Grande - I Portland UR ‘yinlo logs-eh oiogy it Prisntind...

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Unformatted text preview: I'.'. Portland UR: ‘yinlo logs-eh oiogy. it: Prisntind. T ot'indion spiri- ress. iesrse. New York: they: The s;1 irit of s: ii-iystimi writ- .Isit'isss. Boston: i “L: Han-likable? mm Fingers, Maintain; dam. time, some lemonr been“; SMELL, I (“him The Uri—Methodology Sand}: Grande ver since i received the ineirorioij to write this chapter. .ll:'|-"{3' been thinking (rend: obsessing} noon! inethodoiogy, asking everyone i' krone note they define. i! and ti'z'ring to determine o-‘hstiiei- i do it or not. irioiirrnl'ly- throng}: these discussions, i o'iseovered their the soeioi iigogernein oft-ideas is nni method. fipeeitieni'l}; ir ieorned that .ni}-' research is elioot idens in riiosion. T'hrit is. ideas ns tire/u eoine olive within end through Ioeotdefsj. eonnnnn.-"t."es_, events, tints. pror- tiisos, policies, institutions, artistic expression, eere- monies, Lind rituals. i engage them "in motion“ through it process elective and elose ohsereotion wherein Hive with, iry on, and wrestle with ideas in n irinnnes' akin to tieertzis NEWS} notion of'deeti hanging out” but with!th the di.s!inr:tion between participleno'oiiserL-e: insteod, iiie goze is always shill-fitter i'.'.|t1-'ord, ituis'r'et.rt!'. end throughout the soon-rs-in-i:iet1eeen. woo rile iden itself iioi'ding _ 3? nor! its the independent l-nrs'eliie. As i engnge Eli-"3 pmcess, 1' survey IrieH-‘ooints on the geneni'ogy of ideas: their nipresontorioii and porenriel power to speed: oeross botineirsrt'es', borders. one“ rnorgins: n13"'I-It]P.S'Nt'i-TF: Portions of this chapter tents from 111' text: Red Pedagogy: Notii-eel-r: {Eirnnde son-n. RED PEDAGOGY oodfiiter thegotitorod i- nto through on indigenous perssfieuztive. When i soy "indigenous perspective,” when I moon is my perspective es on indigenous stiiot'ni'. And when i soy "my oersloesrivef’i nierin from n eerist'fonsries.s sheltered not [mhe is): my men experiences hot also those iii-my Jrnrroltsitoz tint! ances- tors. is is through tit is pmeess- that tied pedagogy my indigenous inethodoi'ogy—erneeeeci. fl lN't'lttJIJLTCIlDN When I think of lndlgern‘iua triellnnltilugies, I think of Linda Tnhiwai Smith's uses} elessli: text Decolonizing i’i-tetiiodologies: Rosetta-eh nod indigenous Peotiies. This landmark pullliealiml defined the field of indigenous inetl‘iodology, charting; the path for those still navigating the deeply trouhled teasers of atadeinit research. The historieahy turbulent relationship stems from centuries of use zine. abuse at the hands of l-lflt-itesti'eam' peosyeetore {l'fliidl academies], mining the dark hodies ol' indigenous peoples— either out of self-interest or self-hatred. Sinith "r.'.'.in Sonia-i and J'J'oiiriml' 'J'iroiegy'i.‘ E 23.”: 25ft ta: CRlTltlt'iLPiND lNlJlGEl‘JflUS PEDAGGGEES a nation at war and at risk, we must consider how present its gifts to the world . . . an adamant emerging conceptions of citizenship, sovereignty, refusal to dissociate culture, identity. and power and democracy will affect the [reltortnarion of our train the land [Lyons, Ettllliti. national identttv tarttcularlvanioiic- voiin eo le. , . . . .. . ‘lI . _ ‘ °,;,. gp P ti. Rea pedagogy arrival t cultivates proxis gt in schoolsns Mitchell l2t‘ittll notes, t he produc- . t . . _ . . , . . collective agency. That is, Red pedagogv aims to tton oi oernocmcv, the practice at edutsition, and _ . ' . , . . . . ‘ . _ ,, 1 build transcultural and transnational Sflltttflfll’lffi the constitution of the nation-state nave always . . . . . . .’ among indigenous peoples and others coinrnitted heen intei'annahly hound together. The imperative . . .' . _ . . . to reiniagining a sovereign space tree of imperial- before us as citizens is to engage a process of un- . . . . . . . . . . . . ist,colonialist. and capitalist exploitation. thinking our colonial roots and rethinking demo c- raey. l-ot teachers and students, this means that we F. Red pedagogy is grouttded in hope. This is. must he willing to act as agents of tiansgi'ession, however, not the future-centered hope of the posing critical questions and engagingr dangerous ti‘i't-istei'ri imagination httt rather a hope that lives discourse. Such is the hasis of Red pedagogy. in particular, Red pedagogy tillers the lollowing seven precepts as a way' of thinking out way around and through the challenges facing American education in the 21st century and our mutual need to define. deeoloniaing pedagogies: lIl contingency with the past -—one that trusts the beliefs and understandings of our ancestors, the power of traditional knowledge, and the possihil- ities of new understandings. In the end, a Red pedagogy is about engaging the development ot'“cointnunity—hased power” in_ Red peri'agogy- is primarily a pedagtgi'cat the interest of “a responsible political,eeonomic, yingigffi [n [his cnnfgxal putlggogtp [g undig-mmgcl 33 and spiritual societyf’That i5,il'1E' pt'l'rvt-JI tIZI ll‘r't.‘ Utll heing inherently political, cultural, spiritual, and “active presences and survivaitces rather than an intellectual. illusionary democracy.” Viaenor’s [1993] notion , , _ , oi survivanee si iiilies a state of hein=r he and 2. Real pedagogy- is fittitttimetittdi‘v rooted in a . y g ‘5’ 1"? . , t J t _ _ e _ surviva, endurance, or a mere. response to colo- ititt'tgeitottr showings otto‘pistxis. It is particularly . . ,, . a ,, . _ t _ . I mama and ol moving rowan. an active ores— tiiterestetl in knowledge that furthers understand , _. . . . . ' . . .. . , ence. . . and active repudiation ot dominance, mg and analvsis of the forces or colonisation. - . s _. - * tragedy and victimry. In these post-Katrina 3. itea‘pedugugy i'r itgtortiteit by critical theories times, I find die notion ol'siirvivarice—particularht gfertitcatioti. r't Red pedagogy searches for ways it as it relates to colonized peoples—to he poignant can both deepen and he deepened by engagement and powerful. It speaks to ottr collective need to with critical and revolutionary theories and prairie. decoloniae. to push hack against empire, and to 4 R d d r I r. reclaim what it means to he a people of sovereign '. e a o termites or; ertrmJoi/t or - ' .. i - 1 _ 3,3,1!) Jr maid and hody. The peoples of the .‘iindi Ward 111 it'et'tiiottizotioti. l‘vitliin Red pedagogy, the root . . = , _ ; Hew- th'leaos serve as a reminder to all of us that metaphors of decolonisation are articulated as . , __ . _ . . _ . . . . _ 1 JUSI as the specter ol colonialism continues to equity, emancipation. sovereignty. and oalance. ln . . _ _ _ haunt the toltective soul of nnierita, so too does this Sfi'lliifliflfl education I'oi'deeolonization makes . , . . . . . the more hopctoi spirit of indigeneity. no claim to political neutrality but rather engages a method ot'analysis and social inquiry that trott- hles the capitalist-imperialist aims of untettered competition, accumulation, and exploitation. E NOTES I 3" Rm “Widely :5.“- W‘“ “'1‘” lf’r'ilrmgmfl l. adapting from the fetiiiiiist nation of Wm (IRE-Wiin'l'fifl)’ and mmd‘fm’m Silwmtlm}: in ".‘i'ialestiearrtill'flaude Denis[19W]defines“lo-'hitestreairt" this contest. sovereignty 1s hruadiy defined as "a as the idea that while American society is not “i-‘v'hite" people's right to rebuild its cleriianel to exist and in socioe‘emngi'aphic terms, it remains p:incipa|lyantl ...
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Grande - I Portland UR ‘yinlo logs-eh oiogy it Prisntind...

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