Description
Edited By Cornel Pewewardy, Comanche/Kiowa, Anna Lees, a Waganakasing Odawa, descendant, and Robin Zape-tah-hol-ah Minthorn, Kiowa/Apache/Nez Perce/Umatilla/Assiniboine. Foreword By Tiffany S. Lee (Diné /Lakota) Dibé Łizhiní (Blacksheep) and born for Naałaní (Oglala Lakota). She is from Crystal, New Mexico, located on the Navajo Nation, on her mother’s side, and Pine Ridge, South Dakota on her father’s side. Afterword By Michael Yellow Bird, an enrolled member of the MHA Nation (Mandan, Hidatsa, and Arikara) in North Dakota.
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-intentioned 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.
Book Features:
Introduces the TIPM as a structure that supports educators in decolonizing and indigenizing their practices.
- Provides examples of how pathway-making across a variety of settings takes shape on the TIPM continuum.
- Highlights a diverse group of authors who are making major contributions to the transformation agendas of Indigenous knowledge and ways of knowing.
- Includes a brief summary of the TIPM dimensions with examples of the challenges that educators face as they expand their critical consciousness toward decolonization.
- Follows Native oral traditions by sharing lessons, research, and personal lived experience.
- Identifies the deficit-based ideological underpinnings that frame Indigenous students’ school experiences.
- Employs a metaphor of wave jumping to illustrate how educators working to decolonize their practice can gain forward momentum with time and energy even while facing resistance.
- Provides a methodology to promote healing and cultural restoration of Indigenous peoples.
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-intentioned 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.
Book Features:
Introduces the TIPM as a structure that supports educators in decolonizing and indigenizing their practices.
- Provides examples of how pathway-making across a variety of settings takes shape on the TIPM continuum.
- Highlights a diverse group of authors who are making major contributions to the transformation agendas of Indigenous knowledge and ways of knowing.
- Includes a brief summary of the TIPM dimensions with examples of the challenges that educators face as they expand their critical consciousness toward decolonization.
- Follows Native oral traditions by sharing lessons, research, and personal lived experience.
- Identifies the deficit-based ideological underpinnings that frame Indigenous students’ school experiences.
- Employs a metaphor of wave jumping to illustrate how educators working to decolonize their practice can gain forward momentum with time and energy even while facing resistance.
- Provides a methodology to promote healing and cultural restoration of Indigenous peoples.