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Red Pedagogy: Native American Social and Politi, Grande Paperback.+
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Parametry przedmiotu
- Stan
- PublishedOn
- 2015-09-28
- Title
- Red Pedagogy: Native American Social and Political Thought, 10th
- ISBN
- 9781610489898
- Subject Area
- Political Science, Social Science, Education
- Publication Name
- Red Pedagogy : Native American Social and Political Thought
- Publisher
- Rowman & Littlefield Publishers, Incorporated
- Item Length
- 9.1 in
- Subject
- Multicultural Education, General, Public Policy / Social Policy, Ethnic Studies / Native American Studies, American Government / General, Essays
- Publication Year
- 2015
- Type
- Textbook
- Format
- Trade Paperback
- Language
- English
- Item Height
- 1 in
- Item Weight
- 18.1 Oz
- Item Width
- 6 in
- Number of Pages
- 346 Pages
O tym produkcie
Product Identifiers
Publisher
Rowman & Littlefield Publishers, Incorporated
ISBN-10
1610489896
ISBN-13
9781610489898
eBay Product ID (ePID)
229511965
Product Key Features
Number of Pages
346 Pages
Publication Name
Red Pedagogy : Native American Social and Political Thought
Language
English
Publication Year
2015
Subject
Multicultural Education, General, Public Policy / Social Policy, Ethnic Studies / Native American Studies, American Government / General, Essays
Type
Textbook
Subject Area
Political Science, Social Science, Education
Format
Trade Paperback
Dimensions
Item Height
1 in
Item Weight
18.1 Oz
Item Length
9.1 in
Item Width
6 in
Additional Product Features
Edition Number
10
Intended Audience
Scholarly & Professional
LCCN
2015-017436
Reviews
This may well be the most important book you will read on the United States educational system viewed through the lens of the Native American experience; its history, present, and future, come into focus. Red Pedagogy is a classic work already, and with this 10th Anniversary edition, it soars beyond the original text to a collective collaboration, expanding and deepening its profound thesis, which in the 21st century finds Native Nations as prisoners of democracy under a continuing colonial regime. Free of jargon, this beautifully composed, powerful, and ultimately hopeful book should be read by everyone., The first edition of Red Pedagogy established Sandy Grande as one of the most important critical educational scholars because, as an indigenous scholar-activist, she asked us to consider what it meant to do critical pedagogy in the context of settler colonialism. In this new edition of Red Pedagogy, Grande pushes the conversation even further, inviting us to think about the complex relationship of critical politics and indigeneity amidst sharpening racial and economic inequalities, white supremacy, and in the continuing wake of #IdleNoMore and #BlackLivesMatter. Anyone interested in understanding the intersection of radicalized capitalism, indigenous liberation, and critical pedagogy needs to read the 10th Anniversary Edition of Red Pedagogy., Situated in an academic context of intellectual sectarianism, Sandy Grande's 10th anniversary edition of Red Pedagogy distinguishes itself from re-prints of other classic texts in that it is accompanied by a handful of leading critical and indigenous scholars Grande boldly invited to critique and extend her work. The second extended (but not expanded) edition of Red Pedagogy is therefore a welcomed and much needed revolutionary intervention into anti-colonialist/anti-capitalist scholarship. Coming at a time of both heightened imperialist immiseration and anti-colonialist/anti-capitalist/anti-imperialist resistance, Grande's interrelated call for critique and collectivity points to a rigorous red pedagogy desperately needed to sharpen analysis and hone a collective strategy, which also happens to be, for communists, the purpose of the party. Indeed, Red Pedagogy's commitment to bring together Critical Indigenous Studies and critical pedagogy, including Marxism, in a dialectical, revolutionizing relationship is further evidence of the ways Grande demonstrates (as does the party) how collectivity does not require sacrificing the individual to the collective, but rather creates an experience of mutuality and togetherness demonstrating the cruel deception of a socially isolating and dangerous settler (i.e. capitalist) logic. The second edition of Red Pedagogy, due to its theoretical and methodological advancements, will continue to inform the practice and debate concerning education's role in the movement against the dispossession, exploitation, and disempowerment of Indigenous Nations and against imperialism and capitalism more generally. The second edition of Red Pedagogy will surely become another classic in its own right., The first edition of Red Pedagogy had a deservedly powerful impact. This new edition is even more powerful. It combines a searing critique with renewed insights and passion--and at the same time asks all of us who calls ourselves critical educators to challenge some of the very bases of what we take for granted and who the "we" actually is., The first edition of Red Pedagogy established Sandy Grande as one of the most important critical educational scholars because, as an indigenous scholar-activist, she asked us to consider what it meant to do critical pedagogy in the context of settler colonialism. In this new edition of Red Pedagogy, Grande pushes the conversation even further, inviting us to think about the complex relationship of critical politics and indigeneity amidst sharpening racial and economic inequalities, white supremacy, and in the continuing wake of #IdleNoMore and #BlackLivesMatter. Anyone interested in understanding the intersection of radicalized capitalism, indigenous liberation, and critical pedagogy needs to read the 10th Anniversary Edition of Red Pedagogy., Situated in an academic context of intellectual sectarianism, Sandy Grande's 10th anniversary edition of Red Pedagogy distinguishes itself from re-prints of other classic texts in that it is accompanied by a handful of leading critical and indigenous scholars Grande boldly invited to critique and extend her work. The second extended (but not expanded) edition of Red Pedagogy is therefore a welcomed and much needed revolutionary intervention into anti-colonialist/anti-capitalist scholarship. Coming at a time of both heightened imperialist immiseration and anti-colonialist/anti-capitalist/anti-imperialist resistance, Grande's interrelated call for critique and collectivity points to a rigorous red pedagogy desperately needed to sharpen analysis and hone a collective strategy, which also happens to be, for communists, the purpose of the party. Indeed, Red Pedagogy's commitment to bring together Critical Indigenous Studies and critical pedagogy, including Marxism, in a dialectical, revolutionizing relationship is further evidence of the ways Grande demonstrates (as does the party) how collectivity does not require sacrificing the individual to the collective, but rather creates an experience of mutuality and togetherness demonstrating the cruel deception of a socially isolating and dangerous settler (i.e. capitalist) logic. The second edition of Red Pedagogy, due to its theoretical and methodological advancements, will continue to inform the practice and debate concerning education's role in the movement against the dispossession, exploitation, and disempowerment of Indigenous Nations and against imperialism and capitalism more generally. The second edition of Red Pedagogy will surely become another classic in its own right., Red Pedagogy constitutes one of the most significant indigenous scholarly works in the critical pedagogical tradition. In this second edition, Sandy Grande powerfully returns to her earlier theoretical arguments to further extend her original ideas in ways that beautifully contribute to both the longstanding historical struggle for liberation within indigenous communities and to a decolonizing politics that must be at the heart of all educational struggles for social justice today., The first edition of Red Pedagogy had a deservedly powerful impact. This new edition is even more powerful. It combines a searing critique with renewed insights and passion--and at the same time asks all of us who calls ourselves critical educators to challenge some of the very bases of what we take for granted and who the "we" actually is.
Dewey Edition
23
Dewey Decimal
323.1197/073
Table Of Content
Foreword Miryam Yataco, Independent Scholar (Quechua) Preface Acknowledgments Introduction Chapter 1: 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- John Tippeconnic, Arizona State University Colonialism Undone: Pedagogies of Entanglement - Alyosha Goldstein, University of New Mexico Chapter 2: Competing Moral Visions: At the Crossroads of Democracy and Sovereignty At the Crossroads of Constraint: Competing Moral Visions in Grande's Red Pedagogy - Audra Simpson, Columbia University Red Bones: Towards a Pedagogy of Common Struggle - Peter McLaren, Chapman University Chapter 3: Red Land, White Power Where There Is No Name For Science - Greg Cajete, University of New Mexico Red Land, Living Pedagogies: Re-animating Critical Pedagogy through American Indian Land Justice - Donna Houston, Macquarie University Chapter 4: American Identity Geographies of Identity and Power Reframing the Geographies of Power: Indigenous Identities and Other Red Pedagogical Paradoxes - Jodi Byrd, University of Illinois-Urbana Champagne Situating the Grip of Identity - Leigh Patel, Boston College Chapter 5: Whitestream Feminism and the Colonial Project Challenging Whitestream Feminism - Eve Tuck, SUNY, New Paltz The Indigenous Feminist Revolution - Andrea Smith, University of California, Riverside Chapter 6: Better Red than Dead: Toward a Nation-Peoples and a Peoples Nation The Dream of Sovereignty & the Struggle for Life Itself - Malia Villegas, National Congress of American Indians (NCAI) Refusing Colonialism and Resisting White Supremacy: A Collaborative Project - Kevin Bruyneel, Babson College Teaching/Learning Red Pedagogy The Red Atlantic Dialogue - Robert Stam and Ella Shohat, New York University Mii gaa-izhiwinag: And then I brought her along - Mary Hermes, University of Minnesota Red Pedagogy: Reflections From the Field - Sweeney Windchief, Montana State University; Jeremy Garcia, University of Arizona; Timothy San Pedro, The Ohio State University Mobilizing Transgression: Red Pedagogy and Maya Migrant Positionalities - Flori Boj Lopez, University of Southern California Keep Calm and Decolonize - Lakota Pochedly, University of Texas-Austin Teaching Red Pedagogy - Mary Louise Pratt, New York University Epilogue Bibliography About the Author About the Contributors
Synopsis
This 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., This 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 e..., This 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.
LC Classification Number
E98.T77G73 2015
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