consciousness toward decolonization efforts among educators. The TIPM challenges readers to examine how even the most well intended educators are complicit in reproducing ethnic stereotypes, racist actions, deficit-based ideology, and recolonization. Drawing from decades of collaboration with teachers and school leaders serving Indigenous children and communities, this volume will help educators better support the development of their students’ critical thinking skills. Representing a holistic balance, the text is organized in four sections: Birth–Grade 12 and Community Education, Teacher Education, Higher Education, and Educational Leadership. Unsettling Settler-Colonial Education centers the needs of teachers, children, families, and communities that are currently engaged in public education and who deserve an improved experience today, while also committing to more positive Indigenous futurities. Contributors: Brandon Join Alik, Geneva Becenti, Dolores Calderón, Hyuny Clark-Shim, Jeff Corntassel, Melissa Cournia, Anthony B. Craig, Chelsea M. Craig, Brenda Cruz Jaimes, Austin Delos Santos, Virginia Drywater-Whitekiller, Sherry Gobaleza, Julian Guerrero Jr., Dawn Hardison-Stevens, Jeanette Haynes Writer, Ann Jeline Manabat, Anna Lees, Hollie, J. Mackey, Robin Zape-tah-hol-ah Minthorn, Tahlia Natachu, Cornel Pewewardy, Alex Red Corn, Shawn Secatero, Sashay Schettler, Alma M. Ouanesisouk Trinidad, Verónica Nelly Vélez, Carrie F. Whitlow, Natalie Rose Youngbull
Author: Veronica Pacini-Ketchabaw
Publisher:
ISBN: 9781317675099
Category : Critical pedagogy
Languages : en
Pages :
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Book Description
"Unsettling the Colonial Places and Spaces of Early Childhood Education uncovers and interrogates some of the inherent colonialist tensions that are rarely acknowledged and often unwittingly rehearsed within contemporary early childhood education. Through building upon the prior postcolonial interventions of prominent early childhood scholars, Unsettling the Colonial Places and Spaces of Early Childhood Education reveals how early childhood education is implicated in the colonialist project of predominantly immigrant (post)colonial settler societies. By politicizing the silences around these specifically settler colonialist tensions, it seeks to further unsettle the innocence presumptions of early childhood education and to offer some decolonizing strategies for early childhood practitioners and scholars. Grounding their inquiries in early childhood education, the authors variously engage with postcolonial theory, place theory, feminist philosophy, the ecological humanities and indigenous onto-epistemologies"--Publisher's summary.
Author: Paulette Regan
Publisher: UBC Press
ISBN: 0774859644
Category : Social Science
Languages : en
Pages : 317
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Book Description
In 2008 the Canadian government apologized to the victims of the notorious Indian residential school system, and established a Truth and Reconciliation Commission whose goal was to mend the deep rifts between Aboriginal peoples and the settler society that engineered the system. Unsettling the Settler Within argues that in order to truly participate in the transformative possibilities of reconciliation, non-Aboriginal Canadians must undergo their own process of decolonization. They must relinquish the persistent myth of themselves as peacemakers and acknowledge the destructive legacy of a society that has stubbornly ignored and devalued Indigenous experience. Today’s truth and reconciliation processes must make space for an Indigenous historical counter-narrative in order to avoid perpetuating a colonial relationship between Aboriginal and settler peoples. A compassionate call to action, this powerful book offers all Canadians – both Indigenous and not – a new way of approaching the critical task of healing the wounds left by the residential school system.
Author: Daiva Stasiulis
Publisher: SAGE
ISBN: 9780803986947
Category : Social Science
Languages : en
Pages : 358
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Book Description
`Settler societies' are those in which Europeans have settled and become politically dominant over indigenous people, and where a heterogenous society has developed in class, ethnic and racial terms. They offer a unique prism for understanding the complex relations of gender, race, ethnicity and class in contemporary societies. Unsettling Settler Societies brings together a distinguished cast of contributors to explore these relations in both material and discursive terms. They look at the relation between indigenous and settler//immigrant populations, focusing in particular on women's conditions and politics. The book examines how the process of development of settler societies, and the positions of indigenous and
Author: Fikile Nxumalo
Publisher: Routledge
ISBN: 042976412X
Category : Education
Languages : en
Pages : 179
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Book Description
This book draws attention to the urgent need for early childhood education to critically encounter and pedagogically respond to the entanglements of environmentally damaged places, anti-blackness, and settler colonial legacies. Drawing from the author’s multi-year participatory action research with educators and children in suburban settings, the book highlights Indigenous presences and land relations within ongoing settler colonialism as necessary, yet often ignored, aspects of environmental education. Chapters discuss topics such as: geotheorizing in a capitalist society, absences of Black place relations, and unsettling unquestioned Western assumptions about nature education. Rather than offer prescriptive solutions, this book works to broaden possibilities and bolster the conversation among teachers and scholars concerned with early years environmental education.
Author: Linda Tuhiwai Smith
Publisher: Routledge
ISBN: 0429998627
Category : Education
Languages : en
Pages : 278
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Book Description
Indigenous and decolonizing perspectives on education have long persisted alongside colonial models of education, yet too often have been subsumed within the fields of multiculturalism, critical race theory, and progressive education. Timely and compelling, Indigenous and Decolonizing Studies in Education features research, theory, and dynamic foundational readings for educators and educational researchers who are looking for possibilities beyond the limits of liberal democratic schooling. Featuring original chapters by authors at the forefront of theorizing, practice, research, and activism, this volume helps define and imagine the exciting interstices between Indigenous and decolonizing studies and education. Each chapter forwards Indigenous principles - such as Land as literacy and water as life - that are grounded in place-specific efforts of creating Indigenous universities and schools, community organizing and social movements, trans and Two Spirit practices, refusals of state policies, and land-based and water-based pedagogies.
Author: Scott Lauria Morgensen
Publisher: U of Minnesota Press
ISBN: 1452932727
Category : Social Science
Languages : en
Pages : 310
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Book Description
Explores the intimate relationship of non-Native and Native sexual politics in the United States
Author: Marc Higgins
Publisher: Palgrave Macmillan
ISBN: 9783030612986
Category : Science
Languages : en
Pages : 350
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Book Description
This open access book engages with the response-ability of science education to Indigenous ways-of-living-with-Nature. Higgins deconstructs the ways in which the structures of science education—its concepts, categories, policies, and practices—contribute to the exclusion (or problematic inclusion) of Indigenous science while also shaping its ability respond. Herein, he undertakes an unsettling homework to address the ways in which settler colonial logics linger and lurk within sedimented and stratified knowledge-practices, turning the gaze back onto science education. This homework critically inhabits culture, theory, ontology, and history as they relate to the multicultural science education debate, a central curricular location that acts as both a potential entry point and problematic gatekeeping device, in order to (re)open the space of responsiveness towards Indigenous ways-of-knowing-in-being.
Author: Leilani Sabzalian
Publisher: Routledge
ISBN: 0429764170
Category : Education
Languages : en
Pages : 387
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Book Description
Indigenous Children’s Survivance in Public Schools examines the cultural, social, and political terrain of Indigenous education by providing accounts of Indigenous students and educators creatively navigating the colonial dynamics within public schools. Through a series of survivance stories, the book surveys a range of educational issues, including implementation of Native-themed curriculum, teachers’ attempts to support Native students in their classrooms, and efforts to claim physical and cultural space in a school district, among others. As a collective, these stories highlight the ways that colonization continues to shape Native students’ experiences in schools. By documenting the nuanced intelligence, courage, artfulness, and survivance of Native students, families, and educators, the book counters deficit framings of Indigenous students. The goal is also to develop educators’ anticolonial literacy so that teachers can counter colonialism and better support Indigenous students in public schools.
Author: Jeremy Garcia
Publisher: IAP
ISBN: 1648026923
Category : Education
Languages : en
Pages : 341
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Book Description
Indigenizing Education: Transformative Research, Theories, and Praxis brings various scholars, educators, and community voices together in ways that reimagines and recenters learning processes that embody Indigenous education rooted in critical Indigenous theories and pedagogies. The contributing scholar-educators speak to the resilience and strength embedded in Indigenous knowledges and highlight the intersection between research, theories, and praxis in Indigenous education. Each of the contributors share ways they engaged in transformative praxis by activating a critical Indigenous consciousness with diverse Indigenous youth, educators, families, and community members. The authors provide pathways to reconceptualize and sustain goals to activate agency, social change, and advocacy with and for Indigenous peoples as they enact sovereignty, selfeducation, and Native nation-building. The chapters are organized across four sections, entitled Indigenizing Curriculum and Pedagogy, Revitalizing and Sustaining Indigenous Languages, Engaging Families and Communities in Indigenous Education, and Indigenizing Teaching and Teacher Education. Across the chapters, you will observe dialogues between the scholar-educators as they enacted various theories, shared stories, indigenized various curriculum and teaching practices, and reflected on the process of engaging in critical dialogues that generates a (re)new(ed) spirit of hope and commitment to intellectual and spiritual sovereignty. The book makes significant contributions to the fields of critical Indigenous studies, critical and culturally sustaining pedagogy, and decolonization.
