Indigenizing education : transformative research, theories, and praxis / edited by Jeremy Garcia (University of Arizona), Valerie Shirley (University of Arizona), and Hollie Anderson Kulago (Penn State University).

Format:

Book

Contributor:

Garcia, Jeremy, editor.

Shirley, Valerie, editor.

Kulago, Hollie Anderson, editor.

Series:

Research for social justice.

Research for social justice

Language:

English

Subjects (All):

Indians of North America--Education.

Indians of North America.

Physical Description:

1 online resource (xxxvii, 310 pages) : illustrations (chiefly color).

Edition:

First edition

Place of Publication:

Charlotte, NC : Information Age Publishing, Incorporated, 2022.

Summary:

"The co-editors of Indigenizing Education: Transformative Research, Theories, and Praxis bring various scholars, educators, youth, and community voices together in ways that reimagine and recenter a learning process that embodies Indigenous education rooted in critical Indigenous studies and pedagogies. By reimagining Indigenous education, we suggest that it be rooted in opportunities for a deep analysis of the systemic processes and forces of settler colonialism which maintain structures that defy and dismiss our right to engage an education that is critical, culturally sustaining, and centers Native nation-building. Thus, reimagining and recentering an education rooted in critical Indigenous studies and pedagogies becomes a process of activating a critical Indigenous consciousness that renews and sustains goals to activate agency, social change, and advocacy for Indigenous peoples. The chapters are organized across three sections, entitled Indigenizing Curriculum and Pedagogy, Revitalizing and Sustaining Indigenous Languages, and Engaging Families and Communities in Indigenous Education. We close the book with a chapter centered on a call to action for Indigenous teaching and teacher education. We are indebted to the Indigenous youth, families, and communities who have shared their experiences with education across the chapters and who provide pathways to reconceptualize the intersection between research, theories, and praxis in Indigenous education. The co-edited book centers Indigenous epistemologies that serve as points of healing and resistance-leaving us to reaffirm, draw on, and enact Indigenous knowledge as a humanizing pedagogy and as a pedagogy of resistance. Indigenous peoples have systems of education that reflect specific knowledge, worldviews, and relations to natural elements and land which reaffirm one's Indigeneity. The contributing scholar-educators speak to the resilience and strength embedded in Indigenous knowledges. As a result, this book is a quest to understand and learn from the ways in which various Indigenous scholarship and theoretical orientations are evident and enacted with Indigenous youth and educators as well as in Indigenous learning contexts. Indigenous research and theories offers opportunities for Indigenous youth, educators, and community members to engage in transformative praxis. We perceive transformative praxis, we perceive this to be critical to any movement toward Tribal self-determination and sovereignty as it is a dialectical process that includes self-reflection and analysis of the oppressive systems. It is an intentional effort that challenges oppressive systems and applies actions to address and transform issues that have long impacted Indigenous peoples. Of significance, each of the contributors have initiated transformative praxis by activating a critical Indigenous consciousness with diverse Indigenous youth, educators, families, and community members. Across the chapters, you will observe dialogues between Indigenous and non-Indigenous scholars as they enacted various theories, shared stories, applied 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. Each of these field are beneficial for Indigenous education, sovereignty, and Native nation-building"-- Provided by publisher.

Contents:

Series forward

research for social justice : personal~passionate~participatory inquiry / Ming Fang He and JoAnn Phillion

Introduction / Jeremy Garcia and Valerie Shirley

Acknowledgements / Ahxe'hee (Dine) / Kwa'kwha (Hopi)

Indigenizing curriculum and pedagogies. Native intellectualism through Indigenous social justice pedagogy : learning as a critical and heartfelt engagement / Valerie Shirley

Transformative praxis : I have 180 days with these kids...the community has them for life / Samuel Tenakhongva

Restorying lessons learned from a high school Native American literature classroom / Timothy San Pedro and Andrea Box

The Hawaiian culture-based education movement : advancing Native Hawaiian students in public P-12 schools through an Indigenous framework / Walter Kahumoku III

Trasformative praxis : rooted in home "before" looking elsewhere / Monica A. Ka'imipono Kaiwi

Revitalizing and sustaining Indigenous languages. Teaching for Hózhó and WólakHota : relationships, wellness, and language revitalization at the Native American community academy / Tiffany S. Lee

Transformative praxis : Wólakhota

reclaiming language and unlocking identity / Anpao Duta Flying Earth

Chikashshanompaat Bílli'ya : the Chickasaw language is forever / Kari A. B. Chew

Transformative praxis : keeping the fire burning : the impact of community Indigenous language teachers in the classroom / Michelle Scaggs Cooke

Educational leaders centering Yuuyaraq and asserting rhetorical sovereignty to support youth development, linguistic survivance, and climate change adaptation / Ataugg'araq Grant Kashatok and Leisy Wyman

Hopilavayit aw Naa'aya'tiwqam, those who have chose to attend to the Hopi language : storying "the making of an Indigenous language teacher" / Bernita Duwahoyeoma, Ada Curtis, and Sheilah E. Nicholas

Engaging families and communities in Indigenous education. Centering Indigenous philosophies of community in family, community, and school engagement / Hollie Anderson Kulago and Tsiehente Herne

Engaging Native families in co-creating meaningful educational opportunities as a community / Danielle R. Lansing

Transformative praxis : cherished hopes : building a relationship with families for success / Vibeka Mitchell

Indigenizing place-based education in early learning : co-creating curriculum with Indigenous communities at a tribal college / Nahrin Aziz

Transformative praxis : indigenizing education in early learning : connecting curriculum to community / Oomagelees (Cynthia Wilson)

Community-centered digital storywork to revitalize Indigenous knowledges / Christine Rogers Stanton

Transformative praxis : Piikani digital StoryWork : community-centered digital stories in practice / Brad Hall, Cinda Burd-Ironmaker, and Eric Cox

Closing section : Indigenizing teaching and teacher education. Conclusion : a call to action : Indigenous teaching and teacher education / Keiki Kawai'ae'a, Jeremy Garcia, renée holt, Ac'aralek Lolly Carpluk, and Valerie Shirley.

Notes:

Includes bibliographical references.

Print version record.

Description based on publisher supplied metadata and other sources.

ISBN:

1-64802-692-3

OCLC:

1311321781