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| red pedagogy: Red Pedagogy Sandy Grande, 2004 This ground-breaking text explores the intersection between dominant modes of critical educational theory and the socio-political landscape of American Indian education. The proposed new Red Pedagogy is an insurgent but poetic vision for education, one that is dedicated to the principles of sovereignty, emancipation and equity-for all human beings and the rest of nature. |
| red pedagogy: Red Pedagogy Sandy Grande, 2015-09-28 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. |
| red pedagogy: Red Pedagogy Sandy Grande, 2015 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.resources, cultures and communities points to the equally urgent need to develop transcendent theories of decolonization and to build broad-based coalitions.resources, cultures and communities points to the equally urgent need to develop transcendent theories of decolonization and to build broad-based coalitions.resources, cultures and communities points to the equally urgent need to develop transcendent theories of decolonization and to build broad-based coalitions. |
| red pedagogy: Handbook of Critical and Indigenous Methodologies Norman K. Denzin, Yvonna S. Lincoln, Linda Tuhiwai Smith, 2008-05-07 Built on the foundation of their landmark Handbook of Qualitative Research, it extends beyond the investigation of qualitative inquiry itself to explore the indigenous and non-indigenous voices that inform research, policy, politics, and social justice. |
| red pedagogy: Manifesto for a Post-Critical Pedagogy Naomi Hodgson, Joris Vlieghe, Piotr Zamojski, 2018-01-09 The belief in the transformative potential of education has long underpinned critical educational theory. But its concerns have also been largely political and economic, using education as the means to achieve a better - or ideal - future state: of equality and social justice. Our concern is not whether such a state can be realized. Rather, the belief in the transformative potential of education leads us to start from the assumption of equality and to attend to what is educational about education. In Manifesto for a Post-Critical Pedagogy we set out five principles that call not for an education as a means to achieve a future state, but rather that make manifest those educational practices that do exist today and that we wish to defend. The Manifesto also acts as a provocation, as the starting point of a conversation about what this means for research, pedagogy, and our relation to our children, each other, and the world. Manifesto for a Post-Critical Pedagogy invites a shift from a critical pedagogy premised on revealing what is wrong with the world and using education to solve it, to an affirmative stance that acknowledges what is educational in our existing practices. It is focused on what we do and what we can do, if we approach education with love for the world and acknowledge that education is based on hope in the present, rather than on optimism for an eternally deferred future. |
| red pedagogy: The Routledge International Handbook of Critical Education Michael W. Apple, Wayne Au, Luis Armando Gandin, 2009-02-17 The Routledge International Handbook of Critical Education is the first authoritative reference work to provide an international analysis of the relationship between power, knowledge, education, and schooling. Rather than focusing solely on questions of how we teach efficiently and effectively, contributors to this volume push further to also think critically about education's relationship to economic, political, and cultural power. The various sections of this book integrate into their analyses the conceptual, political, pedagogic, and practical histories, tensions, and resources that have established critical education as one of the most vital and growing movements within the field of education, including topics such as: social movements and pedagogic work critical research methods for critical education the politics of practice and the recreation of theory the freirian legacy. With a comprehensive introduction by Michael W. Apple, Wayne Au, and Luis Armando Gandin, along with thirty-five newly-commissioned pieces by some of the most prestigious education scholars in the world, this Handbook provides the definitive statement on the state of critical education and on its possibilities for the future. |
| red pedagogy: Critical Digital Pedagogy Jesse Stommel, Chris Friend, Sean Michael Morris, 2020-07-17 The work of teachers is not just to teach. We are also responsible for the basic needs of students. Helping students eat and live, and also helping them find the tools they need to reflect on the present moment. This is exactly in keeping with Paulo Freire's insistence that critical pedagogy be focused on helping students read their world; but more and more, we must together reckon with that world. Teaching must be an act of imagination, hope, and possibility. Education must be a practice done with hearts as much as heads, with hands as much as books. Care has to be at the center of this work.For the past ten years, Hybrid Pedagogy has worked to help craft a theory of teaching and learning in and around digital spaces, not by imagining what that work might look like, but by doing, asking after, changing, and doing again. Since 2011, Hybrid Pedagogy has published over 400 articles from more than 200 authors focused in and around the emerging field of critical digital pedagogy. A selection of those articles are gathered here. This is the first peer-reviewed publication centered on the theory and practice of critical digital pedagogy. The collection represents a wide cross-section of both academic and non-academic culture and features articles by women, Black people, indigenous people, Chicanx and Latinx writers, disabled people, queer people, and other underrepresented populations. The goal is to provide evidence for the extraordinary work being done by teachers, librarians, instructional designers, graduate students, technologists, and more - work which advances the study and the praxis of critical digital pedagogy. |
| red pedagogy: Pedagogy of Freedom Paulo Freire, 1998 Paulo Freire argues that an acceptance of fatalism leads to the loss of personal and societal freedom. He emphasises the current passive acceptance of a world in which hunger and unemployment exist alongside excessive opulence. |
| red pedagogy: Revolutionizing Education Julio Cammarota, Michelle Fine, 2010-04-15 A definitive statement of YPAR as it relates to education with an informative combination of theory and practice, this edited collection addresses both the political challenges and inherent power imbalances of conducting research with young people. |
| red pedagogy: Transforming Diné Education Pedro Vallejo, Vincent Werito, 2022-03-29 Transforming Diné Education honors the perspectives and voices of Diné educators in culturally relevant education, special education, Diné language revitalization, well-being, tribal sovereignty, self-determination in Diné education, and university-tribal-community partnerships. The contributors offer stories about Diné resilience, resistance, and survival by articulating a Diné-centered pedagogy and politics for future generations. |
| red pedagogy: Red Medicine Patrisia Gonzales, 2012-11-01 Patrisia Gonzales addresses Red Medicine as a system of healing that includes birthing practices, dreaming, and purification rites to re-establish personal and social equilibrium. The book explores Indigenous medicine across North America, with a special emphasis on how Indigenous knowledge has endured and persisted among peoples with a legacy to Mexico. Gonzales combines her lived experience in Red Medicine as an herbalist and traditional birth attendant with in-depth research into oral traditions, storytelling, and the meanings of symbols to uncover how Indigenous knowledge endures over time. And she shows how this knowledge is now being reclaimed by Chicanos, Mexican Americans and Mexican Indigenous peoples. For Gonzales, a central guiding force in Red Medicine is the principal of regeneration as it is manifested in Spiderwoman. Dating to Pre-Columbian times, the Mesoamerican Weaver/Spiderwoman—the guardian of birth, medicine, and purification rites such as the Nahua sweat bath—exemplifies the interconnected process of rebalancing that transpires throughout life in mental, spiritual and physical manifestations. Gonzales also explains how dreaming is a form of diagnosing in traditional Indigenous medicine and how Indigenous concepts of the body provide insight into healing various kinds of trauma. Gonzales links pre-Columbian thought to contemporary healing practices by examining ancient symbols and their relation to current curative knowledges among Indigenous peoples. Red Medicine suggests that Indigenous healing systems can usefully point contemporary people back to ancestral teachings and help them reconnect to the dynamics of the natural world. |
| red pedagogy: Red Tarot Christopher Marmolejo, 2024-03-05 Designed to be used with any deck, Red Tarot is a radical praxis and decolonized oracle that moves beyond self-help and divination to reclaim tarot for liberation, self-determination, and collective healing. For readers of Postcolonial Astrology and Tarot for Change Red Tarot speaks to anyone othered for their identity or ways of being or thinking—LGBTQIA2S+ and BIPOC folks in particular—presenting the tarot as a radical epistemology that shifts the authority of knowing into the hands of the people themselves. Author Christopher Marmolejo frames literacy as key to liberation, and explores an understanding of tarot as critical literacy. They show how the cards can be read to subvert the dynamics of white supremacist-capitalist-imperialist-patriarchy, weaving historical context and spiritual practice into a comprehensive overview of tarot. Situating tarot imagery within cosmologies outside the Hellenistic frame—Death as interpreted through the lens of Hindu goddess Chhinnamasta, the High Priestess through Aztec goddess Coyolxauhqui—Marmolejo’s Red Tarot is a profound act of native reclamation and liberation. Each card’s interpretation is further bolstered by the teachings of Toni Morrison, bell hooks, Paulo Freire, José Esteban Muñoz, and others, in an offering that integrates intersectional wisdom with the author’s divination practice—and reveals tarot as an essential language for liberation. |
| red pedagogy: Ecopedagogy Greg William Misiaszek, 2020-10-15 To stop the downward spiral of intensifying environmental violence that inevitably leads to social violence we, as humans, need to better understand what is at stake and to determine how to make changes at the root levels. Ecopedagogy is centered on understanding the struggles of and connections between human acts of environmental and social violence. Greg W. Misiaszek argues that ecopedagogies grounded in critical, Freirean pedagogies construct learning that leads to human actions geared towards increased social and environmental justice and planetary sustainability. Throughout the book he discusses the need for teaching, reading, and researching through problematizing the causes of socio-environmental violence, including oppressive processes of globalization and constructs of “development”, “economics”, and “citizenship”, to name a few, that emerge from socio-historical oppressions (e.g., colonialization, racism, patriarchy, neoliberalism, xenophobia, epistemicide) and dominance over the rest of nature. Misiaszek concludes with ecopedagogies' challenges within the current post-truth era and possibilities of reimagining UNESCO's Sustainable Development Goals (SDGs). |
| red pedagogy: Teaching Community bell hooks, 2013-08-21 Ten years ago, bell hooks astonished readers with Teaching to Transgress: Education as the Practice of Freedom. Now comes Teaching Community: A Pedagogy of Hope - a powerful, visionary work that will enrich our teaching and our lives. Combining critical thinking about education with autobiographical narratives, hooks invites readers to extend the discourse of race, gender, class and nationality beyond the classroom into everyday situations of learning. bell hooks writes candidly about her own experiences. Teaching, she explains, can happen anywhere, any time - not just in college classrooms but in churches, in bookstores, in homes where people get together to share ideas that affect their daily lives. In Teaching Community bell hooks seeks to theorize from the place of the positive, looking at what works. Writing about struggles to end racism and white supremacy, she makes the useful point that No one is born a racist. Everyone makes a choice. Teaching Community tells us how we can choose to end racism and create a beloved community. hooks looks at many issues-among them, spirituality in the classroom, white people looking to end racism, and erotic relationships between professors and students. Spirit, struggle, service, love, the ideals of shared knowledge and shared learning - these values motivate progressive social change. Teachers of vision know that democratic education can never be confined to a classroom. Teaching - so often undervalued in our society -- can be a joyous and inclusive activity. bell hooks shows the way. When teachers teach with love, combining care, commitment, knowledge, responsibility, respect, and trust, we are often able to enter the classroom and go straight to the heart of the matter, which is knowing what to do on any given day to create the best climate for learning. |
| red pedagogy: A Pedagogy of Anticapitalist Antiracism Zachary A. Casey, 2016-10-24 Argues that the economic system itself is culpable in maintaining our oppressive educational status quo. Through an analysis of whiteness, capitalism, and teacher education, A Pedagogy of Anticapitalist Antiracism sheds light on the current conditions of public education in the United States. We have created an environment wherein market-based logics of efficiency, lowering costs, and increasing returns have worked to disadvantage those populations most in need of educational opportunities that work to combat poverty. This book traces the history of whiteness in the United States with an explicit emphasis on the ways in which the economic system of capitalism functions to maintain historical practices that function in racist ways. Practitioners and researchers alike will find important insights into the ways that the history of white racial identity and capitalism in the United States impact our present reality in schools. Casey concludes with a discussion of revolutionary hope and possibilities for resistance to the barrage of dehumanizing reforms and privatization engulfing much of the contemporary educational landscape. This book is groundbreaking. It stands alone in its sophisticated use and explanation of theory, praxis, and their interrelationship in the field of critical whiteness studies. Jeremy N. Price, author of Against the Odds: The Meaning of School and Relationships in the Lives of Six Young African-American Men |
| red pedagogy: Neither Vertical nor Horizontal Rodrigo Nunes, 2021-05-25 A decade ago, a wave of mass mobilisations described as horizontal and leaderless swept the planet, holding the promise of real democracy and justice for the 99%. Many saw its subsequent ebb as proof of the need to go back to what was once called the question of organisation. For something so often described as essential, however, political organisation remains a surprisingly under-theorised field. In this book, Rodrigo Nunes proposes to remedy that lack by starting again from scratch. Redefining the terms of the problem, he rejects the confusion between organisation and any of the forms it can take, such as the party, and argues that organisation must be understood as always supposing a diverse ecology of different initiatives and organisational forms. Drawing from a wide array of sources and traditions that include cybernetics, poststructuralism, network theory and Marxism, Nunes develops a grammar that eschews easy oppositions between verticalism and horizontalism, centralisation and dispersion, and offers a fresh approach to enduring issues like spontaneity, leadership, democracy, strategy, populism, revolution, and the relationship between movements and parties. |
| red pedagogy: Ethical Futures in Qualitative Research Norman K Denzin, Michael D Giardina, 2016-07-01 Ethics has been a perennial concern of qualitative researchers. The subject has been confounded with the emergence of human subjects regulations, the increased concern with indigenous communities, the globalization of research practices, and the breakdown of barriers between researcher and subject. The original contributions to this volume highlight the key topics that face contemporary qualitative researchers and those that will likely emerge in the near future. Written by many of the leading figures in the field—Lincoln, Denzin, Schwandt, Richardson, Ellis, Bochner, Morse, among others—this book will help shape the ethical response of the field to the challenges presented by the contemporary research environment. |
| red pedagogy: The Personal, Place, and Context in Pedagogy John M. Fischer, Grzegorz Mazurkiewicz, 2021-07-03 This edited volume includes contributions on education within a world of challenges by authors with diverse experiences and perspectives. Together, the authors reflect on educational initiatives and life in democratic societies, arguing for an increased awareness of the educational processes at work within our contexts, places, and personal lives. Chapters argue that authority and knowledge belong to everyone and that these are found on every level of perceived educational hierarchies. This book calls for attention to be paid to the voices of teachers in school, students in the classroom, participants in a project, and researchers embedded in a community—highlighting that they all have something to teach about understanding the world all are working to create in an uncertain educational future. |
| red pedagogy: The Havoc of Capitalism , 2010-01-01 Havoc of Capitalism brings together an interdisciplinary community of scholars from around the world to contribute to the dialogue about alternative global futures in the current context of environmental crisis, uncertainty and inequality. The contributors to this book provide insight into the havoc wrought by processes of capitalism, colonialism and consumption. Drawing on present environmental matters of concern, such as the aftermath of Hurricane Katrina, First Nation perspectives on ecological colonization, and the possibilities for transformation and action, this book makes a timely intervention in debates about accumulated historical debts, ordinary ecological crises and the challenges for sustaining social and environmental alternatives. |
| red pedagogy: Beyond Colonialism, Development and Globalization Dominique Caouette, Dip Kapoor, 2015-12-15 Development studies is in a state of flux. A new generation of scholars has come to reject what was once regarded as accepted wisdom, and increasingly regard development and globalization as part of a continuum with colonialism, premised on the same reductionist assumption that progress and growth are objective facts that can be fostered, measured, assessed and controlled. Drawing on a variety of theoretical perspectives and approaches, this book explores the ways in which social movements in the Global South are rejecting Western-centric notions of development and modernization, as well as creating their own alternatives. By assessing development theories from the perspective of subaltern groups and movements, the contributors posit a new notion of development 'from below', one in which these movements provide new ways of imagining social transformation, and a way out of the 'developmental dead end' that has so far characterized post-development approaches. Beyond Colonialism, Development and Globalization therefore represents a radical break with the prevailing narrative of modernization, and points to a bold new direction for development studies. |
| red pedagogy: The Red Pencil Theodore R. Sizer, 2005-05-12 In this critique of American education, a prominent educator discusses three crucial areas in public education in which policy discussion has been silent, including the necessity for sharing policy-making authority among schools, families, and government. |
| red pedagogy: As We Have Always Done Leanne Betasamosake Simpson, 2017-10-17 Winner: Native American and Indigenous Studies Association's Best Subsequent Book 2017 Honorable Mention: Labriola Center American Indian National Book Award 2017 Across North America, Indigenous acts of resistance have in recent years opposed the removal of federal protections for forests and waterways in Indigenous lands, halted the expansion of tar sands extraction and the pipeline construction at Standing Rock, and demanded justice for murdered and missing Indigenous women. In As We Have Always Done, Leanne Betasamosake Simpson locates Indigenous political resurgence as a practice rooted in uniquely Indigenous theorizing, writing, organizing, and thinking. Indigenous resistance is a radical rejection of contemporary colonialism focused around the refusal of the dispossession of both Indigenous bodies and land. Simpson makes clear that its goal can no longer be cultural resurgence as a mechanism for inclusion in a multicultural mosaic. Instead, she calls for unapologetic, place-based Indigenous alternatives to the destructive logics of the settler colonial state, including heteropatriarchy, white supremacy, and capitalist exploitation. |
| red pedagogy: The Activist Academic Colette Cann, Eric DeMeulenaere, 2020-05-29 Donald Trump’s election forced academics to confront the inadequacy of promoting social change through the traditional academic work of research, writing, and teaching. Scholars joined crowds of people who flooded the streets to protest the event. The present political moment recalls intellectual forbearers like Antonio Gramsci who, imprisoned during an earlier fascist era, demanded that intellectuals committed to justice “can no longer consist in eloquence ... but in active participation in practical life, as constructor, organizer, ‘permanent persuader’ and not just a simple orator (Gramsci, 1971, p. 10). Indeed, in an era of corporate media and “alternative facts,” academics committed to justice cannot simply rely on disseminating new knowledge, but must step out of the ivory tower and enter the streets as activists. The Activist Academic serves as a guide for merging activism into academia. Following the journey of two academics, the book offers stories, frameworks and methods for how scholars can marry their academic selves, involved in scholarship, teaching and service, with their activist commitments to justice, while navigating the lived realities of raising families and navigating office politics. This volume invites academics across disciplines to enter into a dialogue about how to take knowledge to the streets. Perfect for courses such as: Introduction to Social Theory | Social Foundations | Certificate in Public Scholarship | Practicing Public Scholarship | Reimagining Public Engagement | Decentering the Public Humanities hrClick HERE to see a video of the book launch, moderated by Monisha Bajaj for Imagining America, with contributions from Margo Okazawa-Rey and John Saltmarsh. hrWatch the #CompactNationPod interview, which runs between minutes 9:35 and 48:45. In this episode, Marisol Morales chats with Colette Cann and Eric DeMeulenaere, as they share the true stories of their lives as activists, scholars, and parents who are trying to push forward social change through academic work.Compact Nation Podcast · The Activist Academic hr What does it mean to be both an activist and an academic? Watch the FreshEd podcast Becoming an Activist Academic, which features authors Colette Cann & Eric DeMeulenaere discussing their own journeys as a guide for merging activism and academia. hr |
| red pedagogy: Decolonial Pedagogy Njoki Nathani Wane, Kimberly L. Todd, 2018-11-12 Through innovative and critical research, this anthology inquires and challenges issues of race and positionality, empirical sciences, colonial education models, and indigenous knowledges. Chapter authors from diverse backgrounds present empirical explorations that examine how decolonial work and Indigenous knowledges disrupt, problematize, challenge, and transform ongoing colonial oppression and colonial paradigm. This book utilizes provocative and critical research that takes up issues of race, the shortfalls of empirical sciences, colonial education models, and the need for a resurgence in Indigenous knowledges to usher in a new public sphere. This book is a testament of hope that places decolonization at the heart of our human community. |
| red pedagogy: Original Sins Eve L. Ewing, 2025-02-11 NEW YORK TIMES BESTSELLER • “A fascinating and eye-opening look at how American schools have helped build and reinforce an infrastructure of racial inequality . . . a must-read for every American parent and educator.”—Esquire (Most Anticipated Books of 2025) “Though the argument of this book is bleak, it illuminates a path for a more just future that is nothing short of dazzling.”—Oprah Daily (Most Anticipated Books of 2025) “This book will transform the way you see this country.”—Michelle Alexander, author of The New Jim Crow If all children could just get an education, the logic goes, they would have the same opportunities later in life. But this historical tour de force makes it clear that the opposite is true: The U.S. school system has played an instrumental role in creating and upholding racial hierarchies, preparing children to expect unequal treatment throughout their lives. In Original Sins, Ewing demonstrates that our schools were designed to propagate the idea of white intellectual superiority, to “civilize” Native students and to prepare Black students for menial labor. Education was not an afterthought for the Founding Fathers; it was envisioned by Thomas Jefferson as an institution that would fortify the country’s racial hierarchy. Ewing argues that these dynamics persist in a curriculum that continues to minimize the horrors of American history. The most insidious aspects of this system fall below the radar in the forms of standardized testing, academic tracking, disciplinary policies, and uneven access to resources. By demonstrating that it’s in the DNA of American schools to serve as an effective and underacknowledged mechanism maintaining inequality in this country today, Ewing makes the case that we need a profound reevaluation of what schools are supposed to do, and for whom. This book will change the way people understand the place we send our children for eight hours a day. |
| red pedagogy: Colonized Classrooms Sheila Cote-Meek, 2020-07-10T00:00:00Z In Colonized Classrooms, Sheila Cote-Meek discusses how Aboriginal students confront narratives of colonial violence in the postsecondary classroom, while they are, at the same time, living and experiencing colonial violence on a daily basis. Basing her analysis on interviews with Aboriginal students, teachers and Elders, Cote-Meek deftly illustrates how colonization and its violence are not a distant experience, but one that is being negotiated every day in universities and colleges across Canada. |
| red pedagogy: With Great Power Comes Great Pedagogy Susan E. Kirtley, Antero Garcia, Peter E. Carlson, 2020-02-28 Contributions by Bart Beaty, Jenny Blenk, Ben Bolling, Peter E. Carlson, Johnathan Flowers, Antero Garcia, Dale Jacobs, Ebony Flowers Kalir, James Kelley, Susan E. Kirtley, Frederik Byrn Køhlert, John A. Lent, Leah Misemer, Johnny Parker II, Nick Sousanis, Aimee Valentine, and Benjamin J. Villarreal More and more educators are using comics in the classroom. As such, this edited volume sets out the stakes, definitions, and exemplars of recent comics pedagogy, from K-12 contexts to higher education instruction to ongoing communities of scholars working outside of the academy. Building upon interdisciplinary approaches to teaching comics and teaching with comics, this book brings together diverse voices to share key theories and research on comics pedagogy. By gathering scholars, creators, and educators across various fields and in K-12 as well as university settings, editors Susan E. Kirtley, Antero Garcia, and Peter E. Carlson significantly expand scholarship. This valuable resource offers both critical pieces and engaging interviews with key comics professionals who reflect on their own teaching experience and on considerations of the benefits of creating comics in education. Included are interviews with acclaimed comics writers Lynda Barry, Brian Michael Bendis, Kelly Sue DeConnick, and David Walker, as well as essays spanning from studying the use of superhero comics in the classroom to the ways comics can enrich and empower young readers. The inclusion of creators, scholars, and teachers leads to perspectives that make this volume unlike any other currently available. These voices echo the diverse needs of the many stakeholders invested in using comics in education today. |
| red pedagogy: Research Anthology on Racial Equity, Identity, and Privilege Management Association, Information Resources, 2022-01-14 Past injustice against racial groups rings out throughout history and negatively affects today’s society. Not only do people hold onto negative perceptions, but government processes and laws have remnants of these past ideas that impact people today. To enact change and promote justice, it is essential to recognize the generational trauma experienced by these groups. The Research Anthology on Racial Equity, Identity, and Privilege analyzes the impact that past racial inequality has on society today. This book discusses the barriers that were created throughout history and the ways to overcome them and heal as a community. Covering topics such as critical race theory, transformative change, and intergenerational trauma, this three-volume comprehensive major reference work is a dynamic resource for sociologists, community leaders, government officials, policymakers, education administration, preservice teachers, students and professors of higher education, justice advocates, researchers, and academicians. |
| red pedagogy: Culturally Responsive Education in the Classroom Adeyemi Stembridge, 2019-11-26 This exciting book helps educators translate the concept of equity into the context of pedagogy in the K-12 classroom. Providing a practice-oriented framework for understanding what equity entails for both teachers and learners, this book clarifies the theoretical context for equity and shares rich teaching strategies across a range of content areas and age groups. Unpacking six themes to understand Culturally Responsive Education (CRE), this powerful book helps teachers incorporate equity into behaviors, environments, and meaningful learning opportunities. Culturally Responsive Education in the Classroom provides specific, practice-based examples to help readers develop a culturally responsive pedagogical mindset for closing equity gaps in student achievement. |
| red pedagogy: Fostering a Climate of Inclusion in the College Classroom Lavonna L. Lovern, 2018-03-12 This book examines inclusion teaching at the college and university level. It establishes the importance of the Humanities disciplines and the use of qualitative analysis as a means of understanding and encouraging democratic materials and classroom organization. The first section of the text provides two primers for those unfamiliar with pedagogical history and theory. These primers are designed to give basic information and sources for additional study. They trace pedagogical influences from foundationism, neoliberalism, conflict, and critical theories to critical race theory, Red pedagogy, and decolonization theories. The second half of the book focuses on strategies to assist those attempting classroom inclusion. These chapters are designed to assist with practical ways in which inclusion can be advanced as well as strategies to assist junior faculty in the navigation of the politics of inclusive education. |
| red pedagogy: Promoting Transborder Dialogue During Times of Uncertainty Timothy G. Cashman, 2021-07-12 This book explicates the process of critical border praxis and establishes the need for dialogic border crossings. It also articulates how the creation and development of third spaces allow for the convergence of transborder negotiations within educational and political spheres. |
| red pedagogy: Looking Back and Living Forward Jennifer Markides, Laura Forsythe, 2018-04-16 Looking Back and Living Forward: Indigenous Research Rising Up brings together research from a diverse group of scholars from a variety of disciplines. The work shared in this book is done by and with Indigenous peoples, from across Canada and around the world. Together, the collaborators’ voices resonate with urgency and insights towards resistance and resurgence. The various chapters address historical legacies, environmental concerns, community needs, wisdom teachings, legal issues, personal journeys, educational implications, and more. In these offerings, the contributors share the findings from their literature surveys, document analyses, community-based projects, self-studies, and work with knowledge keepers and elders. The scholarship draws on the teachings of the past, experiences of the present, and will undoubtedly inform research to come. |
| red pedagogy: Where the Wind Blows Us Natasha Lyons, 2013-10-10 This volume unites critical practice with a community-based approach to archaeology and presents an extended case study with the Inuvialuit community of the Canadian Western Arctic, using a multivocal approach that integrates archaeology, ethnography, oral history, and community interviews, and actively working to hear Inuvialuit voices speak about their rich and textured history--Provided by publisher. |
| red pedagogy: JSL Vol 25-N5 JOURNAL OF SCHOOL LEADERSHIP, 2015-10-08 The Journal of School Leadership is broadening the conversation about schools and leadership and is currently accepting manuscripts. We welcome manuscripts based on cutting-edge research from a wide variety of theoretical perspectives and methodological orientations. The editorial team is particularly interested in working with international authors, authors from traditionally marginalized populations, and in work that is relevant to practitioners around the world. Growing numbers of educators and professors look to the six bimonthly issues to: deal with problems directly related to contemporary school leadership practice teach courses on school leadership and policy use as a quality reference in writing articles about school leadership and improvement. |
| red pedagogy: Handbook of Critical Race Theory in Education Marvin Lynn, Adrienne D. Dixson, 2013-09-02 This handbook illustrates how education scholars employ Critical Race Theory (CRT) as a framework to bring attention to issues of race and racism in education. It is the first authoritative reference work to provide a truly comprehensive description and analysis of the topic, from the defining conceptual principles of CRT in the Law that gave shape to its radical underpinnings to the political and social implications of the field today. It is divided into three sections, covering innovations in educational research, policy and practice in both schools and in higher education, and the increasing interdisciplinary nature of critical race research. With 28 newly commissioned pieces written by the most renowned scholars in the field, this handbook provides the definitive statement on the state of critical race theory in education and on its possibilities for the future. |
| red pedagogy: Insurgent Social Studies Natasha Hakimali Merchant, Sarah B. Shear, Wayne Au, 2022-06-23 A 2023 SPE Outstanding Book Award Winner Social studies education over its hundred-year history has often focused on predominantly white and male narratives. This has not only been detrimental to the increasingly diverse population of the U.S., but it has also meant that social studies as a field of scholarship has systematically excluded and marginalized the voices, teaching, and research of women, scholars of color, queer scholars, and scholars whose politics challenge the dominant traditions of history, geography, economics, and civics education. Insurgent Social Studies intervenes in the field of social studies education by highlighting those whose work has often been deemed “too radical.” Insurgent Social Studies is essential reading to all researchers and practitioners in social studies, and is perfect as an adopted text in the social studies curriculum at Colleges of Education. Perfect for courses such as: Foundations of Education │ Social Studies Methods │ Multicultural Education │ Critical Studies of Education │ Culturally Relevant Pedagogy │ Social Education |
| red pedagogy: Free to Be Mohawk Louellyn White, 2015-11-12 Akwesasne territory straddles the U.S.-Canada border in upstate New York, Ontario, and Quebec. In 1979, in the midst of a major conflict regarding self-governance, traditional Mohawks there asserted their sovereign rights to self-education. Concern over the loss of language and culture and clashes with the public school system over who had the right to educate their children sparked the birth of the Akwesasne Freedom School (AFS) and its grassroots, community-based approach. In Free to Be Mohawk, Louellyn White traces the history of the AFS, a tribally controlled school operated without direct federal, state, or provincial funding, and explores factors contributing to its longevity and its impact on alumni, students, teachers, parents, and staff. Through interviews, participant observations, and archival research, White presents an in-depth picture of the Akwesasne Freedom School as a model of Indigenous holistic education that incorporates traditional teachings, experiential methods, and language immersion. Alumni, parents, and teachers describe how the school has fostered a strong sense of what it is to be “fully Mohawk.” White explores the complex relationship between language and identity and shows how AFS participants transcend historical colonization by negotiating their sense of self. According to Mohawk elder Sakokwenionkwas (Tom Porter), “The prophecies say that the time will come when the grandchildren will speak to the whole world. The reason for the Akwesasne Freedom School is so the grandchildren will have something significant to say.” In a world where forced assimilation and colonial education have resulted in the loss or endangerment of hundreds of Indigenous languages, the Akwesasne Freedom School provides a cultural and linguistic sanctuary. White’s timely study reminds readers, including the Canadian and U.S. governments, of the critical importance of an Indigenous nation’s authority over the education of its children. |
| red pedagogy: The SAGE Handbook of Research on Teacher Education D. Jean Clandinin, Jukka Husu, 2017-06-14 The SAGE Handbook of Research on Teacher Education offers an ambitious and international overview of the current landscape of teacher education research, as well as the imagined futures. The two volumes are divided into sub-sections: Section One: Mapping the Landscape of Teacher Education Section Two: Learning Teacher Identity in Teacher Education Section Three: Learning Teacher Agency in Teacher Education Section Four: Learning Moral & Ethical Responsibilities of Teaching in Teacher Education Section Five: Learning to Negotiate Social, Political, and Cultural Responsibilities of Teaching in Teacher Education Section Six: Learning through Pedagogies in Teacher Education Section Seven: Learning the Contents of Teaching in Teacher Education Section Eight: Learning Professional Competencies in Teacher Education and throughout the Career Section Nine: Learning with and from Assessments in Teacher Education Section Ten: The Education and Learning of Teacher Educators Section Eleven: The Evolving Social and Political Contexts of Teacher Education Section Twelve: A Reflective Turn This handbook is a landmark collection for all those interested in current research in teacher education and the possibilities for how research can influence future teacher education practices and policies. |
| red pedagogy: Sentipensante (sensing/thinking) Pedagogy Laura I. Rendón, 2023 Challenging, inspiring, beautifully written, and unusual, this book calls readers to find ways to link mind and heart -- thinking and feeling -- to transform teaching and learning in higher education. Laura Rendon has illustrated how one can unite one's deep beliefs, values, and feelings, with one's keen analytical and intellectual abilities...an important, thought-provoking, and unique addition to the literature on teaching, learning, and the academic life. The Review of Higher Education on the first editionThis new and expanded edition of the acclaimed and successful book by nationally-recognized student advocate, activist scholar and contemplative educator, Laura Rendon, will surely find new audiences who are eager to create teaching and learning environments where the learner is fully present and engaged using the full capacities of mind, body and senses; and where the learning experience can be simultaneously subjective and objective, a view which challenges the privileged notion that only reason and objective modes of learning are valid. While the pedagogy can be employed with all students, Rendon provides support for faculty who work with low-income, first-generation, and racially-minoritized learners. Sentipensante Pedagogy benefits all students through holistically meeting their emotional needs and quest for knowledge, and simultaneously fostering their civic sense, critical consciousness, and community engagement.Rendon offers an inspirational and contemplative pedagogy that leverages student assets and addresses the rhythmic balance and interconnection between intellectual, social, emotional, and inner-life skill development. The book blends academic discussions about pedagogy and diverse world views as it inspires a new generation of faculty and staff to develop blueprints for democratic, decolonial teaching and learning environments.The sensing / thinking approach has been successfully adopted and adapted in courses and seminars across many academic disciplines, including STEM, in two- and four-year colleges institutions. Several colleges and universities have created centers around contemplative studies and pedagogy with applications extending to the K-12 education arena.As with adopting any new pedagogical approach, planning and thought needs to be given on how to integrate its reflective and creative elements with course content. This book offers inspiration and guidance for faculty who want to holistically address the needs, aspirations, and individual development of their students |
| red pedagogy: The Pedagogy of Confidence Yvette Jackson, 2011-04-14 In her new book, prominent professional developer Yvette Jackson focuses on students' strengths, rather than their weaknesses, To reinvigorate educators to inspire learning and high intellectual performance. Through the lens of educational psychology and historical reforms, Jackson responds To The faltering motivation and confidence of educators in terms of its effects on closing the achievement gap. The author seeks to rekindle the belief in the vast capacity of underachieving urban students, and offers strategies to help educators inspire intellectual performance. Jackson proposes that a paradigm shift towards a focus on strengths will reinvigorate educators' passion for teaching and belief in their ability to raise the intellectual achievement of their students. Jackson addresses how educators can systematically support the development of motivation, reflective and cognitive skills, and high performance when standards and assessments are predisposed to non-conceptual methods. Furthermore, she examines challenges and offers strategies for dealing with cultural disconnects, The influence of new technologies, and language preferences of students. |
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