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Bibframe Work

Title
A critical pedagogy for Native American education policy
Type
Text
Monograph
Contribution
Knowles, F. E., Jr. (Fred E.), 1957- (Contributor)
Lovern, Lavonna, 1962- (Contributor)
Subject
Creek Indians--Education (LCSH)
Creek Indians--Education--Government policy (LCSH)
Creek Indians--Government relations (LCSH)
Educational sociology--United States (LCSH)
Education and state--United States (LCSH)
EDUCATION / Multicultural Education (BISACSH)
EDUCATION / Educational Policy & Reform / General (BISACSH)
SOCIAL SCIENCE / Ethnic Studies / Native American Studies (BISACSH)
Language
English
Geographic Coverage
United States
Classification
LCC: E99.C9 K66 2015
DDC: 975.004/97385 full
EDU020000
EDU034000
SOC021000
Could not render: bf:status
Supplementary Content
bibliography
index
Content
text
Summary
"A Critical Pedagogy for Native American Education Policy is an application of critical pedagogical theory to historical and recent Native American educational policy. Focusing primarily on the Mvskoke (Creek), the authors provide a detailed historic timeline that is tied to the functionalist view of sociology as it is reflected in the institution of education in general. Knowles and Lovern examine the policy from the critical perspective with the application of Habermas and Freire. They argue that the functionalist mode of education has furthered the cause of colonization and its attendant cultural destruction. The emancipatory possibilities presented by the work of Habermas and Freire are mined for their application to the deficits created by the historical and continued colonization of Native Americans"-- Provided by publisher.
"A Critical Pedagogy for Native American Education Policyis an application of critical pedagogical theory to historical and recent Native American educational policy. Focusing primarily on the Mvskoke (Creek), Knowles and Lovern argue that the Indian educational policy of the federal government has been based on a functionalist perspective, and that the discursive model, suggested by Habermas and Freire, would be useful in the pursuit of the liberation of Native Americans from the continuing impact of colonialism"-- Provided by publisher.
Table Of Contents
Machine generated contents note:
1. An Introduction to the Problem 2.The Functionalist and Conflict Perspectives and the Historical Timeline 3.Discourse and Critical Pedagogy 4.Habermasian Pedagogy 5.The Timeline 6.Termination and Self- Determination 7.The United Nations Declaration on the Rights of Indigenous Peoples 8.Classic and Alternative Epistemologies 9.Native American Epistemology and Pedagogy 10. Implications of Theory 11. Conclusion.
Authorized Access Point
Knowles, F. E., Jr. (Fred E.), 1957- A critical pedagogy for Native American education policy
Admin Metadata
Generation Process: DLC marc2bibframe2 v2.5.0
Status: changed
Encoding Level: full
Identified By: bf:Local, 18675340
Change Date: 2016-05-18T09:32:40
Creation Date: 2015-06-26
Description Language: English
Description Modifier: United States, Library of Congress
Description Authentication:
Non-rendered Predicates: bf:assigner