Unsettling settler-colonial education : the transformational Indigenous praxis model

Pewewardy, Cornel, (editor.). Lees, Anna, (editor.). Minthorn, Robin Zape-tah-hol-ah, (editor.). Lee, Tiffany S., (foreword.). Yellow Bird, Michael, (afterword.).

Summary: 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.

Record details

ISBN: 9780807766811 (hardcover)
Physical Description: xviii, 222 pages : illustrations ; 24 cm.
print
Publisher: New York : Teachers College Press, [2022]
Copyright: ©2022

Content descriptions

Bibliography, etc. Note:

Includes bibliographical references and index.

Formatted Contents Note:

Introduction -- Native American language teachers going beyond their classrooms -- Indigenous knowledges to transform public education -- Exploring, leading, and managing Indigenous K-12 education -- Examining teacher education and practice through the Transformational Indigenous Praxis Model (TIPM) -- Early childhood teacher education for transformation -- White, Christian, male privilege and colonialism: contending with Chief Wahoo in the multicultural education classroom -- Indigenous teacher education: reflections of pathway-making through primarily white institutions toward indigenous futures -- Tribal college and university (TCU) faculty as Native nation builders -- Learning on and from the land: Indigenous perspectives on university land-based learning pedagogies -- Facilitating wayfinding in social work education: a Pinay scholar warrior of Kapu Aloha and Mahalaya's roles and responsibilities -- Transformational praxis in higher education -- Learning with each other: a relational Indigenous leadership philosophy -- Resistance and survivance for Indigenous educational leadership: applying the Transformational Indigenous Praxis Model to support educational self-determination -- Set the prairie on fire: confronting colonial entanglements through autoethnographic ribbon work -- Native Educational Sovereignty in Teaching and Leadership (NESTL): the transformation of leadership utilizing a holistic corn pollen model to serve all students at a research university -- Indigenizing doctoral programs: embodying Indigenous community ways of being -- Intergenerational connections through Cheyenne and Arapaho female leadership experiences -- Our collective closing.