LEADER 05553nam 2200721 450 001 9910797699903321 005 20240102112638.0 010 $a161048990X$belectronic book 010 $a9781610489904$belectronic book 010 $z1610489888$bhardback 010 $z9781610489881$bhardback 010 $z1610489896$bpaperback 010 $z9781610489898$bpaperback 035 $a(CKB)3710000000468589 035 $a(EBL)4086654 035 $a(SSID)ssj0001544957 035 $a(PQKBManifestationID)16134785 035 $a(PQKBTitleCode)TC0001544957 035 $a(PQKBWorkID)12231369 035 $a(PQKB)10634631 035 $a(MiAaPQ)EBC4086654 035 $a(EXLCZ)993710000000468589 100 $a20150501h20152015 uy 0 101 0 $aeng 135 $aurcn#nnn||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aRed pedagogy $eNative American social and political thought /$fSandy Grande 205 $aTenth Anniversary edition. 210 1$aLanham :$cRowman & Littlefield,$d[2015] 210 4$dİ2015 215 $a1 online resource (xx, 326 pages) 300 $aOriginally published: 2004. 320 $aIncludes bibliographical references (pages 303-317) 327 $a1. Mapping the Terrain of Struggle: From Genocide, Colonization, and Resistance to Red Power and Red Pedagogy -- Critical Theory, Red Pedagogy, and Indigenous Knowledge: The Missing Links to Improving Education: Response 1 / John Tippeconnic III -- Colonialism Undone: Pedagogies of Entanglement: Response 2 / Alyosha Goldstein -- 2. Competing Moral Visions: At the Crossroads of Democracy and Sovereignty -- At the Crossroads of Constraint: Competing Moral Visions in Grande's Red Pedagogy: Response 1 / Audra Simpson -- Red Bones: Toward a Pedagogy of Common Struggle: Response 2 / Peter McLaren -- 3. Red Land, White Power -- Where There is No Name for Science: Response 1 / Gregory A. Cajete -- Red Land, Living Pedagogies: Re-animating Critical Pedagogy through American Indian Land Justice: Response 2 / Donna Houston -- 4. American Indian Geographies of Identity and Power -- 327 $aReframing the Geographies of Power: Indigenous Identities and Other Red Pedagogical Paradoxes: Response 1 / Jodi A. Byrd -- Situating the Grip of Identity: Response 2 / Leigh Patel -- 5. Whitestream Feminism and the Colonialist Project: Toward a Theory of Indigenista -- Challenging Whitestream Feminism: Response 1 / Eve Tuck -- The Indigenous Feminist Revolution: Response 2 / Andrea Smith -- 6. Better Red than Dead: Toward a Nation-Peoples and a Peoples Nation -- The Dream of Sovereignty and the Struggle for Life Itself: Response 1 / Malia Villegas -- Refusing Colonialism and Resisting White Supremacy: A Collaborative Project: Response 2 / Kevin Bruyneel -- 7. Teaching/Learning Red Pedagogy -- The Red Atlantic Dialogue: Response 1 / Robert Stam and Ella Shohat -- Mii gaa-izhiwinag: And Then I Brought Her Along: Response 2 / Mary Hermes -- Red Pedagogy: Reflections From the Field: Response 3 / Sweeney Windchief, Jeremy Garcia, and Timothy San Pedro -- 327 $aMobilizing Transgression: Red Pedagogy and Maya Migrant Positionalities: Response 4 / Floridalma Boj Lopez -- Keep Calm and Decolonize: Response 5 / Lakota Pochedly -- Teaching Red Pedagogy: Response 6 / Mary Louise Pratt. 330 $aThis 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. 345 $aMarjorie O. Williams Endowment 606 $aIndians of North America$xPolitics and government 606 $aIndians of North America$xEducation 606 $aIndian philosophy$zUnited States 606 $aSelf-determination, National$zUnited States 606 $aMulticultural education$zUnited States 607 $aUnited States$xRace relations 607 $aUnited States$xSocial policy 607 $aUnited States$xPolitics and government 615 0$aIndians of North America$xPolitics and government. 615 0$aIndians of North America$xEducation. 615 0$aIndian philosophy 615 0$aSelf-determination, National 615 0$aMulticultural education 676 $a323.1197/073 700 $aGrande$b Sandy$f1964-,$01532610 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 801 2$bAuAdUSA 906 $aBOOK 912 $a9910797699903321 996 $aRed pedagogy$93778851 997 $aUNINA